Korean Educational Development Institute Research Articles

수업 체계성과 일관성이 대학생의 학업 성취도에 미치는 영향 분석

This study explores the association between instructional practices and college students’ achievement. Using National Assessment of Student Engagement in Learning(NASEL) data from Korean Educational Development Institute, we conducted random effect and fixed effect models to verify whether the increase in instructional organization and coherence moderates the achievement of students, especially for those with low level of cognitive competence. Results revealed that both instructional organization and coherence were positively related to student achievement. Furthermore, these instructional practices appeared to improve achievement especially for students with lower level of cognitive learning competence. These findings suggest that instructional organization and coherence may be an effective instructional practice in enhancing underprepared students’ achievement in higher education.

대학생 자퇴의향 분석

Objectives The purpose of this study is to explore differences between first and second year of college students' dropout intention related to university characteristics, student characteristics, and students' social and economic conditions, along with Tinto's student integration factor.
 Methods The National Assessment of Student Engagement in Learning data collected by the Korean Educational Development Institute(KEDI) in 2021 were used. The number of participants were 28,353 students of four-year universities. A logistic regression analysis was conducted.
 Results First-year students attending universities non-metropolitan area had a higher intention to dropout, but second-year students attending universities small size in the metropolitan area also did. Dropout intention was lower when first-year students were in the medication field, and for second-year students when they were in the social sciences, engineering, medicine, or arts and physical sciences fields, compared to those in the humanities. For both year students, when active or collaborative learning and self-evaluation of basic learning abilities was high, the dropout intention was low. Additionally, the first-year students, extracurricular activities and high inter-action with peers lowered the dropout intention.
 Conclusions Dropout intention differs depending on the first and second year of university, and based on the re-sults, the need for financial and administrative policy support from individuals, universities, and educational au-thorities to prevent dropout and equal educational opportunities

역량(Competency)과 웰빙(Well-Being)

This study is aimed at exploring how competency-based educational experiences at high school and eudaimonic welling in adulthood affect subjective well-being. To achieve the objective of the study, we examined the data collected from the fourth to twelfth-round surveys of the 2005 cohort (from the first year of high school to the age of 28; 2008-2020) conducted by the Korean Educational Development Institute (KEDI) as part of the Korea Education Longitudinal Study. In specific, we leveraged the data from the fifth and sixth-round surveys (2nd and 3rd grade) focused on high school experiences and those from the nineth, tenth and twelfth-round surveys (when respondents are 22, 24, 28 years-old) focused on post-graduation experiences. For analysis, we carried out multiple regression analysis using the SPSS statistics program.
 Key findings can be identified as follows. First, competency-based educational experiences for self-management and social competency at high school had a positive effect on subjective well-being in adulthood. Second, the level of eudaimonic well-being with regard to self-acceptance, positive relations with others, and social contribution played a significant role in enhancing the level of subjective well-being. Third, autonomy and personal growth, two variables of eudaimonic well-being, contributed to improving the level of subjective well-being in the tenth and twelfth-round surveys, when the respondents were about to graduate from their colleges or seeking or having a job. As these variables are assumed to be related to career in adulthood, eudaimonic well-being with regard to autonomy and personal growth appears to be critical to enhance the quality of life at the time of college graduation.
 Put together, these findings suggest that the level of subjective well-being in adulthood can be enhanced when students develop their competency for self-management to go beyond education limited to cognitive achievement and make their own decisions for learning and career, thereby improving the level of autonomy and personal growth. Moreover, it is necessary to pay more attention to competency-based educational experiences for enhancing social competence. Emphasis should be put more on well-balanced and holistic educational experiences that help students build positive relations with others and contribute to future social development as a member of society.

‘입시위주 교육’에 전제된 ‘교육’ 개념의 비판적 검토 -한국교육개발원 종합보고서 <입시위주 교육의 실상과 대책>을 중심으로-

This study, as the first phase of the “Educational Concept Analysis Project for countering ‘education for the entrance examination’”, critically examined the concept of ‘education’ presumed in the Korean Educational Development Institute(KEDI) research report that dealt with the current situation and countermeasures of education for the entrance examination. The problematic issues associated with the concepts of education can be classified into four separate categories. First, the concept of education assumed in the KEDI report was revealed to consider education as merely a means for school entrance or preparation for school entrance and have a distorted perspective on the subject of education, based on the common sense that all aspects within schools constitute education. Second, the KEDI report, by reducing education to the external contexts, specifically within the realms of psychology and sociology, concealed educational phenomena, inevitably resulting in confusing the context. Third, in this report, issues were identified where education was defined only in relation to the results that education is expected to bring out. This approach defers the construction of the conceptual system and the value of education and leads to the divergence in causality and contradictions between concepts. Fourth, while the report emphasized the importance of the “essence of education” and its “intrinsic value” as an alternative to overcome the shortcomings of education for the entrance examination, it paradoxically renders the argument empty due to the neglect of a clear understanding of the conceptual system of education. The issues outlined above originate from the confusion between entrance-centric schooling and education. While entrance assessments and educational phenomena should be distinctly demarcated within the school context, the report is deficient in establishing the requisite conceptual boundaries and theoretical underpinnings necessary for their coexistence. Addressing these limitations is a challenge that must be overcome through the supplementation of appropriate theories distinguishing education from entrance examinations.

초기 청소년기 학교폭력 피해경험과 교우관계의 관계와 전학경험의 조절효과

Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience.
 Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3.
 Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence.
 Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.

대학생의 수업 외 활동 참여가 핵심역량에 미치는 영향

This study aimed to examine the effect of undergraduate students’ participation in out-of-class activities on the development of core competencies. Multiple regression analysis was performed on 1,827 undergraduate students from the 7th and 8th waves of the Korean Education Longitudinal Survey 2005 of the Korean Educational Development Institute. Samples were divided into two groups according to whether they were first-generation college students and group analysis was performed. This study found that student-faculty interactions had a significant effect on the development of core competencies of students. Second, the effect of student-faculty interactions on communicative competency and self-management competency was significant only in the first-generation college students. Based on the findings, institutional policy implications for enhancing core competencies of undergraduate students in general, first-generation college students in particular were discussed.

교사의 수업방식과 중학생 자아개념, 진로성숙도, 창의적 사고능력의 관계 분석

This study analyzed the structural relationship between teachers' teaching methods and middle school students' self-concept, career maturity, and creative thinking ability, and verified the mediating effect of self-concept and career maturity on the relationship between teachers' teaching methods and creative thinking ability. For this purpose, data from the second year of middle school in the 4th year of 「Korean Educational Longitudinal Study 2013」 of the Korean Educational Development Institute was used. To verify the structural relationship between the variables, a total of 6,326 data were analyzed using the structural equation modeling, and the mediating effect was verified through bootstrapping. As a result of the study, the direct effect of the teacher's teaching method on self-concept and career maturity was statistically significant, but the direct effect of the teacher's teaching method on creative thinking ability was not statistically significant. On the other hand, the teacher's teaching method was found to have a statistically significant indirect effect on creative thinking ability through self-concept and career maturity. These results suggest that there is a limit to improving students' creative thinking ability only with the teacher's teaching method, and creative thinking ability can be improved through students' personal characteristics such as self-concept and career maturity. Therefore, in order to improve students' creative thinking ability, teachers' teaching methods need to be designed in consideration of students' self-concept and career maturity.

Analysis of Change in Relationship between Communication and Social Competence: Comparison of Children and Adolescents by Grade Level

Objectives: It is known that communication and social competence are related, but it is not known specifically which detailed items are involved in this relationship. Therefore, this study analyzed the relationship of the evaluation results of social communication competence by grade level (high school, middle school, elementary school) presented in the longitudinal data of the Analysis on the Actual Status and the Quality of School Education in Korea (AASQSEK) school panel of Korean Educational Development Institute (KEDI).Methods: The mean comparison, correlation measurement, and multi-group structural equation modeling analysis (multi-group SEM) of observed variables (communication, social cooperation, social responsibility competence) were conducted for each multi-age group (6th grade in elementary school, 3rd grade in middle school, and 2nd grade in high school).Results: 1) 6th graders rated all communication and social competence questions the highest. 2) It was found that the third-year middle school students’ communication competence and social cooperation were the lowest among the three grade levels. 3) Social responsibility was significantly lower in the 3rd grade of middle school and 2nd grade of high school compared to the 6th grade of elementary school. 4) In addition, the relationship between communication and social competence showed a significantly lower effect as the grade level increased.Conclusion: Social communication competence scores can be influenced by grade level factors, so clinicians should consider grade level factors in the interpretation of the results of the Social Communication Competence (SCC) assessment.

탁월성을 추구하는 의료윤리교육을 통한 프로페셔널리즘 강화방안

This article examines the current status and limitations of medical ethics courses in 40 medical schools in South Korea. Weaknesses in these medical ethics curricula are identified through an analysis of students’ opinions. It is found that medical ethics education in South Korea is focused primarily on normative ethics and case-based learning while character education is largely overlooked. However, if the goal of medical ethics education is to nurture ethical virtues and medical professionalism, it is essential that medical students also receive some thinking training based on principles in virtue ethics. Accordingly, this article argues that the ten character virtues identified by the Korean Educational Development Institute should be incorporated into the casebased instructional methods used in medical ethics curricula in South Korea.

Medical students' satisfaction on online flipped learning by learning styles.

PurposeThe purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.MethodsA total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.ResultsResults showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.ConclusionThe learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.

Classification and Influential Factors of Longitudinal Changes in the Below-Basic Academic Proficiency Level

본 연구에서는 초등학생과 중학생의 기초학력 미달이 종단적으로 변화하는 양상에 따라 잠재계층을 분류하고, 잠재계층 분류에 미치는 영향요인을 분석하였다. 이를 위해 『한국교육종단연구2013』의 1차년도부터 5차년도 데이터를 활용하여 잠재계층성장분석(LCGA: latent class growth analysis)과 3단계 접근법(3-step approach) 분석을 실시하였다. 잠재계층 분류 결과, 초기에는 기초학력 미달이 아니었다가 학년이 올라감에 따라 기초학력 미달로 바뀌는 ‘기초학력 미달 전환형’, 지속적으로 기초학력 미달에 해당하는 ‘기초학력 미달 유지형’, 지속적으로 기초학력 미달이 아닌 상태인 ‘기초학력 미달 무관형’의 3가지 유형으로 구분되었다. 주요 연구 결과는 다음과 같다. 첫째, 초·중학교 학생들의 학업성취수준 기초학력 미달 비율은 학년이 올라감에 따라 점점 증가하였다. 둘째, 학생들이 기초학력 미달로 전환되거나 기초학력 미달을 유지하는 데 있어, 학생의 성별, 학업 자아개념, 수업태도, 가정의 사회경제적 지위는 초등학교 5학년 때부터 중학교 3학년 때까지 지속적으로 유의미한 영향을 미쳤다. 셋째, 학생의 진로성숙도가 높을수록 기초학력 미달 전환형이나 기초학력 미달 유지형에 포함될 확률이 높은 것으로 나타났다. 넷째, 부모의 학업적 교육지원은 기초학력 미달 유지형으로 분류되는 데 있어 5개년 동안 지속적으로 영향을 미쳤다. 다섯째, 학생들은 중학교에 진학하게 되면 초등학교 때보다 학교의 영향을 더 많이 받는 경향을 보이는데, 교사가 개별화 수업방식을 많이 활용할수록, 교사의 성취압력과 열의가 높을수록, 학교폭력 경험이 적을수록 학생들이 기초학력 미달로 전환되거나 기초학력 미달을 유지할 확률은 낮아진다. 여섯째, 학생 수가 500명 이하인 소규모 중학교에 다니는 학생일수록 기초학력 미달 전환형과 기초학력 미달 유지형으로 분류될 확률이 높았다. 마지막으로 주요 연구결과를 중심으로 기초학력 미달을 방지하기 위한 정책적 시사점을 제시하였다.This study aimed to identify the latent classes depending on longitudinal changes in the below-basic academic proficiency levels of elementary and middle school students as well as to test the determinants of the classes. The data for this study was drawn from the Korean Education Longitudinal Study 2013 of the Korean Educational Development Institute and latent class growth analysis (LCGA) and the 3-step approach were employed as the analytic method. The results presented that students were classified into three latent classes: ‘Transition to Below-Basic’, ‘Maintenance of Below-Basic’, and ‘Irrelevance with Below-Basic’. The main findings are as follows. First, the percentage of students performing below-basic gradually increased. Second, students’ gender, academic self-concept, attitude in class, and family’s socio-economic status continuously and significantly influenced the possibility of being in the ‘Transition to Below-Basic’ or ‘Maintenance of Below-Basic’ groups from fifth grade to ninth grade. Third, the higher the student’s career maturity, the more likely they were to belong to these groups. Fourth, parents’ academic support for their children positively affected the possibility of being part of the ‘Irrelevance with Below-Basic’ group during the five years. Fifth, students tend to be influenced by school more in middle school than in elementary school. The more individualized the instruction the teacher utilized, the higher their achievement pressure and enthusiasm; additionally, students experiencing lower levels of school violence were less likely to belong to the ‘Transition to Below-Basic’ or ‘Maintenance of Below-Basic’ groups. Lastly, students who attend small middle schools were more prone to belong to the ‘Transition to Below-Basic’ or ‘Maintenance of Below-Basic’ groups. Based on these major research results, the policy implications for preventing below-basic academic proficiency were considered.

Interactive Improvements of Visual and Auditory Function for Enhancing Performance in Youth Soccer Players.

We analyzed the effects of a regular training program on the health- and skill-related physical fitness (PF) of talented soccer players aged < 12 years; visual reaction time (VRT) and auditory reaction time (ART) were also assessed. In this single-group interventional study, 78 talented male youth soccer players (mean age, 9.54 years) were critically selected by the Korean Educational Development Institute and underwent a 22-week training program consisting of 16 weeks of PF and basic skill training (90 min/week) and 6 weeks of intensive training (3, 150-min sessions/week). We assessed the pre- and post-training body composition, cardiovascular endurance, muscle strength and endurance, and flexibility. We also measured power, agility, coordination and speed, passing ability, VRT, and ART. All variables improved after training. Post-training VRT correlated with ART, muscle mass, power, cardiovascular endurance, 10-m dribble time, 10-m ball touch count, and 10-m successful pass count. ART only correlated with muscle mass. ART and 10-m ball-touch count influenced VRT, and VRT influenced ART. In conclusion, the training program enhanced the PF and visual- and auditory-related reactions in talented youth soccer players. This study suggests the importance of the assessed relationships, indicating that a training program that improves these parameters enhances the players’ performance.

The Total Amount and its Patterns in the Tuitions of Lifelong Education Institutions

지금까지 평생교육 분야의 교육비를 분석한 연구는 거의 없다. 본 연구는 한국 평생교육전담기관 사부담 수강료의 연간 총규모를 추정하고, 이를 토대로 지역 간 , 기관유형 간, 프로그램 주제영역 간 학습자 사부담 교육비의 특성을 비교·분석한 후, 교육시수당 수강료를 산출하여 지역별, 시·군·구별, 주제영역별, 기관유형별 주요 패턴과 그 차이를 분석하였다. 이를 위해 <평생교육기관통계> 조사 및 <한국 성인의 평생학습실태> 조사 자료를 활용하였다. 연구결과는 다음과 같다. 첫째, 2016-2017년 <평생교육기관통계>에서 도출된 사부담 수강료의 추정값은 대략 1조에서 1조 1,000억원 사이로 나타났으며, 이는 <한국 성인의 평생학습실태> 자료에서 표집을 통해 산출한 총액과 약 5% 이내의 차이를 보였다. 전체적으로 볼 때, 평생교육전담기관의 사부담 수강료의 총규모는 국가 평생교육 예산의 2배에 이르는 수치이며, 고용노동부직업훈련분야의 직접교육훈련비(1조 1,244억)와 거의 비슷한 수준이다. 둘째, 총수강료의 지역별 특성을 비교한 결과, 서울이 전체 수강료의 71%를 독차지하고 있었다. 이것은 학교교육과 사교육 불평등과 마찬가지로 평생학습의 서울과 지방 사이의 큰 불균형이 존재함을 나타내준다. 셋째, 교육시수당 수강료는 주제영역별로 편차가 심했는데, 직업능력향상 영역이 약 8,000원에 이르는 데 반해, 성인기초/문자해득영역은 572원으로 나타났다. 또한 기관별로는 지식·인력개발형태기관(13,656원)이 평생학습관(917원)보다 15배로 높았다. 이는 평생학습관과 성인기초/문자해득 영역에 대한 국가의 공부담 재정지원이 일정부분 기여했음을 보여준다. 넷째, 지역별 교육시수당 수강료는 광역시의 구지역이 군지역 대비 2.6배, 시지역은 1.5배의 편차를 보였으며, 교차분석 결과 주제영역 및 기관유형에 따라 확연히 다른 수강료 패턴을 보여주었다. 이 같은 결과는 사부담이 주를 이루는 성인교육에서 공정한 단가에 대한 모니터링이 필요함을 시사함과 동시에, 향후 평생교육체계의 미래를 설계하는 데 수강료정책 분석이 필수적임을 보여준다.Few studies have been found on the cost of education in the field of lifelong education. This study aims at estimating the total amount of annual tuition for whole Korean lifelong education institutions, and its regional discrepancies. The term ‘lifelong education institutions’ refer to all educational institutions registered and monitored by the Lifelong Education Law in Korea. This research used 10 years data of <Statistics of Lifelong Education Institutions> and <Korean Adult Lifelong Learning Survey>, annually surveyed by the Korean Educational Development Institute. It first calculated the ‘total amount’ of the tuition and ‘tuition per hour’, to differentiate the discrepancies by regions, urban-rural discrepancies, institutional types, and program subject areas. The results of this study are as follows: 1) Estimates of the total amount of tuitions of whole Korean lifelong education institutions were about one trillion won. Both <Statistics of Lifelong Education Institutions> and the <Korean Adult Lifelong Learning Survey> showed similar estimates, with only less than 5% of differences. The total amount calculated was double to the national public budget for the lifelong education sector, also similar to the total public budget for the skill development field of the Ministry of Employment and Labor, 1.89 trillion won, or up closer to the amount of the direct education and training expenses (1.12 trillion won). 2) The breaking down of the total tuition by regions shows that the City of Seoul dominantly occupies 71% of total tuition revenue. It reveals a large disparity between Seoul and the rest of the regions, as seen in private education investments for school kids. 3) This research also calculated the tuition per hour as an indicator of the unit cost of educational services. Among many subject areas, the unit tuition fee of vocational education area was about 8,000 won, while the adult basic education records only 572 won, due to public subsidy. Considering institutional types, the tuition per hour of HRD institutions (13,656 won) shows 15 times higher than that of the local lifelong learning centers (917 won), which also owes much to public subsidy. 4) In terms of the gap between urban and rural areas, the tuition of metropolitan city area was 2.6 times higher than the rural area and 1.5 times higher than the medium city area. These results need to be applied to the national and local policy designs in the lifelong education system, especially for the fair monitoring of tuition levels.

A Study on Major Satisfaction, Career Exploration Behavior and Employment Preparation Behavior of College Graduates For Tourism Majors

This research was designed to compare and analyze career exploration behavior, employment preparation behavior of university graduates who majored in tourism-related studies and those of who majored in other studies by using the Graduates Occupational Mobility Survey 2014 (GOMS 2014). In the research, firstly, we re-categorized the categories of the tourism departments originally divided by the Korean Educational Development Institute (KEDI). Based on the analysis, we found that errors are being made in measuring the employment rate of university graduates who majored in tourism-related studies. A standardized classification system is needed to improve reliability in researches targeting tourism-related departments in the future. Secondly, comparing with university graduates who majored in non-tourism departments, university graduates who majored in tourism-related studies showed a higher employee turnover rate. Further researches need to be made in the future to find out reasons for university graduates who majored in tourism-studies why they regard the future of tourism industry as negative, especially for those majored tourism studies from 4-year universities who show high employment rate.

More knowing, less doing International organizations' agendas in Korean TVET aid

Sohn, Heekwon; Kang, Kyuwon; Lim, Jinho.2017.More knowing, less doing,Article,[Jincheon, South Korea]Korean Educational Development Institute,18

Contradiction, mediation, and school change An analysis of the pedagogical practices in the Hyukshin School in South Korea

Sung, Youl-Kwan; Lee, Yoonmi; Choi, Il-Seon.2016.Contradiction, mediation, and school change,Article,[Jincheon, South Korea]Korean Educational Development Institute,24

특성화 고등학교 의상과의 현황 및 전문교과교육

Abstract A Clothing Department is a major fields of specialized vocational high schools. Specialized high schoolswith clothing related departments are located in Seoul (4 schools), Busan (2), Incheon (3), Daejeon (1), Ulsan(1), Kangwondo (1), Kyungkido (1), Kyungsangbukdo (1) and Chungcheongbukdo (1). In these 15 speciali-zed high schools, 92 classes of clothing departments are run by 72 clothing teachers with 2,459 students en-rolled. The range of object of this study is 15 clothing related departments of specialized high schools andtheir titles are department of Fashion Design, Clothing Design, Clothing Art, Multi Fashion Design, FashionTextile Design, and Global Design. They were investigated by literature from previous research and educa-tion statistics from the Korean Educational Development Institute (KEDI). Websites such as ‘School Infor-mation’, ‘portal site of Specialized High School’, ‘Ministry of Education-Education Statistics and Informa-tion’ were also searched. The homepages of specialized high schools with clothing department were also in-vestigated respectively. In this study, current scale, employment rate of graduates, major courses, scale of tea-chers of clothing major of clothing department of specialized high school were analyzed. In 2015, employ-ment rate and college enrollment rate of vocational high schools were 46.6% and 36.6% respectively, whereasemployment rate and college enrollment rate of clothing departments four specialized High Schools were39.9% and 45.8% respectively. The number of major courses of clothing departments are 12-15, and themain subjects of the curriculum were Fashion Design, Construction of Western Clothing, Construction ofKorean Clothing, Textile Materials and Mangement and Computer Graphics. Major courses consist of 90-108 weekly lesson-hours for 6 semesters. Thanks to government projects to encourage specialized high sch-ools, the educational environment has improved in areas of practice room equipment, industry connections,field training, internship, and scholarship funds. However, despite government projects to encourage educa-tion at specialized high schools, there is a need for a more flexible education system to enhance student cre-ativity at specialized high schools.Key words: Vocational high schools, Clothing department, Ratio of employment, Curriculum, Major co-urses; 특성화 고등학교, 의상과, 취업률, 교육과정, 전문교과

학교시설 면적기준 개정을 위한 학생 1인당 시설면적 비교 분석

1997년 제정된 "고등학교 이하 각급학교 설립 운영규정"에 명시된 학교시설 면적기준은 현행 교육과정과 갈수록 다양해지는 교육정책들을 그 목적과 기능에 맞게 구현하기에는 그 수준이 낮은 것이 현실이다. 본 연구는 현행 교육정책과 교육과정을 반영한 학교시설 면적을 제안하는 데 목적이 있다. 이를 위해 우선 국내의 학교시설 면적기준 및 관련 문헌을 조사, 분석한다. 둘째, 한국교육개발원 교육 통계 DB를 활용하여 학교급별 교지면적, 연면적, 학생 1인당 면적 등에 대한 현황을 분석한다. 셋째, 도면분석, 현장실태 및 설문조사를 통해 기존 학교시설의 실태 및 사용자의 만족도를 분석한다. 넷째, Nelson의 자기수정모형 방식을 활용하여 스페이스 프로그램을 산출하고, 이를 토대로 학교급별 시설 면적기준(안)을 제안한다. The existing school facility recommendations enacted in 1997 has not been suitable for current school curriculum. The objective of the paper is to present the school building area reflecting the current education policies and curriculum. This paper firstly reviewed previous school facility recommendations through literature review. Secondly, the statistical approach was carried out for analyzing the present situation of school building area by using statistical database of Korean Educational Development Institute. The paper did the field investigation and questionnaire. And, the final step proposed the school building area standards(minimum, optimum, maximum) by space program using Nelson model. The contents of analyzing space organization are 'entry and placement, outdoor space', 'space program' and 'phase structure and organization of unit space'.

Do school accountability and autonomy affect PISA achievement? Evidence from South Korea

Yi, Pilnam.2015.Do school accountability and autonomy affect PISA achievement?,Article,[Jincheon, South Korea]Korean Educational Development Institute,27

교과교실제 중학교의 평면구성 분석연구 - 2013년 LH 현상설계안과 실시설계의 비교 -

After the introduction of the 7th education program, educational facilities have been requested to change to face new curriculums and have been planned. The purpose of this study is to fill up a gap between the study of education facilities, building planning and real educational spot and also find difference of plan composition by analyzing latest middle school floor plans. In this regard, floor plans of 8 middle schools proposed in LH design competition is compared and analyzed in this study. To sum up this analysis, the guide lines suggested from Korean educational development institute(KEDI) has not been followed in many building planning. For subject classrooms, guide lines from KEDI were ignored and support facilities did not planned as necessary space calculated through scale estimation program. To select a planned proposal in the future, demand of scale estimation, various studies, real educational spot and etc. should be reflected.