Journal of Educational Innovation Research 2017, Vol. 27, No. 1, pp.133-158 DOI: http://dx.doi.org/10.21024/pnuedi.27.1.201703.133 NCS : G * The Analysis of the Cognitive Level of Basic Job Skills of Specialized High School Based on NCS Purpose: The purpose of this study was to conduct the comparisons in cognitive level of basic job skills of graduates of specialized high schools, teachers of specialized high schools, and mainstream company workers. An optimal educational curriculum through the allocation of specialized, basic job skills was also suggested. Method: We analyzed the previous research on the basic ability of the profession through the theoretical review. In addition, the present status of NCS-based curriculum of G technical high school was described. The survey was conducted on teachers in G technical high school, alumni (new employees), large or medium-sized enterprises (more than 300 full-time employees), and Employees in SMEs. The questionnaire items consisted of 10 areas of occupational basic ability of National Competence Standard in which 34 items were developed. Results: Upon examining statistics that analyze the current levels of basic job skills. The results showed that the level of Basic Job Skills recognized by large and medium-sized enterprise workers was significantly higher than those of high school graduates. However, small businesses demonstrated that specialized high school graduates surpassed the others in only 5 different categories. Second, an analysis of the differences in importance of basic job skills was also conducted. Third, to develop curriculum for basic skills of specialization high school mechanical department to organize and operate NCS-based curriculum, in this study, the importance of job basic ability of graduates, teachers, and corporate workers is analyzed and suggested implications for actual education. Conclusion: This research was undertaken with the use of statistic skills. The following researches are expected to be investigated in a deep and elaborate level, and to be connected to the researches in curriculum development and effect. Key words : NCS, Basic Job Skills, Specialized high school * (2015). Corresponding Author: Bae, Gwang-Min, Korea University of Technology and Education, Dept. of Humanities & Sciences and HRD, 1600, Chungjeol-ro, Byeongcheon-myeon, Dongnam-gu, Cheonan-si, Chungcheongnam-do, 31253 Republic of Korea, e-mail: hongdan7@koreatech.ac.kr
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( ) 15 ~20 9 8 17 20 19 11 30 117 117 57 57 NCS,. < -2>. 1-1 5-4 1-2 6-1 1-3 6-2 1-4 6-3 1-5 6-4 2-1 6-5 2-2 7-1 2-3 7-2 2-4 8-1 3-1 8-2 3-2 8-3 4-1 9-1 4-2 9-2 4-3 9-3 5-1 9-4 5-2 10-1 5-3 10-2, (,,, ).,,. < -3>.
() 2015 1 5 2015 3 31,, email,.,,. 10, 34, 1 5 Likert 5. 30 Cronbach's α= 0.95. SPSS 18.0 t, (ANOVA)... 1) 기계계열기업근로자규모별현재수준차이분석. (N1) (N2) t. < -1>.
2-1 2-2 2-3 2-4 3-1 4-3 (N1=117, N2=57) N1 3.63.81.074 N2 3.25.61.080 N1 3.27.90.083 N2 2.98.72.095 N1 3.45.81.075 N2 2.95.67.088 N1 3.27.84.078 N2 2.84.65.086 N1 3.38.65.061 N2 3.16.77.103 N1 3.36.78.072 N2 3.09.85.113 < -2>. (2-1, 2-2, 2-3, 2-4) (3-1), (4-3). < -1>. Levene t- F t () 2-1 11.645.001* 3.210 172.00.002*.387.121 3.534 142.77.001*.387.109 2-2 8.635.004* 2.137 172.00.034*.291.136 2.305 135.39.023*.291.126 2-3 11.646.001* 4.068 172.00.000*.506.124 4.359 133.22.000*.506.116 2-4 8.311.004* 3.329 172.00.001*.423.127 3.641 140.44.000*.423.116 3-1.144.704 2.017 172.00.045*.227.112 1.904 96.14.060.227.119 4-3.331.566 2.086 172.00.038*.271.130 2.026 103.11.045.271.134 *p<.05
2) 기계계열졸업생, 기업근로자현재수준차이분석.,. (N1) (N2) t, < -3>. 1-1 1-5 2-2 2-3 2-4 3-2 4-3 5-1 5-3 5-4 6-2 7-1 7-2 (N1=52, N2=117) N1 3.27.73.092 N2 3.63.71.067 N1 2.15.85.107 N2 2.58.95.090 N1 2.79.727.092 N2 3.27.90.085 N1 2.95.97.123 N2 3.45.80.075 N1 2.82 1.00.127 N2 3.28.84.079 N1 2.90.78.099 N2 3.39.67.063 N1 3.10.82.105 N2 3.38.77.073 N1 3.11.89.113 N2 3.36.71.067 N1 2.90.74.094 N2 3.19.65.061 N1 2.90.80.102 N2 3.22.68.064 N1 2.95 1.02.129 N2 3.24.848.080 N1 3.11 1.03.130 N2 3.64.70.065 N1 3.00.89.113 N2 3.47.77.072, < -4>. (1-1), (1-5), (2-2), (2-3), (2-4),
(3-2), (4-3), (5-1), (5-3), (5-4), (6-2), (7-1, 7-2). < -3>. Levene t- F t () 1-1.002.962-3.129 173.002* -.354.113-3.105 122.952.002* -.354.114 1-5 3.321.070-3.032 173.003* -.439.145-3.138 138.659.002* -.439.140 2-2 5.121.025-3.635 173.000* -.484.133-3.865 149.055.000* -.484.125 2-3.238.627-3.664 173.000* -.500.136-3.472 107.508.001* -.500.144 2-4.570.451-3.240 173.001* -.461.142-3.079 108.431.003* -.461.150 3-2.003.953-4.306 173.000* -.486.113-4.122 110.678.000* -.486.118 4-3.777.379-2.272 173.024* -.284.125-2.228 118.798.028* -.284.127 5-1 1.595.208-2.036 173.043* -.24993.123-1.907 103.971.059 -.250.131 5-3.477.491-2.693 173.008* -.291.108-2.596 112.959.011* -.291.112 5-4.038.846-2.776 173.006* -.318.115-2.642 108.862.009* -.318.120 6-2.068.794-1.997 173.047* -.287.144-1.895 108.037.061 -.287.152 7-1 4.779.030-4.011 173.000* -.524.131-3.596 92.408.001* -.524.146 7-2 1.195.276-3.654 173.000* -.469.128-3.504 111.301.001* -.469.134 *p<.05,. < -5>.
3-2 5-4 7-1 7-2 10-2 (N1=52, N2=57) N1 2.90.78.099 N2 3.28.82.108 N1 2.90.80.102 N2 3.23.82.109 N1 3.11 1.03.130 N2 3.46.83.109 N1 3.00.89.113 N2 3.37.82.108 N1 3.98.88.111 N2 3.63.75.099, < -6>. (3-2), (5-4), (7-1, 7-2), (10-2). < -5> (3-2), (5-4), (7-1, 7-2), (10-2). Levene t- F t () 3-2.673.414-2.571 117.00.011* -.377.147-2.566 115.10.012* -.377.147 5-4 1.178.280-2.176 117.00.032* -.325.149-2.173 115.61.032* -.325.149 7-1.469.495-2.000 117.00.048* -.343.172-2.018 115.02.046* -.343.170 7-2.932.336-2.352 117.00.020* -.368.157-2.360 117.00.020* -.368.156 10-2.338.562 2.348 117.00.021*.352.150 2.364 116.33.020*.352.149 *p<.05 () 13 (,
,,,,,,,,,,, ), 4.,,. 1) 졸업생, 교사, 기업근로자중요도차이분석,, < -7>.,,.,, (),. df F 1-2 - 4.419 2 2.210 3.374.036* - 148.663 227.655 2-4 - 7.906 2 3.953 4.627.011* - 193.937 227.854 7-1 - 8.420 2 4.210 6.928.001* - 137.946 227.608 8-2 - 4.721 2 2.361 3.733.025* - 143.561 227.632 9-2 - 3.439 2 1.720 3.088.048* - 126.404 227.557 *p<.05 (1-2), (2-4), (7-1), (8-2), (9-2). LSD( ) < -8>.
1-2 2-4 7-1 8-2 9-2 *p<.05 (I) (J) 95% (I-J) -.260.150.085 -.555.036 -.329*.128.011 -.581 -.077.260.150.085 -.036.555 -.069.133.604 -.331.193.328*.128.011.077.582.069.133.604 -.193.331 -.196.171.253 -.534.141 -.436*.146.003 -.724 -.148.196.171.253 -.141.534 -.240.152.116 -.539.060.436*.146.003.148.724.240.152.116 -.060.539 -.377*.144.010 -.661 -.092 -.450*.123.000 -.693 -.207.377*.144.010.092.661 -.073.128.568 -.326.179.450*.123.000.207.693.073.128.568 -.179.326.386*.147.009.095.676.263*.126.037.016.511 -.386*.147.009 -.676 -.095 -.122.131.351 -.380.135 -.263*.126.037 -.511 -.016.122.131.351 -.135.380.313*.138.024.041.586.247*.118.037.015.480 -.313*.138.024 -.586 -.041 -.066.123.590 -.308.176 -.247*.118.037 -.480 -.015.066.123.590 -.176.308,, () < -9>.
n F LSD (a) 62 3.71.84 1-2 (b) 55 4.00.64 3.374.036* a<c (c) 113 3.92.66 230 3.88.71 (a) 62 3.11 1.13 2-4 (b) 55 3.31.90 4.627.011* a<c (c) 113 3.55.80 230 3.37.94 (a) 62 3.53.94 7-1 (b) 55 3.91.67 6.928.001* a<b,c (c) 113 3.98.73 230 3.84.80 (a) 62 4.11.79 8-2 (b) 55 3.73.73 3.733.025* b,c<a (c) 113 3.85.83 230 3.89.80 (a) 62 3.82.84 9-2 (b) 55 3.51.74 3.088.048* b,c<a (c) 113 3.58.69 230 3.63.75 *p<.05 (7-1), (8-2), (9-2),,..,.,, < -10>.
df F 6-1 - 8.186 2 4.093 7.250.001* - 96.533 171.565 7-1 - 5.218 2 2.609 3.979.020* - 112.121 171.656 8-2 - 6.680 2 3.340 6.247.002* - 91.435 171.535 9-2 - 3.361 2 1.680 3.095.048* - 92.829 171.543 10-1 - 4.081 2 2.040 3.909.022* - 89.258 171.522 10-2 - 5.117 2 2.558 4.413.014* - 99.142 171.580 *p<.05,, () (6-1), (7-1), (8-2), (9-2), (10-1, 10-2). < -11>. 6-1 7-1 8-2 (I) (J) 95% (I-J).115.139.411 -.160.389.505*.138.000.233.777 -.115.139.411 -.389.160.390*.142.007.110.672 -.505*.138.000 -.777 -.233 -.390*.142.007 -.671 -.110 -.377*.150.013 -.673 -.081 -.345*.149.021 -.638 -.052.377*.150.013.081.673.033.153.835 -.270.334.345*.149.021.052.638 -.032.153.835 -.334.270.386*.135.005.118.653.429*.134.002.164.694 -.386*.135.005 -.653 -.118.043.138.756 -.230.316 -.429*.134.002 -.694 -.164 -.043.138.756 -.316.230
( ) 9-2 10-1 10-2 *p<.05 (I) (J) 95% (I-J).313*.136.023.044.583.261.135.055 -.006.528 -.313*.136.023 -.584 -.044 -.052.139.708 -.327.223 -.261.135.055 -.528.006.052.139.708 -.224.327 -.041.134.759 -.305.223.305*.133.023.043.567.041.134.759 -.223.305.346*.137.012.077.616 -.305*.133.023 -.567 -.043 -.346*.137.012 -.616 -.077 -.075.141.594 -.354.203.324*.140.022.048.600.075.141.594 -.203.354.399*.144.006.115.684 -.324*.140.022 -.600 -.048 -.399*.144.006 -.684 -.115,, () < -12>. (7-1), (8-2), (9-2), (10-1, 10-2).,. n F LSD (a) 62 4.24.78 6-1 (b) 55 4.13.79 7.250.001* c<b,a (c) 57 3.74.67 174 4.04.78 (a) 62 3.53.94 7-1 (b) 55 3.91.67 3.979.020* a<c,b (c) 57 3.88.78 174 3.76.82 (a) 62 4.11.79 8-2 (b) 55 3.73.73 6.247.002* c,b<a (c) 57 3.68.66 174 3.85.75
( ) n F LSD (a) 62 3.82.84 9-2 (b) 55 3.51.74 3.095.048* b<a (c) 57 3.56.60 174 3.64.75 (a) 62 4.32.74 10-1 (b) 55 4.36.73 3.909.022* c<a,b (c) 57 4.02.69 174 4.24.73 (a) 62 4.31.86 10-2 (b) 55 4.38.73 4.413.014* c<a,b (c) 57 3.98.67 174 4.22.78 *p<.05 4 (,,, ),.,. NCS,,.. G.,,. NCS,
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..,,,, (2013).. (2013). : NCS. Murray, T. S., Clermont, Y., & Binkley, M. (2005). Moving towards measurement: The overarching conceptual framework for the ALL Study. Statistics CANADA. Carrnevale, A. P., Gainer, L. J., & Meltzer, A. S. (1990). Workplace basics: The Essential Skills Employers Want. San Francisco: Jossey-Bass Publishers. SCANS (1992). Learning a living: A blueprint for high performance. Wasington, D. C: U. S. Department of Labor. (Secretary s Commission on Achieving Necessary Skills, 1991: ). : 2017.1.14 / : 2017.2.27 / : 2017.3.20
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