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1 99-1 Pol i cy Di r ect i ons for Pr omot i ng Techn i ca l Hi gh School Educa t i on / / /
2 ( ) () () (STEPI).
3 5, ,..,.. 21
4 ..,,.,..,
5 i 5 1. / / / / / / / / / / / / / / / / / / 4
6 ii 4. / : / / / / : / / / / / / / / / / / / ( ) / / / / / / / 117
7 iii 123 : / 125 : / 134 : / 167 < > 17 <Engl i sh Summar y> 175
8 iv <> < - 1> 125 < - 2> 126 < - 3> 126 < - 4> 127 < - 5> 128 < - 6> 129 < - 7> 13 < - 8> ( ) 131 < - 9> 131 < - 1> 132 < - 11> 132 < - 12> 133 <> < - 1> 134 < - 2> 134 < - 3> 135 < - 4> 135 < - 5> 136 < - 6> 136
9 < - 7> 137 < - 8> 137 < - 9> 138 < - 1> 138 < - 11> 139 < - 12> 14 < - 13> 141 < - 14> 142 < - 15> 143 < - 16> 144 < - 17> 146 < - 18> 147 < - 19> 148 < - 2> < - 21> 15 < - 22> 5 () 151 < - 23> 5 () 153 < - 24> 5 () 155 < - 25> 157 < - 26> 158 < - 27> 159 < - 28> < - 29> 16 < - 3> 161 < - 31> 162 < - 32> 164 < - 33> 166 v
10 vi < >
11 % ,828 - : 1.4:1( 85) 1.:1 ( 98), : 97%( 95) 88.2%( 98) 9 2.,
12 2 34% Ÿ 4.3%(63.9% ) Ÿ (1,3 ) - : 255 ( 634.6% ) ŸŸ RNT C ( 93) Ÿ ( 7381) 1%, 8% 6% ( ) Ÿ 2( ) + 1( ) 3. 1 Ÿ 7,
13 3, - 77,, ( ) 42 Ÿ, 2 Ÿ ( ) (,, ) - - (, ) 3 5 Ÿ (3) (2) Ÿ Ÿ, 4
14 4 -, Ÿ, 4. Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ 5 Ÿ (, ) Ÿ Ÿ Ÿ Ÿ Ÿ 5 Ÿ 2 (,,, )
15
16 :
17 8,, 9 21 /? [2+1] s 198s 199s
18 , % 122, 3, 75 1% = 2 1% = 316,828 1% = 14,924 1% = 3,139 : (1998),
19 1.11:1.,. 98%. 1% / / : /, /.
20 %, % 199 1% 59,382 1,123,17 1,696,292 2,152,82 2,283,86 2,57,88 2,326,88
21 % % %
22 27.9%, 4 6%, %= 434,473 1%= 27,683 1%= 19,772 & 4 : (1998), (1998), 98.
23 ( ) 1% = 3,919 : (1998),.
24 ,,,, (1998) 179,773 1,477,715 2, ,563 81,681 7,33 314, ,486 1,399, ,172 13,543 5,216 1,46 9,37 2,11,468 : 525 3,834, , ,256. : (1998), 1,956 6,84
25 (6)
26 ,,,,
27 ( ) / / - upskilling 8. 9 / : 9: 14, 982 : 9: 191,98, 98: 316,828
28 < 1 >
29 8% : : (1995),
30 2 6~ 7 (Craftman) (Engineer) (Technologist) (Technician) : (1994),,.
31 * WH : WL: BH: BL: : (1998),,.
32 < > < > % 35, % 1.4% 2 1.% 3, % 25, % 7.1% 6.2% 6.% 2, % 2.% 15, 1, 5, 68,367 2, ,98 273, , % : ( ),.
33
34 2 3, , , ,745 1,13 94~ , ,833 1, ,922 1,254 ( ) 7.73% 11.3% 3.57% 2.84% 56.56% : 1 (1997), 2 1, /. 2 (1993),.
35 : (1997),.. 5.8%..
36 - ( ) - - ( )
37 2. 2,
38 1996, 1 1 (1996) 1 1 : 571 : (1996), :,.
39 (1998) = 685,895 = 75, :1 1.7:1 2.3:1 : (1998),. :,. : (1992), 1.
40
41 Tech Prep. Tech Prep,,, : ( Community College) : 2+2 : Tech Prep : (1998), (1998), 2+2.
42 Tech Prep 2+2,,,,,. Tech Prep 2+2 Tech Prep (199) Tech Prep (1991) ( ),,,,, , + +, (1996) ( ) 5% ( 84 ) : (1996), -.
43
44
45 9 (1992) ( 96, 9, 9) - :,, ( ) - 1,2-3 ( 1993 ) - -,, (91 )
46 ( ) : (3 ) ( )) : : 1 1 ( ( 3 3 ) ) < > < >
47 , 5( 56 ) 62 45,749 1,545 56, , ,31 41, , ,61 137, , ,946 3 : (1998).
48 : 3-3.5,,. : (2/3), (1/3),,. : (2/3), (1/3) 8-16 (1-2) 8-16 (1-2) (3-4) (3-4).
49 1) 2) 1. 3),,,,,,, 1) 2. 2) 1) (4%) (6%) 2) 1 : 1 : 2 : 2 : 3. 3 : 3 : 3) ( ) 4) ) (. ) 6), 1) ( ) 4. 2) (, ) ( ) : (1988: 57)
50 25 23 ( ) ( ) (Grammer Schools) 18 2 (Modern School) (All Through) (Two Tier) (Upper School) (Sixth-Form College) 16 (Secondary Comprehensive Schools) (Middle School) (Primary Schools) (Junior First) (Infant Schools) 7 5 ( )
51 15~16 15~16 ( ( 1~2 1~2 ) ) ( ( ) ) ~5 4~5 4~5 4~5 ( ( ) ) (City (City Technology Technology Colleges) Colleges)
52 11~16 11~16 (Apprenticeship) (Apprenticeship) 5 5 (3 (3 )6 )6 ( ( 1 1 ) ) ( ( ) ) : :
53 ,,,,,,,, 2~4 2~ ~8 5~8 2~3 2~
54 ( ( Schools Schools Curriculum Curriculum Industry Industry Project: Project: SCIP) SCIP) (School (School Council) Council) (The (The Compact Compact Approach) Approach) ( ( 1/3) 1/3) (TEC: (TEC: Training Training & Enterprise Enterprise Councils) Councils)
55 : :
56 : :
57 ,,,, ( ( 1998: 1998: 222) 222),,,,,,,,,,,,
58 ( ( ) ) 21 21
59 ( ) 1
60
61 92.9% 92.9% 94%1 94%1 ( (1992), (1998)) ( (1992), (1998))
62 . ( )... ( )..,,,,
63 / / : (1998),,.
64 ., : ( ), (1998:281).
65 (7) (basic core) (technical core) (5%) (5%) (specialty) (6%) (4%) (specialty) (7%) (3%) : 2
66 ( 3 5 ).... ( 3 5 ) : (1993), (, 1993).,,
67 5,,,. ( )..,. ( ).. : KEDI, ( 1993: 246)..
68 . 1 2 : : 3 : : :, :,. 2. ( 1999 ). 2. ( 1999 ) : :
69 : : : : 2
70
71 15, (Academic Degree) (Professional Degree) 4 2 : (1998),,.
72 ,,,
73 _ % 3% 5%
74 5 5 (3) (3) ( ( ) ) ( ( ) )
75 -
76 199 ( : 5 5), 199. : 23 3 : 2.5% : 991,9 234, : 23 1% 5%
77 , , ,455.8
78 2 1. : ( )
79 1. :
80
81
82 , RNTC 2+1
83 % % 14 % % (1.) 34% 34% :,,. 45%. :, 1998,.
84 2,63 1,3 38.1% 1, % 2, % 6,539 2, % % (63.9%) (63.9%) : :, 1998, ( 1998:281)
85 ., ,4 P % 1 ( ) () 37.9% 37.9% :
86 .,,, Mbps Mbps Ethernet Ethernet PC PC Kbps 256Kbps PC PC
87 (RNTC), 1993 P C 65.8% 1% 1.3% 1 279, 2,47 53, % 1% 16.3% 1 255, :,. :, 1998
88 < > 1% ( ) 2% 1% 1-19% ( ) 2-29% 5% ( ) 3-39% 4-49% 5% - (1991- ) 1998 (71) = , 124 (21), (13).
89 , , : (1998),
90 ,, , 28 1, ,343, ( 4, 2, 4 ) 8 1 : ,
91 :, 1998.
92
93 41.4, 32.. () : 41.4 : ()
94 16., 5.7 () : 16. : ()
95 6 3 86, 114, : (1998: 38), 1998.
96 11.8%. : ) ( ) 1) (28 ) (42 ) 148,46 3,49, 5,287 83,95 71,53 264, 2,555 6, ,3 1,162, 5,975 27, ,876 4,898, 13, ,47 : 1)
97 .. ( ) 5 (3+1+1)
98 ( ), ( ) ( )
99
100 KIST( ) ( ) KAIST( ) ( )??? ( ) KJAIST( ) ( )
101 ( : ) ( ) (33) 39 (37) 435 (45) 5 (65) 58 (8) : (1998), 21 -.
102 21 21,,,,,,,,
103 : ( 1998).
104 1,842 1,341 1, ( ) : ( 1998). 6,475
105 , 21 (1 (1 ) )
106 ,, ( 42 ),
107 ( )
108 ,
109 : 4, 5, 1, 9
110 ,,, ( (,, ) ) 4 4
111 ,,,
112 ( ) (,,, )
113 , ( )
114 , 7, :.
115 -, 5.
116 < > (45) (18) ( 15)=45 : (, ) (35) 26
117 < ( ) > (1) : (, ) (15) (1). (1:1 ) 26
118 < > (6) (285) :, (5).(1) (3) (1) 35
119 < >
120 ,.
121 .
122 , S/W, < > S/W : :,, : :,, : 43.5 : 99244, 2 232, 2174 : S/W : S/W : 2 5 : 992, :, : : 1 PC 1 : 1.5, 1.5 : 993,
123 ( ). (53) 5( ) ,
124
125 ( )
126
127 < > ,,,, : : ,, 1 1,, : :,,,,,,,,,,,,,,,,,,,,,, : :,,,,.. : : ( ( 48, 48, ) 552) : : :
128 < >
129 < >
130 3 : : : < >
131 17 (1994),,. (1994),,, 3. (1998).,,, (1998),,,. (1996), (II),. (1998),. (1998), 98. (1999), (),. 7, (1997),21,. (1995),, 11, 25. (1998), 1998,. (1998),, :. (1996),,, :. (1998),,
132 171. (1993),,, 15(2), (1999),,. (1994),. (1992),. (1997), - -. (199),, :. (1996),, ( cc.knue.ac.kr/ ~rcsm e/ 96_5_8.htm ). (1998), 21- -,. (1994), (1996), -.,,, (1997), 2 1, : /. (1998),,,,,, :, (1995), - -, , (1995), (I),
133 172 17(2): (1998),,, :. (1997),,. (1995),, , (1998), - -, 53. (1994),, 21, ( : ) (1994), 2 1 (2) :, :. (1994),, 21, :, (1994),, 21, ( : ) (1998),, :. (1995),,,,
134 173 (1996), - -, :. (1992),, :.,,,. (1996), :, :. (1998),, :. (1997),,.,,, (1993),, :, RR 93-3.,,, (1994),,, :. (1998),, :. (1998), 2+2. (1998),,,, (1988),. (1997), 7,. (1998),. (1992), - - 6, (6),
135 174 (1995),. (1997),. (1995),.. (1992), 1., / w w w.m onbu.go.jp. (1998),, 35 (3) Silverberg, M.K., and Hershey, A.M. (1995). The em erg ence of tech p rep at the s tate and local levels (MPR ). Princeton : M athem atica Policy Research. (1994), Bragg, D.D., Puckett, P., Reger IV, W., T homas, H.S., and Ortman, J. (1997). T ech p rep/ school- to- work : M ore trends and challeng es (MDS -239). Berkeley : University of California at Berkeley, National Center for Research in V ocational E ducation. Brow n, Jam es M., Pucel, D., T w ohig, C., S em ler, S., and Kuchinke, K.P. (1998), Minnesota s T ech Prep Outcom e Ev aluation M odel, J ournal of I nd us trial T eacher E ducation Orr, M. T. (1998). Integrating Secondary Schools and Com munity Colleges T hrough School- to- Work T ransition and Educational Reform, J ournal of V ocational E ducation R es earch, 23 (2) Div ision of V ocation - T echnical E ducation, T ech - prep edu cation ( w w w.ed.gov/ offices/ OVAE/ techprep.html) OE CD. (1994). V ocational E ducation and T raining f or Y outh: T owards Coherent P olicy and P ractice, P aris : OE CD. OE CD. (1997). E ducation at a Glance: OE CD I ndicators. Paris : Organisation for E conom ic Co- operation and Developm ent.
136 Summary 175 Summar y [Ti t l e ] Policy Directions for Promoting T echnical High School Education [Maj or Par t i c i pant s ] Project Co- Leader s : Lee, Kong Rae Ko, Sangw on Project P articipant s : Cho, H w anghee Shim, Sang W an [Abs t r ac t ] T he r ole of t echnical high school ha s un der g on e significant changes to reflect changing needs of governm ent and industry. In the 197s, as the focu s of indu strial policy shifted from light industry to heavy and chem ical indu stries, the governm ent expanded the volum e of technical high school sub stantially. In the 198s, how ever, the num ber of univer sity lev el degrees aw arded annually m ore than tripled. T his sudden increase in univ er sity enrollm ent encouraged m iddle school graduates to choose academ ic high schools ov er v ocational high s chools. Furtherm ore, the obsolete curriculum of technical high school failed to m eet rapidly changing indu strial needs. V ocational
137 176 education al in stitution s, in clu ding technical high schools h ad been degraded into second rate schools chosen only by students w ho had failed to qualify for univ er sities. T he quantitative and qualitative degradation of technical edu cation r esult ed in sh orta g e of skilled technical m anpow er in the 198s and 199s. Confronted w ith this problem, the governm ent focu sed m ore attention on technical education in the 199s. Con s equently, th e pr oportion of t echnical high school enrollm ent rose to 13.6% in 1998 from 8.4% in 199. Betw een 199 and 1998, 1 new technical high schools w ere established, w hile only 4 technical high schools had been established in the 198s. T he t echnical high s chool now fa ces new challeng es w hich could pose a significant threat to fulfill its m is sion of producing technical m anpow er w ho m eet industrial dem ands. T he technical high school lacks of vertical linkages w ith higher edu cation al sector s and horizontal linka g es w ith indu stries. Although som e policies ha s been implem ented to r einfor ce th ese linka g es, i.e. 2+1 sy stem, 2+2 sy stem, the effectiv en es s of those policies is doubtful. T he ex cessive quantitative expan sion of technical high schools in the 199s com bined w ith upskilling of dem and for labor poses the problem of over supply of technical m anpow er at the high school graduate level. It s tim e to focus m ore on qualitative im provem ent rather than quantitativ e expan sion. Due to the expected decline in the absolute labor force size of the age- cohorts corresponding to the high school age category in the future, technical high s chool gr aduates w ill
138 Summary 177 h av e m u ch higher pr ospect s for enterin g colleg es an d univ er sities. T his increasing in probability of entering higher educational in stitution s neces sitate technical high school to becom e a m ore continuing education oriented institution rather than a term inal education oriented in stitution. W e looked at the Kum - Oh T echnical High S chool as a ca se study t o find w ay s to im prov e technical high school edu cation. T he fundam ental issues faced by Kum - Oh T echnical High S chool is lack of incentives to attract good student s. Due to lack of inv estm ent, equipm ents and facilities at Kum - Oh T echnical High S ch ool is super annuated. Lack of s cholar ship and relatively expen sive tuition borne by the student com pared w ith that of national technical high school m ake it difficult to attr act g ood stu dent s. La ck of horizontal an d v ertical linkage is another issue faced by Kum - Oh T echnical High School. W e suggest the follow ing four policy alternatives for Kum - Oh T echnical High S ch ool t o m ake the b est of it s potential un der current constraints in funding and resources. T he m erits and dem erits as w ell as financial requirem ent s for these alternativ es are presented in the study. T o convert the currently public Kum - Oh T echnical High S chool to a national high school specialized in m echatronics T o m aintain a current statu s of public school and establish special fun ding m ech anism fr om the central gov ernm ent, i.e. M OE, M OST, M OCIE. T o establish and adopt a new sy stem com bining three- year
139 178 technical high school education and tw o- year junior college education to Kum - Oh T echnical High S chool T o develop Kum - Oh T echnical High School into a combined high school w hich runs academic program and v ocational program sim ultaneously.
140 < > 2 ) (53.7) 48 (56.9) 673(53.) 78 1(52.6) 967(5 1.6) 1,96(52.6) 1,68 (54.5) 1,85(54.) 1,12 1(52.6) 1,149(52.) < - 1> 1) (34.3) 48 1(38.7) 479(43.8) 62 1(49.) 635(49.3) 587(46.5) 762(43.) 77 1(42.5) 77 1(42.2) 772(42.1) (45.2) 59(4.7) 72(4 1.7) 1 (46.) 12 (45.1) 14 (46.2) 175 (4.6) 184 (39.1) 19 1(37.7) 2 (37.5) (58.) 154 (59.1) 182(67.) 232(7.7) 237(69.6) 28 (66.8) 248 (6.5) 248 (58.9) 248 (25.9) 247(57.5) (17.6) 165(26.5) 225(25.8) 289(32.5) 36(35.6) 275(3 1.3) 339(3 1.6) 339(3 1.56) 332(32.2) 325(33.2) :,, % 3 ) ,343(66.9) 59,42 1(48.1) 164,492 (62.6) 254,95 (59.6) 3 15,367 (53.4) 648,149 (57.7) 932,65 (55.) 1,266,84(58.9) 1,473,155(64.5) 1,246,427(57.8) 1,33,874 (58.9) 1,376,688 (58.9) 1,399,394 (6.1) 24,942(33.1) 64,26 (5 1.9) 98,452 (37.4) 172,436(4.4) 275, 15(46.6) 474,868 (42.3) 764,187(45.) 885,962(4 1.2) 8 1,65 1(35.5) 9 11,453(42.2) 939,433(4 1.9) 96,37(4 1.1) 927,486(39.9) 2,663(3.5) 13,526(1.9) 32,546(12.4) 36,98(8.7) 68,367(11.6) 123,57 1(11.) 2,367(11.8) 198,354 (9.2) 19 1,98 (8.4) 273,683(12.7) 297,732(13.3) 3 18,144 (13.6) 3 16,828 (13.6) 12,63(16.8) 11,3 (8.9) 36,67(13.9) 67,6 14 (15.9) 1,636 (17.1) 19,28 (16.9) 323,3 16 (19.1) 38,267 (17.7) 37,889 (16.2) 255,54 (11.8) 36,173 (16.1) 365,85 (15.6) 342,644 (14.7) 9,649(12.8) 39,65 (32.1) 29,999 (11.4) 67,842 (15.9) 16, 12(18.) 16 1,89(14.3) 24,4 (14.1) 37,34 1(14.3) 247,782(1.9) 282,266(13.1) 28 1,528 (12.5) 276,88 (11.8) 268, 14 (11.5) :1),,, 2)()3)(). :,,.
141 < - 2> :%, , , , , , , , , , : 1995 :,, < - 3> :,,.
142 < - 4 > 1) 47,289(1.) 62,854 (1.) 126,14 1(1.) 2 1,57(1.) 2 17,98(1.) 276,535(1.) 274,15(1.) 259,133(1.) 274,696(1.) 273,9 12(1.) 32,4 16(1.) 39,67(1.) 47,383(1.) 83,555(1.) 12 1,222(1.) 129,5 17(1.) 147,7 1(1.) 13 1,628 (1.) 12,989(1.) 127,642(1.) 128,36 1(1.) 142,8 1(1.) 8,222 (1.) 15,47 1(1.) 42,586(1.) 79,835(1.) 88,463(1.) 128,825(1.) 142,522(1.) 138,144 (1.) 147,54 (1.) 145,55 1(1.) 159,6 15(1.) 7,9 19 (16.7) 6,33(9.6) 11,48 (8.8) 2,242(1.1) 33,33 1(15.3) 36,9 1(13.3) 22,7 1(8.3) 46,699(18.) 6,373(22.) 79,96 1(29.2) 17,824 (35.6) 6,779 (17.4) 4,93 (1.3) 7,937(9.5) 16,85(13.9) 26,757(2.7) 24,134 (16.3) 13,676(1.4) 22,934 (19.) 3,332(23.8) 42,242(32.9) 56,7 11(39.7) 1,14 (13.9) 1,13(7.3) 3,111(7.3) 3,392(4.2) 6,574 (7.4) 12,776(9.9) 9,25(6.3) 23,765(17.2) 3,4 1(2.4) 37,7 19(25.9) 5 1,113(32.) 945(2.) 8 14 (1.3) 2,6(1.6) 1,494 (.7) 1,223(.6) 2,528 (.9) 1,42(.5) 333(.1) 3 13(.1) 375(.1) 847(.3) 945(2.4) 8 14 (1.7) 2,6(2.5) 1,494 (1.2) 1,223(.9) 2,528 (1.7) 1,42(1.1) 333(.3) 3 13,(.2) 366(.3) 835(.6) :1), 2)=/ - - *1 3)() :,, ,674 (35.3) 3 1,569(5.2) 63,437(5.3) 12,8 12(5 1.1) 1 1,579(46.6) 143,2 14 (5 1.8) 2 1,113(76.6) 19,148 (73.4) 196,43(7 1.5) 177,532(64.8) 164,75(54.3) 14,3 1(36.6) 23,65(49.9) 42,32(5.6) 55,192(45.5) 5,272(38.8) 67,58 (45.4) 94,383(7 1.7) 86,(7 1.1) 89,484 (7.1) 79,327(6 1.8) 72,62(5.9) 2,364 (28.8) 7,9 19 (5 1.2) 2 1,135(49.6) 47,62(59.6) 5 1,37(58.) 76,156(59.1) 115,73(8 1.2) 14,148 (75.4) 16,9 19(72.7) 98,25(67.5) 9 1,455(57.3) 2 1,75 1(46.) 24,438 (38.9) 49,596(39.3) 76,59(38.1) 8 1,847(37.6) 93,883(33.9) 39,934 (14.6) 2 1,953 (8.5) 17,67 (6.4) 16,44 (5.9) 29,67 (9.8) 17,33(43.6) 18, 16(38.) 3 1,256(37.4) 47,686(39.3) 5 1,265(39.6) 53,99(36.6) 22,167(16.8) 11,722 (9.7) 7,5 13(5.9) 6,426(5.) 12,635 (8.8) 4,7 18 (57.4) 6,422(4 1.5) 18,34(43.1) 28,823(36.1) 3,582(34.6) 39,893(3 1.) 17,767(12.5) 1,23 1(7.4) 1,94 (6.9) 9,6 18 ((6.6) 17,35(1.7) :,%
143 ,854 (1.) 126,14 1(1.) 2 1,57(1.) 2 17,98(1.) 276,535(1.) 274,15(1.) 259,133(1.) 274,696(1.) 273,9 12(1.) 32,4 16(1.) 47,383(1.) 83,555(1.) 12 1,222(1.) 129,5 17(1.) 147,7 1(1.) 13 1,628 (1.) 12,989(1.) 127,642(1.) 128,36 1(1.) 142,8 1(1.) 15,47 1(1.) 42,586(1.) 79,835(1.) 88,463(1.) 128,825(1.) 142,522(1.) 138,144 (1.) 147,54 (1.) 145,55 1(1.) 159,6 15(1.) < - 5> 13,139 (2.9) 27,762 (22.) 62,678 (3 1.2) 7 1,28 (32.6) 83,33 (3.) 6,57 (22.1) 92,288 (35.6) 17,962(39.3) 129,934 (47.4) 162,88 (53.5) 1,84 1(22.9) 2,883 (25.) 5 1,135 (42.2) 57,589 (44.5) 56,598 (38.3) 39,7 (29.6) 52,37 (43.2) 59,46 (46.6) 73,99 (56.9) 86,973 (6.9) 2,298 (14.9) 6,879(16.2) 11,543 (14.5) 13,439 (15.2) 26,435 (2.5) 2 1,563 (15.1) 39,98 1(28.9) 48,52 (33.) 56,835 (39.) 75,115 (47.) 1) 6,33 (9.6) 11,48 (8.8) 2,242 (1.1) 33,33 1(15.3) 36,9 1 (13.3) 22,7 1(8.3) 46,699 (18.) 6,373 (22.) 79,96 1(29.1) 17,824 (35.6) 4,93(1.3) 7,937 (9.5) 16,85 (13.9) 26,757 (2.7) 24,134 (16.3) 13,676 (1.4) 22,934 (19.) 3,332 (23.8) 42,242 (32.9) 56,7 11(39.7) 1,13 (7.3) 3,111(7.3) 3,392 (4.2) 6,574 (7.4) 12,776(9.9) 9,25 (6.3) 23,765 (17.2) 3,4 1(2.4) 37,7 19 (25.9) 5 1,113 (32.) 3,6 15(5.8) 4,7 15(3.7) 8,14 (4.) 14, 11(6.4) 11,842(4.3) 7,26 1(2.6) 15,957(6.2) 19,225(7.) 24,75 1(9.) 27,3 13(9.) 3,125(6.6) 3,658 (4.4) 7,287(6.) 11,3 13(8.7) 7,287(4.9) 3,4(2.6) 7,888 (6.5) 9,184 (7.2) 11,934 (9.29) 13,258 (9.28) 49 (3.2) 1,57(2.5) 8 17 (1.) 2,698 (3.) 4,555(3.5) 3,86 1(2.7) 8,69(5.8) 1,4 1(6.8) 12,8 17(8.8) 14,55((8.8) :,% :1) 2) (). :,,.
144 < - 6> :,% ,995(1.) 33,5 19(1.) 59,5 18 (1.) 64,877(1.) 7 1,647(1.) 65,494 (1.) 78,699(1.) 89,259(1.) 95,59(1.) 19,698 (1.) 15,734 (1.) 33,133(1.) 57,138 (1.) 6 1,965(1.) 66,148 (1.) 64,663(1.) 75,289(1.) 8 1,992(1.) 86,2 1(1.) 96,14(1.) 26 1(1.) 386 (1.) 2,38 (1.) 2,9 12 (1.) 5,499 (1.) 83 1(1.) 3,4 1 (1.) 7,267 (1.) 9,38 (1.) 13,558 (1.) :,,. 965 (6.) 2,2 1(6.6) 11,637(19.6) 14,757(22.8) 9,27 (12.9) 6,99(9.3) 14,596(18.5) 17,975(2.1) 27,34(28.6) 39,9 13(36.4) 959 (6.1) 2,2 1(6.6) 11,532(2.2) 14,594 (23.6) 8,96 (13.5) 6,52(9.4) 14,118 (18.8) 16,4 18 (2.) 24,898 (28.9) 34,988 (36.4) 6(2.3) 9(2.3) 15 (4.4) 163 (5.6) 247 (4.5) 47(5.7) 478 (14.) 1,557 (2 1.4) 2,442 (26.2) 4,925 (36.3) 194 (1.2) 95 1(2.8) 82 1(1.4) 567(.9) 673(.9) 5 13(.8) 116(.1) 145(.2) 15 1(.2) 536(.5) 194 (1.2) 95 1(2.9) 82 1(1.4) 567(.9) 673(1.) 5 13(.8) 116(.2) 145(.2) 15 1(.2) 536(.6) ,355(7 1.) 23,257(69.4) 32,8(55.1) 3,787(47.5) 47,9(65.7) 54,45 1(83.1) 62,46(78.8) 69,482(77.8) 65,6(68.7) 6 1,94 (55.7) 11,178 (7 1.) 23,32(69.5) 3,879(54.) 28,236(45.6) 42,9 15(64.9) 53,7 15(83.1) 59,255(78.7) 63,94(78.) 59,4 1(68.5) 53,87 1(56.) 177(67.8) 225(58.3) 1,92 1(8.7) 2,55 1(87.6) 4,175 (75.9) 736(88.6) 2,79 1(8 1.8) 5,542 (76.3) 6,559 (7.5) 7,223 (53.3) 3,48 1(2 1.8) 7,1 1(2 1.2) 14,26(24.) 18,766(28.9) 14,677(2.5) 4,43 1(6.8) 1,94 1(2.5) 1,657(1.9) 2,4 18 (2.5) 8,155(7.4) 3,43(2 1.6) 6,949(2 1.) 13,96(24.3) 18,568 (3.) 13,6(2.6) 4,383(6.8) 1,8(2.4) 1,489(1.8) 2,111(2.4) 6,745(7.) 78 (29.9) 152(39.4) 354 (14.9) 198 (6.8) 1,77(19.6) 48 (5.8) 14 1(4.1) 168 (2.3) 37(3.3) 1,4 1(1.4)
145 < - 7> 27,4 1(1.) 58,335(1.) 98,528 (1.) 1,72(1.) 148,3 17(1.) 154,538 (1.) 134,76 1(1.) 139,725(1.) 135,293(1.) 147,828 (1.) 15,4 18 (1.) 25,547(1.) 3 1,52(1.) 32,967(1.) 4 1,85(1.) 3 1,427(1.) 24,76(1.) 24,873(1.) 22,668 (1.) 26,967(1.) 11,983(1.) 32,788 (1.) 67,8 (1.) 74,753(1.) 17,232(1.) 123,111(1.) 11,685(1.) 114,852(1.) 112,625(1.) 12,86 1(1.) :,,. 2,77(9.9) 4,552(7.8) 5,44 1(5.5) 9,362(8.7) 12,539(8.5) 4,33 1(2.8) 12,928 (9.6) 17,469(12.5) 25,757(19.) 38,16(25.8) 2,176 (14.1) 2,87 1(11.2) 3,398 ((1.8) 5,698 (17.3) 6,389 (15.6) 2, 18 (6.4) 4,244 (17.6) 5,117 (2.6) 7,2 16 (3 1.9) 1,487(38.8) 53 1(4.4) 1,6 18 (5.1) 2,43(3.) 3,664 (4.9) 6,15(5.7) 2,3 13(1.9) 8,684 (7.8) 12,352(1.8) 18,54 1(16.5) 27,673(22.9) 265(1.) 495(.8) 24(.2) 323(.3) 88 1(.6) 388 (.3) 83(.1) 68 () 88 (.1) 154 (.2) 265(1.7) 495(1.9) 24(.8) 323(1.) 88 1(2.1) 388 (1.2) 83(.3) 68 (.3) 79(.3) 15 1(.6) ,4(5 1.2) 3,123(5 1.6) 57,77(58.6) 6,35(55.7) 8,3 1(54.) 13,8(84.6) 112,943(83.8) 113,33(8 1.1) 1 1,46(74.7) 94,2 17(63.7) 7,3 (45.6) 1,957(42.9) 14,222(45.1) 13,425(4.7) 11,535(28.1) 2 1,237(67.6) 16,444 (68.3) 16,9(67.9) 13,65(57.6) 13,497(5.1) 7, 1 (58.5) 19,166(58.5) 43,548 (65.) 48,6 1(62.4) 68,496(63.9) 19,563(89.) 96,499(87.2) 96,43(83.9) 87,98 1(78.1) 8,72(66.8) 1,389(37.9) 23,165(39.7) 35,77(35.6) 38,(35.3) 54,866(37.) 19, 19(12.3) 8,87(6.5) 8,885(6.4) 8,42(6.2) 15,297(1.3) 5,947(38.6) 11,224 (43.9) 13,66(43.3) 13,52 1(4 1.) 22,28(54.2) 7,784 (24.8) 3,35(13.7) 2,788 (11.2) 2,38 (1.2) 2,832(1.5) 4,442(37.1) 11,94 1(36.4) 2 1,4 17(32.) 24,479(32.8) 32,586(3.4) 11,235 (9.1) 5,52(5.) 6,97(5.3) 6,94 (5.4) 12,465(1.3) :,%
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Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp.117-146 DOI: http://dx.doi.org/10.21024/pnuedi.29.2.201906.117 * A Study on the Development of Changemaker Education Program Purpose:
