• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.655-674
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• 2013

The MEST determined to introduce a vocational ability test for the students in vocational high schools to enhance their job competence skills from 2013 accepting the field voices that current competence test is not proper for vocational high schools whose purpose is job preparation education. The test results can be used as an official certificate in the job settlement process. The purpose of this study is to enhance the students's basic skills for mathematics in vocational high schools and in addition to that, to develop mathematics teaching materials aiming to support students in applying mathematics in real vocational world after their learning mathematics in high schools. It seems that the students in vocational high schools experiencing difficulties in mathematics because of the lack of the basic skills for mathematics demanding for the restructuring the mathematics curriculum aiming for empowering to the maximum of the potential abilities of students in vocational high schools. For this purpose, we extracted essential elements from mathematics curricula ranging from elementary schools to middle schools and vocational high schools what is necessary for students in specialized high schools to enhance the students' abilities in using mathematics in vocational area. Based on above study, we analyzed, organized, and systemized the contents and levels of mathematics. Finally, we proposed in this paper the ways to build programs to enhance the students' essential mathematics skills aiming to level up the students' vocational ability required in real vocational companies.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.597-610
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• 2014

The purpose of this study was to inquiry of influence of Meister high school and specialized vocational high school' students on career maturity in problem solving ability domain of test for enhanced employ ability & upgraded proficiency. Research subjects and region were sophomore students of each one of Meister high schools and specialized vocational high schools in Gwangju region. The sample(N=481) was drawn from 2 high schools and collected data were analyzed with SPSS using t-test, Pearson correlation and Levene's test. Items of problem solving ability domain of test for enhanced employ ability & upgraded proficiency were used test items developed in 2012. Career maturity test in Careernet site was used test items developed in 2001 which was made up 3 domains such as attitude, ability and action and 8 sub-regions such as planning, attitude on the vocation, independence, self-understanding, rational decision-making, explore of information, knowledge of hope vocation and career exploration and preparation of action, and constituted 64 items. The results were as follows. Findings of the analysis in specialized vocational high school students demonstrated the positive results of rational decision-making and explore of information in problem solving ability test for enhanced employ ability & upgraded proficiency. Comparing career maturity influence on Meister high school with specialized vocational high school students about problem solving ability domain of test for enhanced employ ability & upgraded proficiency, Meister high school students' score were more high grade than specialized vocational high school students grade.

• Journal of vocational education research
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• v.36 no.2
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• pp.95-121
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• 2017

The vocational competency development training teacher must complete the training course for the training of vocational competency development training instructor and get the qualification of the vocational competency development training teacher from the Ministry of Employment & Labor with the criteria set by the Presidential Decree. Therefore, it can be said that H_university 's educational performance, which is the only vocational competency development training teacher in Korea and that plays a role of mass production in the labor market, has a great influence on vocational competency development training. The purpose of this study is to identify the problems through the analysis of actual condition of vocational competency development training education based on CIPP model, Furthermore, it was aimed to suggest improvement plan of qualification training education. In order to accomplish the purpose of the research, the present situation of the training course for the vocational competency development training teacher training students was grasped. And We conducted a survey to draw out the improvement plan and utilized the results of 173 copies. We conducted interviews by selecting eight subjects for in-depth analysis and Understand the details of the results of the surveys conducted. As a result of the study, positive responses were obtained from the educational objectives and educational resources in the context factors. On the other hand, there were negative opinions about the curriculum reflecting the learner and social needs. In the input factors, positive opinions were derived from the educational objectives and training requirements. However, there were many negative opinions about the achievement of the learner's educational goals. In addition, there were many negative opinions of online contents education. In the process factors, positive evaluation was high in class related part, learner attendance management, and institutional support. However, negative opinions were drawn on the comprehensive evaluation of qualification training period, and the learner's burden due to lack of learning period appeared to be the main reason. In the factor of calculation, Positive opinions were derived from the applicability of the business curriculum for training courses for training teachers who are in charge of education and training in industry occupations. However, there were negative opinions such as learning time, concentration of learning, and communication of instructors. Based on the results of the study, suggestions for improving the operation of vocational competency training teacher qualification training are as follows. First, it is necessary to flexibly manage the training schedule for the weekly training course for vocational competency development training teachers. Second, it is necessary to seek to improve the online education curriculum centered on consumers. Third, it is necessary to seek access to qualification training for local residents. Fourth, pre - education support for qualified applicants is required. Finally, follow-up care of qualified trainees is necessary.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.529-540
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• 2024

In industrial sites, experiential virtual training contents are partially used to replace high-risk and high-cost training, and virtual training contents development is also becoming active along with the increasing demand for non-face-to-face industries. Existing studies mainly focused on quantitative research through surveys, and only measured the change in users' learning commitment. This study attempted to investigate the effect of the combination of theoretical education and virtual training on the improvement of actual job performance in a dual vocational training environment by conducting an experimental study. This study studied whether the combination of theoretical education and virtual training can improve the performance of vocational training in dual vocational training (comparative work and learning) in which companies and schools participate. The results of pre- and post-evaluation of vocational training using traditional vocational training and virtual training contents were compared with 24 vocational training trainees. As a result of the study, it was demonstrated that the outcome of virtual training education was higher than that of traditional vocational training, and the combination of virtual reality-based education was more effective in theoretical education. This study suggests that the virtual training content presents a new paradigm for industrial safety education, and through the interview results of trainees, it was confirmed that virtual training can lead to a change in attitude toward safety beyond just knowledge transfer. This contributes to the prevention of safety accidents in industrial sites and provides important implications for improving the quality of vocational training.

• Journal of vocational education research
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• v.35 no.4
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• pp.131-153
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• 2016

The purpose of this study was to derive evaluator's role and capability for institution accreditation evaluation of NCS-based vocational competency development training. This study attempted to explore in various ways evaluator's minute roles using Delphi method, and to derive knowledge, skill, attitude and integrity needed to verify the validity. To the end, this study conducted the Delphi research for over three rounds by selecting education training professionals and review evaluation professions as professional panels. From the results, roles of evaluators were defined as the total eight items including operator, moderator-mediator, cooperator, analyzer, verifier, institution evaluator, institution consultant, and learner, and the derived capabilities with respect to each role were 25 items in total. The area of knowledge included four items of capabilities such as HRD knowledge, NCS knowledge, knowledge of vocational competency development training, and knowledge of training institution accreditation evaluation, and the area of skill comprised fourteen items of capabilities such as conflict management ability, interpersonal relation ability, word processing ability, problem-solving ability, analysis ability, pre-preparation ability, time management ability, decision making ability, information comprehension and utilization ability, comprehensive thinking ability, understanding ability of vocational competency development training institutions, communication ability, feedback ability, and core understanding ability. The area of attitude was summarized with the seven items in total including subjectivity and fairness, service mind, sense of calling, ethics, self-development, responsibility, and teamwork. The knowledge, skill and attitude derived from the results of this study may be utilized to design and provide education programs conducive to qualitative and systematic accreditation and assessment to evaluators equipped with essential prerequisites. It is finally expected that this study will be helpful for designing module education programs by ability and for managing evaluator's quality in order to perform pre-service education and in-service education according to evaluator's experience and role.

• Journal of vocational education research
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• v.37 no.4
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• pp.1-22
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• 2018

The study tried to investigate the school curriculum organization and teacher's perceptions about test subjects in vocational education division of the college scholastic ability test based in the 2015 revised national curriculum. This study asked vocational teachers to fill in basic questionnaire that consists of 9 relevant and subjective items for the school curriculum organization and test subjects in vocational education division of the college scholastic ability test based in the 2015 revised national curriculum. For this, the survey was conducted 58 schools of 92 schools in technical specialized high schools, meister high schools and vocational high schools about test subjects of 2015 revised national curriculum. As a result, the 'Successful career life' subject was 53.5%, the most organized in the first grade. 'test course 1' was 55.2% and 'test course 2' was 72.4% the most organized in the first grade. The Opinions on the test courses were the highest in the two subjects in the same series as the present. The teacher's perceptions showed that the current test subjects in vocational education division of the college scholastic ability test are valid. The most important factor affecting difficulty was 'The Ministry Education's policy' in vocational education division of the college scholastic ability test.

• Journal of the Korean Society of Clothing and Textiles
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• v.42 no.4
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• pp.599-611
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• 2018

This study develops a training program for vocational high school students. This study implemented the ADDIE teaching-learning model and was conducted in the sequence of analyses, design, development, implementation and evaluation. In the analysis phase, the existing studies related to vocational competency training were analyzed along with an analysis of the current education programs and suitability assessment. Based on the analysis, the education program was designed and contents were determined. The program consisted of 5 chapters and 17 unit hours of instruction. Reigeluth's (1987) theory was used as the framework for organizing educational materials in the development phase. The programs were implemented on students and evaluated by students as well as experts. Students evaluated the program in terms of the degree of motivation for learning, comprehension of learning content, perceptions of lessons in classes as well as the advantages and disadvantages of the program. Experts evaluated the program in terms of program validity. The results indicate the developed program was useful for training students vocational competencies as shop managers. This study contributes to the field of fashion education, by presenting an example of systematic development of an educational program in connection with industry.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.948-962
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• 2015

The purpose of this study was to inquiry of outcomes and challenges of Meister high school' and specialized vocational high school' teachers and industrial workers on problem solving ability domain of test for enhanced employ ability & upgraded proficiency, and what were outcomes and challenges of main factor by Meister high school and specialized vocational high school' teachers and industrial workers. Research subjects and region were teachers of Meister high schools and specialized vocational high schools in Gyeongsangnamdo and industrial workers in Gyeonggido. The sample(N=147) was drawn from Meister high school' teachers(N=90), specialized vocational high school' teachers(N=25) and industrial workers(N=32), and collected data were analyzed with SPSS using average, standard deviation, cross analysis, verification F. The results are as follows: The biggest outcomes of problem solving ability domain of test for enhanced employ ability & upgraded proficiency was change of educational direction for promoting core competency on specialized high school & Meister High School's students. The biggest positive ripple effects of the outcomes was also change of educational direction for promoting core competency on specialized high school & Meister High School's students. The biggest challenges of problem solving ability domain of test for enhanced employ ability & upgraded proficiency was importance of challenges was expansion of teacher training and lecture on the Test for Enhanced Employ ability & Upgraded Proficiency.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.291-296
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• 2024

This study analyzed various machine learning models that predict employment outcomes after vocational training using pre-assessment data of disabled vocational trainees. The study selected and utilized the most appropriate machine learning models based on a data set containing various personal characteristics, including trainees' gender, age, and type of disability. Through this analysis, the goal is to improve the employment rate and job satisfaction of disabled trainees using only pre-assessment data. As a result, it presents a universal approach that can be applied not only to people with disabilities, but also to vocational trainees from a variety of backgrounds. This is expected to make an important contribution to the development and implementation of tailored vocational training programs, ultimately helping to achieve better employment outcomes and job satisfaction.