Analysis of the current status of using NCS learning modules

본 연구의 목적은 특성화고, 전문대학, 폴리텍대학, 민간직업훈련기관 등 다양한 직업교육훈련기관을 대상으로 2013년부터 개발 추진된 NCS 학습모듈에 대한 이해, 인식 및 활용 등과 관련한 양적·질적 자료를 수집 및 분석하고, 이를 토대로 NCS 학습모듈의 직업교육훈련 현장 활용도 제고를 위한 정책적 지원방안을 모색하는 데 있다.1. Objectives of the study This study aimed to investigate the current status of using NCS based learning modules(hereinafter referred to as “NCS learning modules”) in VET institutions so as to propose policy recommendations that could foster the use of NCS learning modules. For the purpose, this study used qualitative and quantitative methodology including literature review, questionnaire survey, focus groups interviews, and case study. This research was organized as follows. Chapter 2 presented the concept and key features of NCS learning modules followed by literature review on NCS learning modules and related policies. Issues related to NCS learning modules were discussed. In chapter 3, we conducted research surveys in terms of understandings, perceptions and the current status of using NCS learning modules in VET institutions. Survey design, methodology and its results were included. In chapter 4, we analyzed the six cases of VET institutions which had adopted NCS learning modules in their courses. Based on the research findings, chapter 5 drew a conclusion and policy recommendations to foster the use of NCS learning modules. 2. Research findings (1) Survey The survey was conducted to investigate understandings, awareness, perceptions and the current status of NCS learning modules, targeting 891 VET institutions including vocational high schools, colleges, polytechnics colleges and training institutions. Focus groups interview was also carried out to complement the quantitative data. The main findings were as follows. First, the survey results showed that teachers’ awareness of NCS, NCS learning modules and NCS related policies remained at low level. Second, it was necessary to provide specific guidelines, practical information during teachers training in order to help them to develop NCS based curriculum and to use those resources in their actual teaching. Third, while most of respondents answered that they were planning to adopt NCS based curriculum, a majority of vocational high schools had insufficient infrastructure to support the NCS based programs. In addition, they also felt that learning materials and assessment system to support the NCS based programs were not sufficiently prepared yet. Fifth, vocational high school teachers were less likely to experience NCS learning modules. This implies that the timing of introducing NCS based curriculum in school seems to affect teachers’ experience of using of the learning modules. In addition, a majority of respondents showed negative attitude towards the use of NCS learning modules in their courses. Finally, many respondents responded that specific guidelines, supports for developing teachers competency, supporting staffs should be provided. (2) Case Study This study analyzed six cases of VET institutions that had used NCS learning modules in their curriculum and examined the way of using NCS learning modules. To do so, this paper focused on seven aspects : the characteristics of VET institutions, subjects of the courses, the way of using the NCS learning modules, the reasons behind the introduction of NCS learning module, course preparations, the evaluation of NCS learning module, others. The main findings were as follows. First, many of instructors regarded NCS learning modules as supplementary materials rather than learning materials. Second, the decision of schools and teachers’ own willingness seemed to affect the adoption of NCS learning modules in their courses. Third, instructors without industry experiences are likely to face more difficulties of teaching the contents of NCS learning modules. Those with job experiences also felt burden of teaching if they did not have any work experiences on the same areas. Fourth, the extent of schools’ supports and coordinations for implementing NCS based curriculum and introducing NCS learning modules varied depending on VET institutions. Finally, the teachers’ evaluation and attitude towards the use of NCS learning modules also varied depending on modules and schools. Professors in the health care departments who could relatively easily apply the NCS learning modules were positive towards the outcome of adopting them. In contrast, professors in the field of cultural contents perceived it negatively. 3. Recommendations Basedonthefindingsofourresearch,wesuggestedfourpolicy recommendations as follows. First, it was necessary to develop and share cases of using of NCS learning modules in the courses. Developing various cases of the use of NCS learning modules and establishing a platform for sharing cases of using NCS learning modules in VET institutions were likely to facilitate teachers to implement NCS base curriculum and use NCS learning modules. Studying some typical vocational high schools focusing on using NCS learning modules in their curriculum might provide useful informations to improve policies and support systems. Second, it was required to increase instructors’ awareness and to develop teachers’ competency. To do so, it was necessary to improve the quality of training programs and to support teachers to reduce their burden of implementing NCS based curriculum. Developing on-line based teacher training programs and establishing support systems may helpful for fostering the use of NCS learning modules. Third, it was necessary to improve the infrastructure for adopting NCS based curriculum and NCS learning modules. Policy support for vocational institutions to prepare proper educational equipments and facilities should be given. The way of distributing NCS learning modules should be improved. Monitoring systems for improving NCS learning modules were need to be established. Finally, development system for NCS learning modules should be improved. It might be helpful to let VET institutions to adopt flexibly NCS learning modules. It might be better to improve development processes of learning modules and the structure. Updating system of learning modules should be established.요 약 제1장 서 론_1 제1절 연구의 필요성 및 목적 3 제2절 연구의 내용 7 제3절 연구의 방법 10 제2장 NCS 학습모듈 활용 관련 현황 및 이슈_15 제1절 NCS 학습모듈의 개념 및 특성 17 제2절 NCS 학습모듈 개발·활용 관련 추진 정책 25 제3절 NCS 학습모듈 활용 관련 주요 이슈 42 제3장 NCS 학습모듈의 이해, 인식 및 활용 실태_49 제1절 조사 개요 51 제2절 조사 결과 61 제3절 종합 및 시사점 99 제4장 NCS 학습모듈의 활용 사례_105 제1절 분석 개요 107 제2절 분석 결과 113 제3절 종합 및 시사점 138 제5장 결론 및 정책 제안_145 제1절 결론 147 제2절 정책 제안 151 SUMMARY_171 참고문헌_177 부 록_179 1. 특성화고등학교 대상 설문지 양식 181 2. 전문대학 대상 설문지 양식 199 3. 폴리텍대학 대상 설문지 양식 217 4. 민간직업훈련기관 대상 설문지 양식 23