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This study proposes a strategy for the creation and management of urban forests in Paju Heyri art village. Urban forest composition attributes (4 categories and 16 items) were extracted and the questionnaire was asked to the level and the current level for tourists, local residents and workers in Paju Heyri art village. And the priority order for the creation of urban forests was derived through the difference between the present level (performance) and the required level (importance) and the requirements analysis procedure. In this study, the priorities of each item of urban forest formation attributes were determined. The t-test alone had limitations, so we calculated the Borich needs which were not covered by the existing Importance - Performance Analysis (IPA). We used the Locus for Focus Model, which is a method for visually confirming the difference between the current level and the required value for the required level in the 4-quadrant coordinate plane. The results of this study show that the seven priorities can be used as a useful tool for the formulation of urban forests and operational strategies and can be a basic research for the activation of urban forests in the future.

본 연구의 목적은 한국 성인에게 필요한 역량을 규명하고 역량의 요구수준을 파악하여 한국 성인들의 지속적인 역량개발을 위한 평생교육에의 시사점을 제시하는 것이다. 문헌분 석과 델파이 조사를 통해 한국 성인에게 필요한 19개 역량을 도출하였고. 만 19세 이상 70 세 미만의 한국 성인을 대상으로 19개 역량에 대해 설문조사를 실시하였다. t-검정, Borich 요구도 공식을 활용하여 현재의 보유 수준과 미래 필요 수준 간의 차이를 분석하고, The Locus for Focus 모델을 추가로 적용하여 19개 역량에 대한 한국 성인들의 요구도를 분석 하였다. 분석 결과, 한국 성인에게 요구도가 가장 높은 최우선순위 역량은 건강관리역량, 재무관리역량, 자기계발역량의 순으로 나타났고, 차순위 역량은 4개 역량(갈등관리역량, 디 지털활용역량, 리더십역량, 창의융합역량)으로 파악되었다. 이와 같은 결과를 바탕으로 평 생교육 정책을 위한 시사점을 제시하면 다음과 같다. 첫째, 성인에게 필요한 19개 역량에 대한 정보를 평생교육 정책 기관과 프로그램 운영 기관과 공유하여 역량 관련 정책 개발 과 각 역량 대상의 프로그램 개발의 기초자료로 활용할 수 있다. 둘째, 최우선순위 역량으 로 파악된 3개 역량에 대한 측정도구를 우선 개발하여 성인 개개인의 역량 수준을 파악하 는 것이 필요하다. 마지막으로, 본 연구에서 제시한 성인역량은 다양한 평생교육기관에서 제공하는 프로그램을 분석할 수 있는 새로운 기준으로 활용될 수 있다.

This study aims to identify competencies for Korea adults It also attempted to analyze the level of educational needs on essential adult competencies. Nineteen competencies were identified as core competencies for Korean adults to develop as a result of literature review and a Delphi method. Then, online survey on 19 adult competencies was conducted and data were collected from Korean adults with age range of 19 to 69. First, gap analysis was carried out to identify discrepancy between perceived importance of each competence and the current level of attainment of each competence using t-test and Borich needs assessment formula. Next, the Locus for Focus model was adopted to rank the competences, therefore to determine the highest priority of the competences. As a result, health-management competence, finance-management competence and self-development competence were identified as the highest-priority competencies for the Korean adults to develop. Based on the finding, the study presented practical implications for life-long education policy. The information on 19 competencies required for adults can be shared with lifelong education policy institutions and lifelong educational institutions to be used as basic data for developing competency-related policies and educational programs. It is also necessary to develop a scale for diagnosing the three highest-priority competencies, thus to understand the level of competency of each adult.

This study aims at providing preliminary information for developing and implementing a curriculum that can help realize the educational philosophy, Christianity, of autonomous private high schools. The survey research method was employed in order to examine diverse cohorts’ responses to essential components necessary for establishing those schools. The participants were selected from diverse groups: Christian undergraduates, Christian teachers of secondary education, and sunday school teachers. They were asked about the basic components necessary for establishing an autonomous private high school, such as an educational spirit, directions, and a curriculum. The response rate was 76.8%. The data was analyzed by SPSS/PC+ program. The result of this study revealed six findings. First, paradigm of the faith education should be constructed in order to provide balanced education between spirituality and intellectuality. Second, a customized curriculum reflecting students’ career aptitudes needs to be developed and implemented. At the same time, the curriculum should also be more innovative and dynamic for fostering global leadership education. Third, specialized programs need to be developed for enhancing students’ spirituality, intellectuality, creativity, physical strength, sociability, and communicative competence. The school should adopt graduate accreditation systems in order to help students accomplish those goals. Forth, principals and teachers have to be faithful Christians, the former with vision and leadership, and the latter with professionalism and passion. Fifth, proper screening process for selecting students should be adopted in order to train global leaders based on Christianity. Sixth, school foundation should be a driving force behind school development, especially by participating in school management more actively. Meanwhile, proper facilities are prerequisite for implementing the well-devised curriculum.

본 연구의 목적은 성인학습자 및 교육 제공자의 평생학습 프로그램에 대한 요구를 분석하고, 그 차이를 확인하는데 있다. 이를 위하여 평생학습에 참여한 경험이 있거나 참여 중인 성인학습자와 평생교육기관에서 근무하는 평생교육 교·강사 및 교육 담당자 를 연구대상으로 설문을 실시하였다. 조대연(2009)이 제안한 요구분석 절차에 따라 분 석한 결과 첫째, 성인학습자의 평생학습 프로그램 요구가 높은 우선순위 프로그램은 외 국어 프로그램, 4차산업혁명 프로그램, 컴퓨터 프로그램, 인문·교양 프로그램으로 확인 되었다. 둘째, 교육 제공자의 평생학습 프로그램 요구가 높은 우선순위 프로그램은 4차 산업혁명 프로그램, 경제·경영 프로그램, 자격증(컴퓨터) 프로그램, 가정·생활 프로그램 으로 분석되었다. 셋째, 성인학습자 및 교육 제공자의 요구분석 결과 공통의 제1우선순 위 프로그램으로 4차산업혁명 프로그램이 도출되었다. 본 논문은 이러한 결과를 바탕으 로 사회의 흐름과 교육환경을 반영한 평생학습 프로그램을 설계하는데 시사점을 제시 하였다.

The purpose of this study was to analyze the needs of adult learners and education providers for lifelong learning programs and to identify the differences. For this purpose, a survey was conducted on adult learners, as well as lifelong education providers. The results of analysis according to the needs analysis procedure suggested by Cho(2009) were as follows. First, the priority programs by adult learners were identified as foreign language, the 4th industrial revolution, computer, and humanities and liberal arts programs. Second, the priority programs with high demand for lifelong learning programs from education providers were analyzed as the 4th industrial revolution, economic and management, computer certification, and home and living program. Third, as a result of analyzing the needs of adult learners and education providers, the 4th industrial revolution program was derived as a common first priority program. Based on these results, this paper presented implications for designing lifelong learning programs that reflect the social trends and the educational environment.

This study aims to investigate the perceptions of college students on the Fire Engineering ESP curriculum and ESP teaching methods in the post-COVID-19 era. To this end, 102 university students from the department of Fire Service Administration participated in the survey. The results are as follows: First, participants cited the reason and purpose of Fire Engineering ESP learning to improve the score of the English official test. Secondly, when asked about the areas in which English learning is most necessary in the Fire Engineering ESP classes, participants showed highest preference for G-TELP level 2 and TOEIC, and the lowest interest in general English. Third, when asked about the interest in job-related topics they wanted to be included in the Fire Fighting English textbook, the participants showed the highest interest in fire fighting jargon and concept, and preferred practical English as the next priority in the international field. Lastly, in ESP English classes in the post-COVID-19 era, participants showed the highest preference for face-to-face classes, followed by online/offline mixed classes, and synchronous e-learning classes showed the lowest preference. This research has significance in that the findings can be used as a basic reference for the design and operation of Fire Fighting ESP learning in the post-COVID-19 era.

In response to growing needs for developing Korean Language teacher expertise and diverse Korean language learners, appropriate retraining programs are the key to successful Korean language education. The purpose of this study is to specify and guide program contents designed to retrain Korean language teachers for multicultural families. For this goal, a questionnaire survey was adopted as a main research tool and literatures on national and international teacher training were reviewed. One hundred thirteen teachers who attended multicultural teacher training programs were surveyed and their responses were analyzed in quantitative and qualitative ways. The results of the study showed that the factors affecting the programs are as follows: 1) In-depth Korean pedagogical content knowledge, 2) various, practical practices in Korean teaching methods, 3) developing and utilizing Korean teaching materials, 4) comprehension on assessment system, 5) understanding the uniqueness of immigrant students, 6) teaching- reflection and sharing teaching moments, 7) developing strategy and direction for cultural pedagogy. Therefore, this study may shed light on shaping teaching expertise to build teacher development.

The present study investigates English teachers’ needs in relation to competency-enhancing in-service teacher training program. Two different surveys were conducted with English teachers in three school levels from primary to high school. The first survey consisted of an open-ended question to collect unstructured responses from teachers. The second survey was constructed based on the analysis of the first survey. A total of 1,111 teachers participated in the study (124 for the first survey, 987 for the second survey). The survey results are as follows: The needs analysis survey consisted of six factors that are English proficiency (five items), school curriculum (four items), teaching methodology (seven items), contents of teaching (six items), value (three items), and method for teacher training (six items). Second, there were statistically significant differences according to three school levels and years of teaching experience. This result suggests that more attention needs to be paid to different needs of English teachers so as to develop effective competency-enhancing English teacher training program. Pedagogical implications have been discussed.

본 연구는 평생교육실습 과목의 내용과 방식에 대한 실습생의 요구를 실증적으로 분석하여 실습과목 개선을 위한 방향을 논의하는 것을 목적으로 하였다. 연구목적을 달성하기 위하여 평생교육 실습생 203명으로부터 수집한 자료를 분석하였다. 설문자료는 요구분석 절차에 따라 t검정, Borich 요구도 분석, LFF 방법으로 분석되었다. 분석결과는 다음과 같다. 첫째, 양성기관의 현장실습의 교육내용 중 최우선 순위 항목은 실습내용 소개와 실습일지 및 관련 서류 작성법 안내였다. 둘째, 실습기관의 실습내용의 필수항목 중 최우선 순위는 학습자 요구분석, 모의 프로그램개발이었다. 셋째, 실습기관의 실습내용의 선택항목 중 최우선 순위는 프로그램 관리·운영 및 모니터링, 프로그램 만족도 조사지원, 유관기관 프로그램 조사 및 분석을 위한 방문이었다. 이상의 분석결과를 활용하여 논의 및 결론을 제시하였다.

The qualification system of lifelong educator in Korea had been changed and improved continuously. Especially, many part of the practicum for the qualification were changed most often. But many researchers still criticized the system and suggested new versions. Based on the backgrounds, we decided on the purpose of this study. The purpose of this study is to investigate the students’s needs for the practicum for the qualification of lifelong educator. For this purpose, we developed a survey consisted with 26 items about individual characteristics and the guidelines & contents for the practicum. Data were collected from 203 students who participated the practicum in 1 years. 3 methods(paired t-test, Borich’s needs analysis formula, and Locus for Focus model: LFF model) were used for data analyses. Through these analyses, the findings were as in the followings: First, in the items about the educational contents of training institute, 2 items(introduction to practicum and how to write the practice diaries) showed the highest level of needs. Second, in the items about the necessary contents of practice institute, needs analysis and simulation of program development showed the highest level of needs. Third, in the items about the optional contents of practice institute, program management, learner’s satisfaction evaluation, and networking with related organization for program benchmarking showed the highest level of needs. On the bases of these findings, suggestions were discussed.

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

The study analyzes English for Specific Purposes(ESP) needs of law school students and lawyers for developing English for Legal Purposes(ELP) courses in Korea. In order to investigate pedagogic needs of the learners and target needs of the domain experts, 74 law school students and 50 lawyers who were in charge of legal cases were interviewed and surveyed. The content of the questionnaire consisted of pedagogic and target needs about lawyer's tasks and open questions and comments about English education for law school students. The results of the analysis showed that learners' main need for studying English is conducting legal research and in communicating with others. The results of the language function analysis indicated that understanding legal terminology, reviewing provisions of law, writing a legal memo, legal translation, evaluating information to determine compliance with standards are considered important. The results also showed the differences in the importance ranking of function and type of language skills between the learner group and the domain expert group.

이 연구는 디지털 기술의 발전과 융합 과정에서 새롭게 경제성장을 추동하는 혁신성장 분야의 일자리 에서 요구되는 미래 직업역량을 도출한 후 분야별 역량의 우선순위를 분석하기 위해 수행되었다. 이를 위해 본 연구에서는 디지털 전환의 시대에 요구되는 미래 역량을 제시한 국내외 문헌 분석, 미래 워크숍, 전문가협의회를 통해 미래 직업역량을 도출하였고, 현직자와 전문가 대상으로 설문조사를 실시하여 수집 한 자료에 대하여 Borich의 요구도와 The Locus for Focus Model을 교차로 요구분석했다. 이 연구의 주요 결과를 요약하면, 혁신성장 각 분야별로 요구되는 역량의 우선순위는 조금씩 차이를 보였는데, 모든 분야에서 공통적으로 요구도가 높게 나온 역량은 ‘미래 예측력’인 것으로 나타났다. ‘다학제간 지식 융합 력’은 미래 자동차, 드론, 스마트 시티, 에너지 신산업, 스마트 팜 분야에서 높게 나타났으며, ‘기계 협업 능력’의 경우 드론, 바이오 헬스, 스마트 시티, 스마트 팜 분야에서, ‘전체 조망력’의 경우 에너지 신산업, 미래 자동차, 드론, 핀테크 분야에서, ‘다양성 포용력’의 경우 스마트 공장, 바이오 헬스, 스마트 팜 분야 에서 요구도가 높은 것으로 나타났다. 연구 결과를 토대로 혁신성장 선도 분야의 미래 직업역량을 증진 하고 활성화할 수 있는 후속 과제와 주요한 정책 시사점들을 제언하였다.

This study was conducted to identify the future jobs competencies required in the jobs of the innovation growth field. The study identified future job competencies through literature analysis, futures workshops, and expert consultations that presented future competencies required in the era of digital transformation. The data collected from the survey of current employees and experts was cross-analyzed with the requirements of Borich and The Locus for Focus Model. The results of the study showed that the priority of competencies required in each field of innovation growth is slightly different. The competency that is commonly required in all fields is “Future prediction”. “Interdisciplinary knowledge fusion” was high in the fields of future cars, drones, smart cities, energy new industries, and smart farms. “Machine collaboration skill” was high in the fields of drones, bio health, smart cities, and smart farms. “Overall perspective” was high in the fields of energy new industries, future cars, drones, and fintech. “Diversity inclusion” was high in the fields of smart factories, bio health, and smart farms. Based on the research results, the study suggested follow-up tasks and major policy implications that can enhance and activate the future job competencies of the leading fields of innovation growth.

본 연구는 교수 멘토링 프로그램이 대학의 교원 교육 프로그램으로서 효과적으로 정착될 수 있도록 참여 주체인 교수들의 인식 및 요구를 분석하여 프로그램 운영에 실천적인 시사점을 제공하고자 하였다. 이를 위해 국내 24개 대학에 재직하고 있는 100명의 교수들에게 설문조사를 실시하여 교수 멘토링 프로그램에 대한 인식과 프로그램 운영 단계에서의 교수 요구사항을 분석하였다. 연구 결과, 교수들의 교수 멘토링 프로그램 인식과 중요도, 필요성에 대한 인식은 높은 것으로 나타났으나 참여 의도는 다소 낮은 것으로 나타났다. 또한, 교수들은 교수 멘토링 프로그램 준비 단계에서는 충분한 경력을 보유한 멘토교수와 한 학기 정도의 운영 기간을, 실행 단계에서는 교수법 향상 및 학생지도 방법에 대한 조언을, 관리 및 지원 단계에서는 업적평가 반영 및 멘토링 경험의 공유를 희망하고 있는 것으로 분석되었다. 본 연구에서는 교수 멘토링 프로그램의 활성화와 효과적 운영을 위한 학내 분위기 형성과 교수학습센터의 교수법 향상 유관 프로그램 연계 방안을 제언하였다.

The purpose of this study is to analyze the perception and needs of faculty members on faculty mentoring program. 100 faculty members of 24 university participated in this study and the results showed high awareness, importance and usefulness of faculty mentoring program. Faculty members required experienced mentors and the term of 1 semester for mentoring program, coaching service for enhancing teaching skills and student guidance, policy considering the participation of mentoring program to the faculty evaluation and sharing the participants’ experiences. This study suggested to establish the acceptable environment of the university to adopt and operate faculty mentoring program. Efforts of center for teaching and learning were also needed to link relative teaching empowering programs to the faculty mentoring.

The present study investigates secondary school student athletes’ specific needs for English learning and analyzes correlation and a cause and effect relationship among the needs-related variables. Two hundred forty six student athletes enrolled in physical education. Junior and senior high schools participated in the study. Data were collected through a survey that inquired about the students’ perceived English ability and learning areas of interest, their needs for ESP education, and aspects to be considered for ESP course design. The results show that the students put more emphasis on verbal communication (i.e., on speaking and listening) than on written communication (i.e., on reading and writing) and that they wanted more practical ESP education reflecting their needs and interests. Additionally, there was significant correlation (p<.01) among the subjects’ learning areas of interest, needs for ESP education, and aspects to be considered for ESP course design; a cause and effect relationship among the above three variables was discovered by goodness of fit test for structure equation model. Based on these findings, it is concluded that secondary school student athletes’ perceived English ability and areas of interest for English learning influence both their needs for ESP education and aspects to be considered for ESP course design.

This study was to perform a needs analysis among Korean middle school students in order to design an effective notional-functional syllabus. In designing a more effective syllabus for students a needs analysis seems imperative according to the theoretical perspective that productive language teaching has to be based on student’s needs including their proficiency levels, interests, motivation, and so on. Data also should be collected on the needs of their parents and teachers. The participants in this study were composed of 240 students, 35 teachers, and 35 parents, to whom questionnaires were distributed. The essential data were analyzed by the frequency test. This study suggests that the following notions and functions be utilized in the teaching of middle school students in Korea. 1) Communicative notions: hobbies and interests, the internet, computer games and MP3 players, thoughts and opinions, restaurants and dining, movies, performances, and exhibitions, etc. 2) Communicative functions: expressing gratitude, reacting to an expression of gratitude, expressing interest and inquiring about lack of interest, providing reasons, opening a conversation, expressing liking and disliking, etc. The notions and functions proposed in this study can prove to be very helpful for teachers, syllabus designers, and curriculum developers. It is also hoped that the results of this study in needs analysis will help bring classroom practice into line with learner needs.

The study was the second part of the research on development of consumer education program as social education program. The purpose of this study was to analyze needs fur program contents. Program contents had two parts: educational program contents and program managements. The data used contained 617 married women living in Seoul, Korea. Using SAS-PC program, Chi-square and Anova Analyses were executed. The results showed that married women had higher educational needs on housing purchase, tax avoidance, cancellation of contracts after purchase, consumer redress, etc. The differences in age, education, householder's occupation, and household income level resulted in the differences in educational needs for some specific educational items. They were likely to be educated at the highly accessible place such as women's center, community center, University extension service center, and consumer organization, etc. Also they preferred to be educated once a week fur a short time period like one to three months, and to have the lectures with discussion in the class. Some implications were mentioned for developing consumer education program as social education.

최근 우리나라의 국제적 위상이 높아지고 다양한 한류 콘텐츠들이 세 계적으로 인기를 끌면서 일반목적 학습자의 수도 꾸준히 늘고 있는 추세 이다. 이러한 상황에서 최근의 일반목적 학습자들의 학습 목표는 ‘간단한 의사소통이 가능한 정도’에 그치지 않고 고도의 한국어 능력에 도달하기 를 희망한다는 것이다. 이에 한국어 고급 교육과정에 대한 재검토가 필요 한 시기이다. 이를 위해 먼저 현재 시판중인 한국어 고급 교재를 분석하 여 한국어 고급과정이 일반목적 학습자들의 요구에 맞는 교육 내용인지 살펴본 결과 지나치게 학술적이며 주제 중심적인 내용에 치우쳐 있는 것을 확인하였다. 이에 앞으로 새로운 교재를 개발 하는 데 있어 방향성을 제시하고자 학습자 요구조사를 실시하였다. 그 결과는 일반목적 고급학습 자들은 고급과정에서 특수목적 가운데 직업목적의 한국어에 대한 요구가 큰 것으로 나타났다. 그리고 교재에는 다른 기능보다 말하기, 듣기 기능의 비중이 크기를 바랐으며 이 밖에도 어휘 학습에 대한 요구가 큰 것으로 나타났다. 그리고 과제, 혹은 대화를 구성하는 데 있어 공식적인 상황보다 는 사적인 상황, 격식적인 상황보다는 비격식적인 상황에 대한 연습을 더 희망하는 것으로 나타났다.

Reconsideration on Syllabus and Level Description of Advanced Korean Course for Leaners with General Purposes– Based on Needs Analysis of Korean Learners. This study examined whether or not the curriculums for advanced level Korean meet the needs of learners for general purpose, by analyzing Korean textbooks for advanced level that are currently available in the market. As a result, it appears that the curriculums are overly academic and theme-based contents. In order to propose a new direction for developing materials in the future, the study conducted a leaner's needs analysis. From this analysis, the following results have been obtained. First, advanced learners for general purpose expressed high demands on Korean for occupational purpose among a number of specific purposes that can be found in advanced level. Secondly, learners wanted the textbooks to put stronger emphasis on speaking and listening skills than other skills. Lastly, as for the tasks or conversation structures, it is shown that learners prefer practices in private and informal settings over public and formal settings.