Earticle

이 연구의 목적은 전인교육 관점에서 한국형아유르베다 교육훈련체계를 활용하여 심신균형 교육 프로그램을 설계하는 것이다. 이 목적을 위해, 우선 선행연구 고찰을 통해 한국형아유르베다 교육훈 련체계의 전인교육적 관점과 심신균형에 관한 개념과 접근을 분석하고, 심신치유 교육방법을 살펴 본 후, 선형적 접근방법을 활용하여 교육 프로그램을 개발 및 설계하여 전인교육 관점의 한국형아 유르베다 심신균형 교육 프로그램을 제안하였다. 본 언구에서 설계한 심신균형 교육 프로그램의 의의는 다음과 같다. 첫째, 심신균형 교육에 대한 통합적 관점을 제공한다. 심신치유, 심신균형의 인지적, 정서적, 신체적 영역의 통합적 접근을 제공 하며 이에 대한 주체적 자기 치유역량을 강화하는 방안을 제공한다. 둘째, 체계적으로 설계된 심신 균형 교육 프로그램이다. 한국형아유르베다 교육훈련체계 내용에 따라 자기이해, 나와 너(대인관계), 집단 이해(사회적 자아), 통합적 심신균형, 행복 생애설계로 이어지는 교육목표와 내용이 반복, 심화, 확대되는 나선형 구조로 설계되었다. 셋째, 학습자 중심으로 설계된 학습자 참여형 교육 프로그램이 다. 주요 교수·학습방법으로 경험학습과 내러티브 교육적 접근방법을 활용하여 교육참여 구성원 간 소통과 참여, 성찰, 반성으로 교육이 진행됨으로써 의미있는 학습을 촉진한다. 넷째, 평생교육 프로 그램으로써 의미가 있다.

The purpose of this study is to design and develop a mind-body balance education program using the Korean Ayurveda education and training system from the perspective of holistic education. For this purpose, first of all, through the review of preceding studies, the holistic educational perspective of the Korean Ayurveda education and training system and the concept and approach of mind-body balance are analyzed, and after examining the mind-body balance education method, the Korean Ayurveda mind-body balance education program from the perspective of holistic education suggested. The significance of this mind-body balance education program is as follows. First, it provides an integrated perspective on mind-body balance education. It provides an integrated approach in the cognitive, emotional, and physical domains of mind-body healing and mind-body balance, and provides ways to strengthen subjective self-healing capabilities. Second, it is a systematically structured mind-body balance education program. In accordance with the structure of the Korean Ayurveda education and training system, the educational goals and contents leading to self-understanding, me and you (interpersonal relationships), collective understanding (social self), integrated mind-body balance, and happy life design are designed in a spiral structure that repeats, deepens, and expands. Third, it is a learner-participatory educational program designed centering on learners. Experiential learning and narrative educational approaches are used as the main teaching and learning methods. Fourth, it is meaningful as a lifelong education program.

The city of 'G' has been made a number of achievements with its science program as a part of public library's cultural program during the last 5 years. Recently, the national science centre has been established in the same city, the debate is now needed whether the science program in the public library have reasons to be maintained or to be reduced. The aim of this research is on the operating strategies of the science program in the public library. The research methods include case studies of operational strategies in domestic and foreign science centre, the level of satisfaction of local citizen on the science program, the vision of science program in the advancement of public library in the $21^{st}$ century. In results, the research proposes that the science program in public library should be maintained, but with locally characterised programs. In addition, the study also advised on the provision of scientific information, the strengthened search functions, and the development of user-centred services for those in science fields.

Purpose: This systematic review and meta-analysis investigated the effects of parenting education programs (PEPs) for refugee and migrant parents. Methods: A systematic review was conducted according to PRISMA guidelines. Relevant studies published from 2000 to 2020 were identified through a systematic search of six electronic databases (PubMed, Embase, Cochrane Library, CINAHL, RISS, KMBASE). A meta-analysis of the studies was then undertaken. Results: Of the 14,996 published works identified, 23 studies satisfied the inclusion criteria, and 19 studies were analyzed to estimate the effect sizes (standardized mean differences) of the PEPs using random-effect models. PEPs were effective for parenting efficacy (effect size [ES]=1.40; 95% confidence interval [CI]: 1.14-1.66), positive parenting behaviors (ES=0.51; 95% CI: 0.30-0.73), parent-child relationships (ES=0.38; 95% CI: 0.22-0.53), and parenting stress (ES=0.64; 95% CI: 0.50-0.79). There were statistically significant differences in the effect sizes of PEPs that included mothers only (ES=0.93), included children under 7 years of age(ES=0.91), did not include child participation (0.77), continued for 19 or more sessions (ES=0.80), and were analyzed in quasi-experimental studies (ES=0.86). The overall effect of publication bias was robust. Conclusion: PEPs were found to be effective at improving parenting efficacy, positive parenting behaviors, parent-child relationships, and parenting stress.

Purpose: This systematic review evaluates the effectiveness of medication self-management education programs (MSEP) for older adults by analyzing the core characteristics and reported outcomes of successful interventions. Guided by King’s Goal Attainment Theory, this study identifies which program elements, such as scope, provider, and duration, are associated with positive clinical and psychosocial outcomes, aiming to provide evidence-based recommendations for practice and future research amid rising polypharmacy and inappropriate medication use. Methods: A systematic review searched seven databases (up to September 3, 2024) for randomized controlled trials and quasi-experimental studies of medication self-management education for adults 65+. Inclusion followed PICOTS-SD (Participants, Intervention, Comparison, Outcomes, Time, Setting, and Study Design). Quality was assessed (RoB 2.0, ROBINS-I). Data were narratively synthesized, mapping program characteristics to King’s theory (e.g., interaction, transaction) to analyze goal attainment pathways. Results: The 34 included studies demonstrated that MSEP are broadly effective in improving both clinical and psychosocial outcomes. Specifically, comprehensive, multi-session interventions were frequently associated with significant improvements in psychosocial outcomes such as quality of life and self-efficacy, particularly when delivered by multidisciplinary teams or nurses. In contrast, medication-specific programs (14 studies), often led by pharmacists, proved highly effective in enhancing key clinical outcomes, including medication adherence and the reduction of drug-related problems. Conclusion: MSEP effectively enhance adherence. In accord with King’s Goal Attainment Theory, effectiveness is achieved via a ‘transactional’ process. Programs strong in ‘interaction’ (multi-session, nurse-led) achieve psychosocial ‘goal attainment’, while ‘action’-focused programs (pharmacist-led, specific) achieve clinical ‘goals’. The theory may underscore the need for tailored interventions.

A new breed of universities equipped with student-centered education programs and advanced digital technologies is changing the face of higher education. "Flipped learning" is heralded as a new model of education, yet its effect is underexplored. The purpose of this study is to provide evaluation criteria to assess and understand the merit of student-centered education programs and apply them to actual cases. Discussion on the nature of knowledge, its production mechanism and system, and possible contribution of digital technology to user-centered programs are discussed to produce five key criteria; initiative of students, interaction in class, interaction in field, customization of courses, and automated personal service. They are applied to evaluation of Minerva and Ecole 42.

Presidential records are produced and collected with regard to Presidents' performance of his duties. Presidential libraries provide the users with open reading, exhibition, education, and promotion services. To maximize utilization of Presidential records as knowledge and information contents, it is most important to build educational programs as active services available. In this context, this study conducts investigation of the current status of education programs of Korea and US Presidential libraries. And this study also examines and analyzes distinguishing programs of 13 Presidential libraries in the US in order to bring up necessity for active educational programs and suggest various possible education programs. The findings of this study can be utilized as the basic reference materials to use in the process of building and pursuing plans for educational programs of Presidential libraries or individual record centers.

This study compares how regional mid-to-low-tier universities in Korea and Vietnam, facing declining school-age populations and demands of the Fourth Industrial Revolution, efficiently operate short-term ICT education programs. Korea’s model, primarily government-supported, focuses on cultivating digital literacy and close instructor-student management, as exemplified by M University, with the goal of obtaining nationally recognized certifications. In contrast, Vietnam’s strategy, exemplified by D University, prioritizes immediate job placement by providing practical training that meets global corporate standards through an enterprise-led ‘Enterprise in Campus’ model. The study clearly highlights the differences between the two countries’ operating entities (government vs. enterprises) and objectives (degree/literacy vs. certification/practicality). Ultimately, the study proposes that Korean regional universities should become central pillars of local innovation ecosystems by adopting a GLocal specialization strategy: incorporating education tailored to corporate needs while combining dedicated guidance methods suited to student levels.

Purpose Strong predictors for the risk of cardiovascular disease in older adults include levels of total cholesterol, low-density lipoprotein cholesterol, and high-density lipoprotein cholesterol, which can be modified by dietary behavioral changes and regular physical exercise. The purpose of this study was to evaluate changes in perceived dietary behaviors, food intake, and serum lipid profiles after providing a nutrition education and exercise program to elderly women living in residential homes. Methods The nutrition education classes and supervised Korean dance exercise classes (four times per week) were provided for 10 weeks to 64 elderly women from residential homes in Korea. Subjects were interviewed to assess perceived dietary behaviors, food intake by 24-hour recall, and fasting blood samples were obtained before and after the program and at a 3-month follow-up. Results Initially, the intakes of vitamin A, vitamin C, riboflavin and calcium of our subjects were insufficient. After the program, the actual food intake and perceived dietary behaviors were significantly improved, but had declined back to baseline levels by the 3-month follow-up. The index of nutritional quality and serum lipid profiles were significantly improved after the program, and they remained significant at the 3-month follow-up. Conclusion The nutrition education and exercise program for institutionalized elderly women was effective in leading to positive changes shortly after the program, but the effects only partially remained at the 3-month follow-up. A health promotion program designed for an elderly population should consider strategies of motivating them to initiate a healthy lifestyle and subsequently maintain improvements in dietary behavior-related health in the long term.

Purpose: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. Methods: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. Results: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. Conclusions: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.

The purpose of this study was to investigate the effects of physical ac-tivity and nutrition education programs on mild dementia patients with changes in exercise function and eating habits. We examined the ef-fects of pre and post program on 23 old patients with dementia who were diagnosed with menarche or mild dementia with the permission of the dementia center in Incheon city and visited from April to July 2017. The Mini-Mental State Examination score of the subjects in this study was 19.68±3.25, consisting of mild dementia patients. After per-forming the program for 16 weeks, the senior fitness test showed a sig-nificant change in the arm curl test, chair sit-and-reach test, and 2-min step test, and a total score of mini nutrition assessment increased from 19.16 to 21.0. In particular, in a level 2 evaluation, which contains more details such as the condition of taking drugs, number of daily meals, protein food intake condition, intake of vegetables, fruit, and water, whether one can eat alone, and evaluation of nutritive condition, a sig-nificant increase from 9.78 to 11.28 was verified. There is a significant increase in nutrition condition recovery as a result of nutrition educa-tion. In comparing pre and post program, a significant result was con-firmed, and there was significance to provide the basic empirical data for the exercise and dietary life nutritional education of mild dementia patients.

본 연구는 노인복지관 사회교육 프로그램 참여와 노인의 우울 및 생활만족도 간의 관련성을 살펴보고자 수행되었다. 연구대상은 대구광역시 소재 노인복지관을 이용하는 노인 100명이었다. 우울은 한국형 노인우울척도(KGDS), 생활만족도는 생활만족도 척도(LSI-A)를 이용하여 측정하였다. 자료는 기술통계, 카이제곱검정, Fisher의 정확검정, 독립표본 t-검정, 분산분석 및 Pearson 상관분석을 이용하여 분석하였다. 분석 결과, 노인복지관 이용과 사회교육 프로그램 참여 빈도가 높고 기간이 길수록 우울 수준이 낮은 것으로 나타났다. 프로그램 참여 빈도 및 참여 프로그램 수는 생활만족도와 정적 상관관계를 보였다. 또한 건강상태와 혼인상태에 따라 우울 수준에 유의한 차이가 나타났다. 이러한 결과는 노인복지관 프로그램 참여가 노인의 정신건강과 생활만족도 향상에 기여할 수 있음을 보여주며, 지역사회 기반노인복지정책 개발을 위한 근거를 제공한다.

The purpose of this study was to examine the relationship between participation in social education programs at senior welfare centers and depression and life satisfaction among older adults. Participants were 100 older adults using a senior welfare center in Daegu, Korea. Depression and life satisfaction were measured using the Korean Geriatric Depression Scale (KGDS) and Life Satisfaction Index-A (LSI-A), respectively. Data were analyzed using descriptive statistics, the chi-square test, Fisher’s exact test, independent t-test, ANOVA, and Pearson’s correlation analysis. More frequent and longer use of the center and participation in its programs were associated with lower depression. Participation frequency and the number of programs attended were positively correlated with life satisfaction. Depression also differed significantly by health and marital status. These findings support the development of community-based welfare policies promoting older adults’ mental health and life satisfaction.

Forestry education requires an outdoor-focused educational system beyond just theoretical coursework. In this context, field studies are conducted within forestry programs. Additionally, internships and field training are provided throughout academic terms. In Turkiye's forestry education system, there are 4-year forest engineering programs and 2-year vocational college forest technician programs. Some colleges and universities offering forestry education lack adequate opportunities for field experience. Many problems arise due to various factors such as being distant from forest areas, economic and logistical issues, and the need to obtain special permissions for site visits. Within this context, it is believed that virtual reality education for students who are far from forest areas will provide an opportunity to conduct studies similar to actual field work. Previous research shows increasing use of virtual reality in the education sector. In forestry, studies have been conducted using various simulators, software with 360- degree cameras, and game engineering. This study has been prepared to examine previous studies and identify their gaps and contributions as part of the first phase of a project aimed at evaluating virtual reality opportunities within a 2-year forestry program. Previous studies have indicated benefits such as increased understanding of forest ecosystems, increased interest in forestry, and reduced real-world risks.

In order to propose a model of English teacher development in Asia, this study has investigated qualifications of primary, secondary and tertiary English teachers (including required degrees and English ability) and pre- and in-service education programs in 16 Asian nations including Korea, China, Indonesia, and Israel. The results of the survey illustrate that most of the Asian regions have strict controls on qualifications of primary and secondary English teachers, but not on those of tertiary teachers. A few regions have specific English proficiency requirements and not many regions have a test for teacher certification. Pre- and inservice English teacher education programs also vary with nations and school levels, but they share similar foci on English proficiency and teaching skills. On the basis of these results, the study suggests five constituents of English teacher qualifications as standards with a variation on their weighting and expected levels across regions, school levels, and teaching experiences. Finally, it proposes a model of English teacher development in Asia for progressive professional development which integrates top-down and bottom-up approaches to teacher education. A renewal system of teachers’ license is also suggested.

본 연구는 노인을 인구사회학적 특성을 기반으로 전ㆍ후기 노인집단으로 구분하고, 그에 따른 노인의 평생교육프로그램 참여유형이 사회여가문화활동 만족에 미치는 영향을 검토 하는 데에 목적이 있다. 이를 위해 2020년 노인실태조사의 마이크로데이터를 사용으로 교 차분석, 이항 및 다항 로지스틱 회귀분석을 실시하였다. 첫째, 인구사회학적 특성과 사회여 가문화활동 만족도는 집단 간의 차이가 나타났으나, 평생교육프로그램 참여유형에 대한 집 단 간의 차이는 나타나지 않았다. 둘째, 평생교육프로그램 참여유형별에 따른 차이는 전기 노인의 경우는 '미참여형', '문화생활형', '취·창업형' 순으로 나타났으며, 후기노인의 경우 는 참여유형별 유의미한 차이가 나타나지 않았다. 평생교육프로그램 참여유형에 영향을 미 치는 요인은 전기노인의 경우에만 인구사회학적 특성에 따라 다양하게 나타났다, 셋째, 전 ㆍ후기 노인의 평생교육프로그램 참여유형에 따른 사회여가문화활동의 만족도는 다르게 나타났다. 전기노인은‘취·창업형’에 속할수록 사회여가문화활동에 만족할 가능성이 낮 았으며, 후기노인의 경우‘문화생활형’에 속할수록 사회여가문화활동을 만족할 가능성이 높게 나타났다. 이는 베이비부머 세대의 특성과 관련이 있다고 본다. 이러한 결과를 바탕 으로 향후 노인의 평생교육프로그램 개발 시 인구사회학적 특성을 고려한 세분화 된 프로 그램 개발의 필요성을 제안하였다.

The purpose of this study was to investigate the effect of the elderly's participation type in lifelong education programs on satisfaction with social leisure and cultural activities, in young-old and old-old elderly groups classified based on their sociodemographic characteristics. For the purpose, cross-analysis and binomial and multinomial logistic regression analyzes were conducted using microdata from the 2020 Survey on the Living conditions of the Elderly. First, while there were differences between groups in sociodemographic characteristics and satisfaction with social leisure and cultural activities, there were no differences between groups in the type of participation in lifelong education programs. Second, satisfaction according to type of participation in lifelong education programs was in the order of‘non-participation type’,‘cultural life type’,and‘employment/start-up type’in the young-old elderly group and, in the old-old elderly group, no significant difference in satisfaction was observed depending on the type of participation. Third, there was a difference in satisfaction with social leisure and cultural activities according to type of participation in lifelong education programs between young-old and old-old elderly groups. Satisfaction with social leisure and cultural activities was high in the ‘employment/start-up type’ group in the yong-old elderly group, while it was high in the ‘cultural life type’ in the old-old elderly group.

본 논문은 2014년 3월 <한국컴퓨터게임논문지>(제27권, 제1호)에 실린 “디지털 영상매체와 게임 콘텐츠를 활용한 상호문화교육 교수-학습 프로그램 개발의 필요성에 대한 이론적 검 토”의 후속 연구이다. 상호문화교육을 위해 디지털 영상매체 중의 하나인 영화를 활용하는 것은 단순히 교수-학 습방법의 다양화에 기여하는데 그치지 않는다. 대학생을 대상으로 하여 문화상대성을 이해 시키고 다문화 (또는 상호문화) 감수성을 증진시키는 교육에 상업영화를 적용시키는 것은 독창적이고 통합적인 상호문화교육의 장을 열어줄 수 있을 것이다. 또한 이는 문자텍스트에 주로 의존했던 전통교육의 한계를 극복하는데 도움을 줄 것이다. 현재 한국사회는 이주노동 자, 결혼이민자, 북한이탈주민, 유학생 등과 같은 이질적인 문화구성원들의 유입으로 인해 여러 사회적인 도전에 직면하고 있다. 본 논문은 독일과 프랑스의 상업영화를 이용한 대학 생용 상호문화교육 교수-학습 프로그램의 개발과 활용이 다문화사회로 진입단계에 한국사 회를 보다 조화로운 사회로 구성하는데 도움을 줄 수 있음을 보이고자 한다. 이런 교수-학습 프로그램은 학습자에게 즐거움을 줄 뿐만 아니라, 배우려는 인간의 본능을 동시에 충족시킬 수 있다.

본 연구는 창의성 계발 과학교육 사이버 연수 운영의 행·재정 지원 체제에 대한 요구분석의 결과에 근거하여 사이버 연수의 효율적 운영을 위한 행·재정 지원 정책 방향을 모색하는 데 목적을 둔다. 먼저, 지식기반사회가 요구하는 사이버 연수, 창의성 교육, 창의성 계발 과학교육의 당위성을 제시하기 위한 문헌조사 연구방법을 적용하였다. 둘째, 이스라엘 연수에 참가한 과학교사, 과학교육 사이버 연수 이수자, 일반 과학교사 및 과학/과학교육과 교수를 대상으로 창의성 계발 과학교육 사이버 연수에 대한 요구를 분석하기 위한 설문조사는 오웬의 체제모형의 투입, 과정, 산출/피드백 과정으로 구성된 분석 틀을 적용하여, 과정별 요인과 관련된 문항으로 구성된 설문지를 개발하여 적용하였다. 결론적으로 창의성 계발 과학교육 사이버 연수의 행·재정 지원체제를 효율적으로 구축하기 위해서는 다음과 같은 정책 방향이 모색되었다. 첫째, 투입 측면에서는 학교교육에서의 창의성 교육의 강조하는 정책과 함께 교사를 위한 연수가 제공되어야 할 것이다. 교사들에게 연수경비의 일부를 제공해야 할 것이며, 정부차원에서 프로그램을 개발하는 정책이 바람직하다. 둘째, 과정측면에서는 사이버 연수는 온라인 대 오프라인의 비율을 7:3으로 연간 방학중 2회의 빈도로 시·도교육청과 대학교부설 교원연수원이 공동으로 운영하는 것이 바람직하다. 특히, 연수의 내용의 질을 높여야 하며, 교육과정은 창의성 계발 과학교육 내용을 중심으로 과학수업 사례의 비중을 높여야 할 것이다. 셋째, 산출/피드백 측면에서는 과정에서와 마찬가지로 사이버 연수의 질 향상이 가장 중요하며, 교사들은 현장에 적용할 수 있는 교수방법적 지식과 기능을 강조해야 할 것이다.

The research intends to make policy suggestions for the improvement of administrative and financial system for cyber inservice training program of creativity-centered science education. Literature review was employed for seeking rationale of cyber inservice teachers training progams, creativity in school education, creativity-centered science education and demands of 142 science teachers and 43 professors of science and science education department were investigated through questionnaire. Policy suggestions for cyber inservice teachers training programs of creativity-centered science education were as follows: First, in terms of input aspect, school education should emphasize creativity and inservice training programs for teachers are necessarily provided. In addition, program fees are partially provided by government and financial support for developing cyber inservice programs should be provided at government level. Second, in terms of process aspect, cyber program should be organized at rate of 7 to 3 for on-line to off-line and contents should emphasize the creativity-related to science education as well as classroom example of exemplary cases. Moreover, provincial department of education and university affiliated inservice training center should cooperately administrate the program. Third, in terms of output aspect, quality of cyber inservice program is most important, in particular, pedagogical knowledge and skills should be stressed.

교육 분야 공적개발원조(ODA)의 성과평가는 여전히 산출(output) 중심 지표에 크게 의존하고 있다. 일반적으로 성과(outcome)는 학습성취라는 단일 축으로 환원되는 경우가 많으며, 산출과 성과를 잇는 인과관계는 검증되지 않은 채 서술적으로 처리되어 왔다. 본 연구는 이러한 공백을 메우기 위해 3층위 교육 ODA 프레임워크(Three-Layer Education ODA Framework, 3L-EOF)를 제안한다. 이는 프레임워크 제안 및 방법론 실증 연구로서, 6단계 결과사슬(IAOOIS)을 5개 성과 영역(학업성취, 고용가능성, 디지털 역량, 형평성, 거버넌스)과 3가지 추정 방법론(PLS-SEM, PSM-DID, HLM)에 연계하였다. 프레임워크의 핵심 주장은 세계은행과 UNESCO의 공개 통계에서 구축한 10개 수원국 국가–연도 패널(관측치 180개)로 검증하였다. 이중차분 분석 결과 SDG 시기 초등교육 이수율은 유의하게 상승하였으나(+10.3%p, p<.001), 그 상승 폭은 기저 성취도가 높았던 국가일수록 작게 나타나는 천장효과를 보였다. 별도의 횡단면 검정에서도 정부효과성 지수는 이수율을 예측하지 못하였다(r = −0.28, n.s.). 두 결과는 상한이 있는 단일 지표로는 다차원적 성과를 측정하기 어렵다는 것을 보여준다. 이를 토대로 본 연구에서는 KOICA 성과관리체계에 대한 정책적 제언을 제시하고자 하였다. 프로젝트 수준 미시자료는 공개되어 있지 않기 때문에 세 가지 추정 절차는 선행연구가 보고한 분포에 맞추어 보정한 자료로 시연하였으며, 실제 자료가 확보되면 동일한 절차를 그대로 재현할 수 있도록 하였다.

Performance evaluation in education ODA still leans on output counts and treats outcomes as a single learning-achievement axis, rarely testing the causal claims that connect the two. This paper proposes the Three-Layer Education ODA Framework (3L-EOF) - a framework-proposal and methodology-demonstration study - tying a six-stage results chain (IAOOIS) to five performance domains (academic achievement, employability, digital capacity, equity, and governance) and three estimation methods (PLS-SEM, PSM-DID, and HLM). Macro-level findings rest on a real country-year panel of ten KOICA recipient countries (180 observations; World Bank WDI and UNESCO UIS); structural and causal-inference procedures are demonstrated on parameter-calibrated data, as project-level microdata are not publicly accessible. Primary completion rose in the SDG period (+10.3 percentage points), but gains were smallest where baseline attainment was already high, a ceiling effect a single bounded indicator would misread, and government effectiveness fails to predict completion (r = −0.28, n.s.). Both findings confirm that one indicator cannot carry the weight of multidimensional performance. Calibrated-data demonstrations verify model specification and reproducibility rather than field-validated program effects. We close with policy recommendations for KOICA's performance-management system.