Earticle

방위산업은 고도의 무기체계를 개발, 생산하는 국가 전략산업으로서 산업 전반에 대한 파급효과가 매우 커 4차 산업혁명 을 주도할 미래 성장동력 산업으로 평가받고 있으나, 국내 방위산업의 현실은 방위산업의 저변확대와 육성에 대한 중요성은 높은 반면, 많은 방산 중소업체의 경영여건과 글로벌 경쟁력은 건강한 생태계라고 보기 어려운 현실이다. 본 연구는 방산 중 소업체의 경쟁력 제고에 영향을 미칠 수 있는 결정요인으로서 기업의 핵심역량 및 경쟁우위전략이 경영성과에 미치는 영향관 계와 이러한 경영의 틀 속에서 대·중소기업간 공급사슬파트너십과 정부지원제도의 조절효과와 경영성과에 미치는 영향관계를 분석하여 중소기업 관점에서 경영성과 제고를 위한 실효성있는 전략방향과 중소기업 친화적인 정부지원제도를 마련하는데 도 움이 되는 연구결과와 시사점을 도출하고자 한다.

The defense industry is a national strategic industry that develops and produces high-level weapons systems for national security, and is regarded as a future growth engine industry that will lead the fourth industrial revolution due to its huge ripple effect on the industry as a whole. However, the reality of the domestic defense industry is that the global competitiveness of many defense small and medium-sized companies is very weak, while the importance of expanding the base and fostering the defense industry is high. This study aims to analyze the impact of key competitive advantage strategies on management performance and the adjustment of supply chain partnerships and government support systems between large and small businesses as determinants that can affect competitiveness of small businesses.

본 연구는 해상교통관제사의 역량기반 교육과정을 개발하기 위한 사전 단계로 해 상교통관제사의 핵심역량모델을 구축하기 위하여 수행되었다. 해상교통관제사의 핵 심역량 도출을 위한 방법론으로 단축형 역량모델링 기법을 활용하였다. 해상교통관 제사가 직무를 수행하기 위해 필요한 핵심역량은 무엇인가라는 연구문제를 설정하고 동 연구문제를 해결하기 위해 먼저 해상관제 국가기술직무표준(NCS)과 국제항로표 지협회(IALA) 권고서에 제시되어있는 해상교통관제사의 직무분석 및 분류기준을 분 석하였다. 분석 결과 해상관제 NCS와 IALA의 권고서에 제시되어 있는 역량모델은 관제사의 역량에 대한 세부 분석과 개별 국가의 환경적 특성에 대한 고려가 부족하 며, 관제조직의 비전과 핵심가치를 반영한 관제사의 역량 수준에 대한 평가와 교육 필요도를 반영하지 못하다는 한계를 갖고 있음을 알았다. 따라서 본 연구에서는 해상관제 NCS와 IALA 역량모델을 기반으로 전문가 대상 설문조사를 실시하여 해상교통관제사의 역량 요구도를 분석하고, 역량요구도 분석결 과를 바탕으로 새로운 역량모델을 구축하였다. 구축된 역량모델을 잠재적 역량모델 로 정의하고, 잠재적 역량모델에 대한 전문가 델파이 조사 및 설문조사를 통해 역량 정의와 행동지표의 적합도를 평정하여 역량모델을 확정하였다. 본 연구의 결과로 도출된 역량모델은 조직이 필요로 하는 역량에 대한 요구를 빠 르게 반영하여 교육할 수 있게 되므로 신임해상교통관제사 또는 선임해상교통관제사 및 보수교육 등 다양한 해상교통관제사의 전문성 향상을 위한 교육의 시행이 가능하 게 될 것이다. 또한 동 역량모델을 바탕으로 하는 역량기반 교육과정의 개발과 시행 은 해상교통관제 조직의 역량강화에 도움을 줄 것이다.

The purpose of this study is to derive the key competency model of Vessel Traffic Services(VTS) operators as a preliminary step to develop of competency-based curriculum and the demystified competency modeling method was used. First, the research question was set as what are the key competencies required for a successful VTS operators to perform their duties. In order to solve the research question, the job analysis and classification criteria of the VTS operators in the National Competency Standards (NCS) and The International Association of Marine Aids to Navigating and Lighthouse Authorities (IALA) recommendations were analyzed. The analysis shows that the competency model presented in the NCS and IALA recommendations lacks a detailed analysis of the competency of the operators. Also, the insufficient consideration of the environmental characteristics of individual countries was found to be inadequate to be used in the development of Competency-based curriculum. Therefore, this study analyzed the competency requirements of VTS operators by conducting questionnaire surveys of experts based on NCS and IALA competency model. Based on the results of competency requirements analysis, a new competency model was developed. Next, the competency model was defined as a provisional competency model. The competency model was established by evaluating the adequacy of competency definitions and behavioral indicators through a delphi survey and a questionnaire on the provisional competence model. The competency model of the VTS operators derived from this study reflects the assessment of the competency level of the VTS operators and the educational needs. As a result of this study, the developed competency model will be able to quickly reflect the needs of competences required by the organization, it will be possible to implement the training to improve the various expertise of VTS operators, such as newly, supervisors and refresher training. In addition, the development and implementation of competency-based curriculum based on this competency model will help strengthen the capacity of VTS organization.

Purpose: The purpose of the study was to establish an education curriculum subject program design for the department of emergency medical technology based on National Competency Standards (NCS) key competencies. Methods: A self-reported questionnaire was completed by 180 level 1 emergency medical technicians in K area from June 15 to 20, 2016. Except for 14 incomplete questionnaires, 141 data were analyzed. The study instrument included general characteristics of the subjects (7 items) and importance and satisfaction levels for 10 key competencies including 34 items of subfactors by a Likert 5-point scale using Borich Needs Assessment Model. A locus for focus model (LF model) was used to derive the top priority key competencies for the education curriculum. Data were analyzed by SPSS v. 20.0. Results: The order of education needs of the program included interpersonal competency (1.442), communication competency (1.384), problem solving competency (1.185) and professional ethics competency (1.149). In the LF model, the required jey competencies included interpersonal competency, communication competency, professional ethics competency, and problem solving competency. Conclusion: The study results coincided with standard education curriculum guidelines. Our resluts can provide a valid reference for the department of emergency medical technology.

This research aimed to study the perception of changes in the school field after the implementation of the 2015 revised curriculum which emphasizes competency-based education. 215 secondary school teachers participated in the survey of this study. The teaching subjects of the teachers consisted of 9.3% in science, 10.75% in social studies, 11.2% in music/art/physical education, 14.0% in Korean language, 16.7% in mathematics, and 26.5% in English. It was found that teachers emphasized cultivating students’ competencies in their classes, and that they were trying to realize the six key competencies in their classes. It was also found that teachers have a perception that teaching methods attracting students’ participation, such as small-scale discussions and group projects, are efficient ways to cultivate students’ competencies. There were many opinions which the current evaluation system did not assess students’ competencies adequately. The lack of practical teachers’ guides and parents’ awareness, however, were analyzed to be obstacles to competency education. We concluded that students’ interests in themselves and teachers’ dedication were important as factors influencing students’ competency development.

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.

이 연구의 목적은 핵심역량 담론에 대해 비판적인 고찰을 하고자 하는 것이다. 핵심역량은 기업의 논리와 경영의 논리에 의한 것이므로 교육의 장면에서는 이 개 념이 최소화되어야 한다. 그것을 대체하는 개념으로서 ‘교양능력’이 성립하는 바, 이 교양능력은 교육논리에 의해 정당화된다. 지금까지의 논의를 요약하면 다음과 같다. 첫째, 핵심역량 개념을 유보하고 교양 능력 개념으로 대체해야 한다. 둘째, 근본적 문화능력(교양능력)이 실재한다. 교양 능력을 키우는 교양교육, 이것이 오늘날 요구되는 교육실천의 논리이어야 한다. 셋 째, ‘일다운 일을 하는 사람’을 키우는 것이 대학의 권능이다. 그 사람을 ‘모험하는 자아’라고 한다. 그 자아를 키우는 것이 대학 교양교육의 지향이다. 교육의 개념이 올바로 정립되어야 교육실천이 올바른 길로 나아갈 수 있다. 잘 못된 교육개념은 교육을 방해하고 오히려 반(反)교육으로 이끈다. 교육의 개념을 명료하게 이해하는 것은 제도와 체제를 가지런히 하는 일 못지않게 중요한 것이다. 핵심역량 교육 담론과 관련하여 더욱 그러하다.

This research aims to critically consider the discourse of key competency on liberal education. Key competency should be minimized in the educational scene because it is based on the logic of business and management. As a concept that replaces it, there is ‘cultural capability’ which is justified by the educational logic. The summary of the discussion so far is as follows. First, the concept of key competency should be reserved and replaced with the concept of cultural capability. Second, the fundamental cultural capability is real. Liberal education cultivates cultural capability, which should be the logic of educational practice today. Third, it is the power of the university to cultivate people who do good work. The person is called the ‘adventurous self’. The orientation of liberal education is to cultivate this adventurous self. When the concept of education is properly established, educational practice can go on the right path. Misconceptions on education hinder education and rather lead to anti-education. Clearly understanding the concept of education is as important as arranging institutions and systems. This is even more so with regard to the educational discourse of key competency.

본 연구에서는 G교육대학교 재학생들이 예비교사로서 갖추어야 할 핵심역량을 측정할 수 있는 도구를 개발하고, 이를 타당화하고자 하였다. 본 연구의 구체적인 과정은 다음과 같다. 첫째, 핵심역량과 관련된 문헌들을 종합적으로 검토하고, 174개의 예비문항을 도출하였다. 둘 째, 전문가 집단을 통해 예비문항에 대한 내용타당도를 검증받고, 총 145문항으로 이루어진 예비조사를 구성하였다. 셋째, G교육대학교 재학생 424명을 대상으로 예비조사를 실시하고, 문항분석과 탐색적 요인분석의 결과를 바탕으로 본 조사에 사용될 78문항을 도출하였다. 넷 째, G교육대학교 재학생 390명을 대상으로 본 조사를 실시하였으며, 문항별 분석과 확인적 요인분석을 통해 최종 69문항으로 이루어진 핵심역량 측정도구를 완성하였다. 다섯째, 완성된 측정도구의 측정불변성 검증을 위해 G교육대학교 재학생 214명을 대상으로 최종검사를 실시 하고, 이를 분석한 결과, 동일 모집단 내의 다른 표본에서도 동일한 요인구조를 보이고 있음 을 확인하였다. 완성된 핵심역량 측정도구는 크게 일반역량군(창의역량, 심미적판단역량, 문제 해결역량, 공동체역량, 의사소통역량, 자기관리역량)과 특수역량군(아동이해역량, 가치설정역 량, 교직전문성역량)으로 구분되고, 각각의 하위 역량들은 2개 또는 3개의 하위 영역을 지니 고 있으며, 각 하위 영역은 2∼5개의 관련 문항으로 구성되어 있다. 마지막으로 도출된 연구 결과를 바탕으로 시사점과 추후 연구를 위한 제언을 제시하였다.

This study aimed to develop a scale of the nine key competencies for students of G National University of Education (GNUE) as a pre-service elementary school teacher and to examine its validities. The detailed steps of the research process are following. First, based on a previous empirical study of GNUE, the study developed 174 candidate items and assessed the content validity of the candidate items by 15 experts in the field. Second, as a preliminary test(total of 145 items), responses of 424 students of GNUE were statistically analyzed to evaluate the items and the sub-scales’ quality. Third, the preliminary data analysis resulted in 79 items, administered to 390 students of GNUE again. Statistical analysis of the items and scale’s quality through reliability analysis, confirmatory factor analysis showed construct validity and convergent validity. As a result, the study revealed the final 69 items for nine key competencies and identified two big domains of competences as a general competence domain (six competencies) and a specific competence domain(three competence). Additionally, using another students’ sample of GNUE(N=214), the scale’s measurement invariance was confirmed. Finally, the implications of the findings were discussed, and suggestions for further studies were provided.

본 연구는 놀이 활동을 통한 수업이 초등학생의 핵심 역량 발달에 미치는 영향을 알아보는 데 목적이 있다. 이를 위해 대전광역시 소재의 한 초등학교 3학년 2개 반을 실험집단과 비교 집단으로 설정하였다. 그리고 초등학교 3학년 1학기 수학과의 5단원 길이와 시간(11차시), 6단 원 분수와 소수(13차시)를 놀이 활동을 통한 수업으로 재구성하여 실험집단에게 적용하였다. 각 집단을 대상으로 실험처치 전과 후에 설문을 실시하였고 그 결과는 다음과 같다. 첫째, 놀이 활동을 통한 수업을 한 실험집단과 교과서 위주의 일반적인 수업을 한 비교집 단의 핵심역량 차이를 알아본 결과 사전에는 동질집단이었던 두 집단이 사후에는 핵심역량 평균 점수에서 유의미한 차이를 보였고, 각 하위 역량 중 창의적사고역량과 공동체역량에서 통계적으로 유의미한 차이를 보였다. 둘째, 실험집단의 사전-사후 핵심역량 변화를 알아보았을 때 핵심역량 평균 점수가 통계적 으로 유의미하게 향상되었으며 각 하위 역량 중에서는 의사소통역량과 공동체역량에서 유의 미한 향상이 나타났다. 이상의 연구결과를 기반으로 볼 때, 놀이 활동을 통한 수업은 초등학생들의 핵심역량 발달 에 긍정적인 영향을 미치는 것으로 보인다. 따라서 수업 시간에 학생들의 흥미와 학습 목표 에 맞는 다양한 놀이 활동들을 적용한다면 학생들의 역량 발달에 도움이 될 수 있을 것이다.

The purpose of this study is to investigate the effect of Play Activities in Class on key competency development of the elementary school students. Two third grade students of D elementary school in Daejeon city were set as experimental group and comparative group. And Unit 5 length and time(11 lessons), Unit 6 fraction and decimal number(13 lessons) of the math in the first semester of the third grade of elementary school consisted of play activities in class. Before and after the experiment, survey was conducted and analyzed of two groups. The results of this study are summarized as follows. First, the two groups that were the same quality groups before the experiment showed a significant difference in the overall average of key competencies after the experiment. and Among each of the sub-competency, there was a significant difference in the creative thinking and community competency. Second, The overall average of the key competency has improved statistically significantly when we recognized the change in the pre-post key competency of the experimental group. and Among each of the sub-competency, there was a significant difference in the communication and community competency. These results suggest that play activities in class has a positive effect on the development of key competences of elementary school students. So, applying a variety of play activities in class can be of great help to the development of competency of elementary school students.

Purpose: The purpose of this study is analyzing how much students of dental technology possess core competencies and cognition between dental technicians and students. Methods: The subjects of this study were dental technicians, dental technology students and a self-administered structured questionnaire survey wax conducted for 428 selected people. Collected data were analyzed using SPSS Win 20.0 statistics program and analysis techniques include the frequency, t-test, One-way ANOVA. Results: The results of the survey are as follows. The cognition of key competency according to the gender in the students showed differences in interpersonal ability, information ability and the requirement of key competency according to the gender in the students showed differences in speaking ability, listening ability, problem solving ability. The cognition of key competency according to the grade in the students showed difference in speaking ability, listening ability and the requirement of key competency according to the grade in the students showed difference in comprehension of organization ability. The speaking ability is the lowest in the cognition of key competency according to the gender, grade, experience of clinical training in the students and the skill ability is the highest in the requirement of key competency according to the gender, experience of clinical training in the students. The cognition of key competency according to the career in the dental technicians showed difference in problem solving ability, self-regulation and self-development ability, skill ability and the requirement of key competency according to the career in the dental technicians showed difference in writing ability. The cognition of key competency according to the educational background in the dental technicians showed difference in comprehension of organization ability. The foreign language ability is the lowest in the cognition of key competency according to the career, job in the dental technicians and the skill ability is the highest and the math ability is th lowest in the requirement of key competency according to the career, place of employment in the dental technician. Conclusion: This study can be used as basic data for dental technology that are available not only to field-oriented disciplines but also to overall higher education fields which aim to strengthen key competency.

본 연구의 목적은 물질·행동중독 위험군 청소년의 세계시민성역량을 예측함에 있어 생애학습역량, 대인관계역량, 진로개발역량, 및 생활관리역량의 상대적 영향력을 검증하는 데 있다. 이를 위하여 본 연구는 NYPI 횡단조사 전국데이터를 사용하여 물질·행동중독 위험군 중학생 1,609명을 대상으로 SPSS 27.0 프로그램 활용으로 상관분석 및 위계적 다중회귀분석을 실시하였다. 연구 결과 첫째, 모든 측정변인들 간에는 유의미한 정적상관이 있는 것으로 나타났다. 둘째, 위계적 다중회귀분석 결과에서는 생애학습역량, 대인관계역량, 생활관리역량, 진로개발역량 순으로 세계시민성역량을 예측하였다. 셋째, 세계시민성역량의 하위변인인 개인시민성에 대한 상대적 영향력을 분석한 결과, 생애학습역량, 대인관계역량, 진로개발역량 순으로 개인시민성을 예측하였다. 그리고 공동체시민성에 대한 상대적 영향력을 분석한 결과, 생애학습역량, 생활관리역량, 대인관계역량 순으로 공동체시민성을 예측하였다.

The purpose of this study is to examine the relative influence of lifelong learning competency, interpersonal relationship competency, career development competency, and life management competency in predicting global citizenship competency of adolescents at risk of substance and behavioral addiction. To this end, this study used the national data of the NYPI cross-sectional survey to conduct correlation analysis and hierarchical multiple regression analysis using the SPSS 27.0 program on 1,609 middle school students at risk of substance and behavioral addiction. The results of the analysis showed that there was a significant positive correlation between all variables. Second, in the results of hierarchical multiple regression analysis, global citizenship competency was predicted in the order of lifelong learning competency, interpersonal relationship competency, life management competency, and career development competency. Third, as a result of analyzing the relative influence on personal citizenship, which is a sub-variable of global citizenship competency, personal citizenship was predicted in the order of lifelong learning competency, interpersonal relationship competency, and career development competency. And as a result of analyzing the relative influence on community citizenship, community citizenship was predicted in the order of lifelong learning competency, life management competency, and interpersonal relationship competency.

본 연구는 치위생(학)과 학생들의 직업기초역량이 진로의사결정에 미치는 융합적 영향요인을 파악하고자 부산과 울산지역의 대학교 치위생(학)과에 재학중이며, 임상실습 경험이 있는 학생 196명을 조사하였다. 수집된 자료는 SPSS 24.0 프로그램을 통해 빈도분석, 상관분석, 선형회귀분석을 사용하여 산출하였다. 연구대상자의 직업기초역량 인식수준은 3.38점, 진로의사결정은 3.30점으로 나타났으며, 직업기초역량의 하부요인 중 직업윤리 인식 수준이 3.46점으로 가장 높게 나타났다. 직업기초역량이 진로의사결정에 미치는 영향요인으로 대인관계능력(p<0.01), 조직이해능력(p<0.01), 자원관리능력(p<0.01), 자기개발능력(p<0.05), 문제해결능력(p<0.05), 수리능력(p<0.05)에서 유의한 수준으로 나타났다. 따라서 치위생(학)과 학생 들의 직업기초역량 강화는 진로의사결정을 하는데 중요한 기여요소이므로 치위생 교육이 전공역량과 더불어 직업기초역량 을 골고루 갖출 수 있도록 학생개인, 학과, 대학차원의 융합적 노력과 교육과정 개발이 이루어져야 할 것이다.

This study was conducted to investigate the convergence effects of key vocational competency on career decision making in dental hygiene students. To this end, 196 students with an experience of clinical field training, who were enrolled in the department of dental hygiene in universities of Busan and Ulsan area. The collected data were analyzed by frequency analysis, correlation analysis and linear regression analysis using SPSS 24.0 program. The subjects’ awareness level of key vocational competency was 3.38 points, while that of career decision making was 3.30 points. Among the sub-factors of key vocational competency, the awareness level of professional ethics was 3.46 points, which was the highest. As factors of key vocational competency affecting career decision making, interpersonal skills(p<0.01), skills for understanding groups(p<0.01), resource management skills(p<0.01), self-development skills(p<0.05), problem-solving skills(p<0.05), and mathematical skills(p<0.05) were found to be significant. It is necessary to make student individual, departmental, and university level convergence efforts and to develop curriculum so that dental hygiene education can help students equip with the key vocational competency as well as major competency.

본 연구는 역량기반 교사 교육과정이 초등학교 학생들의 핵심역량 발달에 미치는 영향을 알아보는데 목적이 있다. 연구문제를 해결하기 위해 인천시 소재 Y초등학교 5학년 2개 반을 실험집단과 비교집단으 로 설정하였다. 그리고 실험집단 17명과 비교집단 17명을 대상으로 실험처치 전과 후에 설문 을 실시하여 분석하였다. 역량기반 교사 교육과정은 현행 5학년 국가수준 교육과정의 내용을 현장 전문가들의 검증 을 거쳐 핵심역량을 중심으로 재구조화 하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 역량기반 교사 교육과정이 학생들의 핵심역량 전체평균 발달에 미치는 영향을 알아 보기 위해 독립표본 t-검정 결과 집단 간에 통계적으로 유의미한 차이를 보였다. 둘째, 역량기반 교사 교육과정이 학생들의 핵심역량 하위영역 발달에 미치는 영향을 알아 보기 위해 독립표본 t-검정하였다. 그 결과 지식정보처리역량과 공동체역량을 제외한 자기관리역량, 창의적사고역량, 의사소통역량, 심미적감성역량은 유의미한 차이를 보였다. 이상의 연구결과를 종합해 볼 때 역량기반 교사 교육과정은 초등학생들의 핵심역량 전체평 균의 발달에 유의미한 영향을 미치는 것으로 보인다. 또한 초등학생의 핵심역량 하위영역 발 달에도 유의미한 영향을 미치는 것으로 판단된다.

The purpose of this study is to investigate the effect of competency-based teacher curriculum on key competencies development of elementary school students. In order to solve research problems, two fifth grade students of Y elementary school in Incheon city were set as experimental group and comparative group. And before and after the experiment, survey was conducted an analyzed of 17 of experimental groups and 17 of comparison groups. The competency-based teacher curriculum restructured the content of the current 5th grade curriculum centering on key competencies. The results of this study are summarized as follows. First, there was a statistically significant difference between the results of the independent-sample t-test to examine the effect of the competency-based teacher curriculum on the overall average development of student’s key competencies. Second, independent-sample t-test were conducted to examine the effects of competency-based teacher curriculum on development of student’s key competency sub-domains. As a result, self - management competence, creative thinking competence, communication competence, and aesthetic competence were significantly different except for knowledge information processing competence and community competence. These results suggest that the competency-based teacher curriculum has a significant impact on the development of the overall key competency average of elementary school students. It also has a significant effect on the development of key competency sub-domains of elementary students.

이 연구는 한일 양국의 학력 사례에 대하여 학력저하 논쟁과 학력관을 중심으로 비교 검토하였다. 한국의 학력 저하 논쟁은 고교평준화 과정이나 학업성취도의 결과에 근거하여 이루어졌으며, 일본은 기초 학력과 실천적인 힘이라는 관점에서 학력에 대한 논의가 전개되었다. 한일 양국의 학력에 대한 개념과 의미 및 범주에서 보면 공통적으로 지식중심에서 능력중심으로 변화하는 경향을 보이고 있다. 즉 과거에는 학력이 측정할 수 있는 기초적인 지식중심이었던 반면, 최근에는 측정할 수 있는 학력뿐만 아니라 학습에 대한 의욕이나 관심 태도 등 측정할 수 없는 영역까지 확대 되었다. 분석결과 최근 한일 양국에서 학력의 의미는 인간으로서 살아가는데 필요한 핵심역량으로 대체되고 있다. 그러나 학교교육에서 핵심역량과 교과역량의 모호한 경계와 함께 교육당국이 그 역량의 의미를 구체적으로 해석, 제시하지 않음으로써 학교교육 현장의 혼란은 피할 수 없을 것으로 보인다. 이 연구를 통해 학력이 핵심역량으로 대체된 상황에서 학교의 수업이 사실 개념 일반화로 이어지는 내용 중심의 수업 유형에서 문제해결, 의사결정, 탐구 및 실천 등 방법 중심의 수업으로 어떻게 전환시킬 수 있는가라는 것이 우선적으로 해결해야할 과제로서 제안되었다.

In this study, I have compared about the study of academic ability in Korea and Japan. focused on the academic ability degradation controversy and the viewpoint of the understanding and interpretation about the academic ability. The academic ability degradation controversy in Korea have been made in the high school equalization process and the educational achievement. On the other hand, in Japan, it was discussed the understanding and interpretation about a academic ability on the basic ability and practical ability. Commonly, the meaning of the academic ability in Korea and Japan is changed the key competency from the focused on knowledge. In other words, in the past, the academic ability is the focused on knowledge that was to be measured. On the other hand, recently, the academic ability's area is expanded not only the knowledge and skills to be measured but also that is can not measured, a motivation, interest, attitude to the learning. The result of this study, recently, the academic ability in Korea and Japan has been replaced by core competencies required as human beings. The boundary don't unclear the core competencies and subject competencies in school curriculum, but department of education didn't explain that, and it can not avoid the confusion in the school. In this study, I suggest a task that we have to make the classroom activity of the focused on method (problem solving, decision making, exploration and action, etc) instead of the classroom activity of the focused on knowledge and skills(facts, concept, generalization, etc)

この研究は、韓日両国の学力の事例について学力低下論争と学力の理解と解釈を中心に比較検討した。韓国の学力低下論争は、高校平準化の過程や学業成就度の結果に基づき行われ、日本は基礎学力と実践的な力という観点から学力に対する理解と解釈に関する議論が展開された。 韓日両国の学力に対する概念や意味や範疇から見ると、共通的に知識中心から能力中心に変化する傾向を見せている。つまり、過去には学力が測定できる基礎的な知識中心だった反面、最近は測定できる学力だけでなく、学習に対する意欲、関心や態度など測定できない領域まで拡大した。 分析結果、最近の韓日両国で学力の意味は、人間として生きていくために必要な核心力量として代替されている。しかし、学校教育で核心力量と教科の力量の曖昧な警戒とともに、教育当局がその力量の意味を具体的に解析、提示しないことで、学校教育現場の混乱は避けられないものとみられる。 この研究を通じて、韓国と日本の両国で学力の意味が核心力量で代替された状況の中で、学校の授業が事実、概念、一般化につながる内容中心の授業の類型から、問題解決、意思決定、探求と実践などの方法中心の授業へ、どのように転換させることができるかということが優先的に解決しなければならない課題として提案された。

This paper is to propose a curriculum of a subject of Enneagram which is to be open to develop key competency of university students. In the modern days of the 4th industrial revolution universities are being called for key competency-based education and innovation in education. Universities suggested various key competencies according to the university's founding philosophies. And they have been reorganizing the liberal arts curriculum in a way that it can reinforce key competencies of the students in the aspect of liberal arts education. In this paper, an example of C university which has 3 key competencies such as, citizenship, character, and creative intelligence was presented. Enneagram is a good candidate for developing self-development which is sub-competency of character.

국내외 교육개혁에 있어 역량이 도입되는 흐름 속에서 본 연구는 수학과 교수․학습 과정에 핵심역량의 반영 정도와 그 가능성에 대한 초․중․고 교사들의 인식을 설문조사와 심층면담을 통해 분석하였다. 한국교육과정평가원(KICE)에서 제안한 핵심역량 중 교수․학습 과정에 반영되고 있는 핵심역량은 문제해결능력, 기초학습능력, 창의력, 의사소통능력, 정보처리능력의 순으로 나타났다. 한편, 대인관계능력, 자기관리능력, 시민의식, 국제사회문화이해, 진로개발능력은 수학내용과 직접적인 연결이 안 됨, 수업시간 부족 등의 이유로 교수․학습 과정에 덜 반영되고 있으며, 특히 국제사회문화이해, 시민의식, 대인관계능력, 진로개발능력은 수학교육에 반영이 어려운 역량으로 인식하였다. 이러한 연구 결과는 학교교육을 통해 길러야 할 핵심역량은 수학교육을 통해서도 길러져야 한다는 전제 아래 교사들의 인식전환, 교수․학습 방법과 학습 자료의 개발 및 홍보, 평가 방법의 변화가 필요함을 시사한다.

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.

This study is aimed to determine types of job values which is searched by 242 university student in Gwangju, to study characteristics of each type, and to analyze key competency of each type. The data were analyed with PASW 18.0 using frequency analysis, k-mean cluster analysis, crosstabs and one-way ANOVA. According to findings, first of all, university student types of job values are divided into 4 groups; a type of intrinsic job values(27.7%), a type of active job value(32.2%), a type of external job value(12.4%), a type of passive job value(27.7%). Secondly, the type of job values showed statistically significant difference only in the monthly allowance of socio-economic variables. Thirdly, the type of job values showed statistically significant difference 'communication', 'mathematics', 'problem solving', 'self development', 'resource management', 'interpersonal skills', 'technical ability', 'understanding organizations' and 'work ethics'.

Purpose: The aim of this paper is to create a generic competency model based on the entry-level positions’ requirements of human resource managers in trading companies operating in the Czech Republic. The proposed model should define an optimal set of key competencies that a competent graduate of business degree should have to be successful in specific selection processes for different graduate jobs in trading companies and thus be successful in performing job duties. Design/methodology/approach: The research question for this study was which key competencies business graduates need the most for entry-level positions in the field of trading and which ideal behavior is expected for such competencies. Within the questionnaire survey, the degree of significance of the defined key competencies was subsequently determined. The target population consisted of trading companies with 25 - 249 employees based and operating in the Czech Republic that are willing to hire fresh graduates for entry-level positions. The quantitative data was finally obtained from 419 companies. On the basis of the data analysis results, a generic competency model of a university graduate of business degree was created. Findings: The generic model developed on the basis of the data from trading companies consists of two parts. It defines an optimal set of 6 key competencies as well as the expected behavior that a competent business graduate should have to succeed in specific selection processes for various positions in trading companies that require university education, and subsequently, to be successful in performing jobs in the trade sector. Research limitations/implications: The research limitations are caused mainly by two factors: the company size and products that the trading company is (re)selling. Although specific key competencies can be rated as very important by two different recruiters in the questionnaire, requirements, and expectations of a small company operating in an extremely competitive environment may be significantly higher than in the case of company with large staff and an extensive customer base, or vice versa. Originality/value: The resulting competency model can make the selection process more transparent for both recruiters and job candidates because of established standards concerning desirable key competencies for such positions in trading companies. At the same time, this tool can be an acceleration and suitable starting point for more extensive implementation of the modern competency-based approach for economics and business degrees at universities.

Purpose: This study suggests that Six Sigma MBB should be used as a key talent to lead the fourth industrial revolution era by training them with big data processing capability. Methods: Through the analysis between articles on the fourth industrial revolution and Six Sigma related papers, common competencies of data scientists and Six Sigma MBBs were identified and the big data analysis capabilities needed for Six Sigma MBB were derived. Then, training was conducted to improve the big data analysis capabilities so that Six Sigma MBB is able to design algorithms required in the fourth industrial revolution era. Results: Six Sigma MBBs, equipped with the knowledge in field site improvement and basic statistics, were provided with 40 hours of big data analysis training and then were made to design a big data algorithm. Positive results were obtained after applying a AI algorithm which could forecast process defects in a field site. Conclusion: Six Sigma MBB equipped with big data capability will make the best talent for the fourth industrial revolution era. A Six Sigma MBB has an excellent capability for improving field sites. Utilizing the competencies of MBB can be a key to success in the fourth industrial revolution. We hope that the results of this study will be shared with many companies and many more improved case studies will arise in the future as a result of this study.

본 연구는 재직자의 직업기초능력(업무능력)에 대한 중요도 인식과 최종학교의 기여도를 중심으로 직업기초능력에 대한 교육요구도를 파악하고, 대학교육의 변화에 대한 시사점을 얻고자 하였다. 이를 위해 청년패널 11차 자료의 15개 직업기초능력(업무능력) 항목을 활용하여 학력별 교육요구도 분석을 실시하였다. 분석을 위해 대응t검정, Borich 요구도 및 The Locus For Focus Model 분석기법을 활용하였 다. 분석결과는 다음과 같다. 첫째, 재직자의 직업기초능력 중요도 인식결과, 전문분야 지식, 의사소통, 전문분야 실용적 지식, 타인과 협력하는 능력, 계획적인 생활습관에 대한 중요도 인식이 높았으며, 최근 5년간 중요도가 높 아진 능력은 문서이해, 문서작성, 전문분야 지식, 전문분야 실용적 지식 등 실용적인 업무능력이었다. 둘째, 재직자의 직업기초능력 교육요구도 분석결과, 의사소통, 고객상대능력, 타인과 협력하는 능력, 전문분야 지식, 전문분야 실용적 지식, 변화적응능력, 계획적인 생활습관에 대한 교육요구가 높았다. 셋째, 학력에 따른 대학교육의 요구도 분석결과, 전문대, 4년제대학, 대학원별로 교육요구도에 조금씩 차이를 보였다. 이상의 연구결과를 통해 재직자의 인식을 기반으로 한 직업기초능력 교육요구도 도 출과 대학유형별 교육전략에 대한 시사점을 제안하였다.

The purpose of this study was to examine the importance and needs of essential job competencies for Employees and implicate the change of higher education. To this end, we conducted the educational needs analysis according to each educational level. The 11th Youth Panel data was used, and 2481 graduates who responded to 15 essential job competencies, importance of job competence and contributions to the highest level of education were analyzed. The analysis results are as follows. First, workers recognized that knowledge of specialty, communication, practical knowledge of specialty, ability to cooperate with others, and planned lifestyle were important. In addition, the ability to increase in importance over the past five years has been practical work ability such as document understanding, document preparation, specialized field knowledge, and practical field knowledge. Second, competency with high educational needs was communication, customer-relative ability, ability to cooperate with others, specialized field knowledge, practical field knowledge, change adaptability ability, and planned lifestyle.Third, there was a difference in educational needs according to educational background. Based on the results of the study, the implications for the necessity of employee development and education strategies by university were suggested.