패션분야 학점은행제 표준교과과정과 교육기관 현황 분석

Abstract

Background Academic credit bank system as part of open lifelong education is currently a stepping stone to special manpower's training pool in fashion field. This study aimed to provide basic materials to initiate related studies and improvement of standard curriculum by evaluating academic credit bank system's curriculum and reality of educational institutions in fashion. Methods Research method was based on literature and covered 24 independently operated educational institutions for the major of fashion design and business as of January 2015. Content analysis was in accordance to degrees, standard curricula by the major, major details in institution, course offerings, and in-depth interviews to educational institutions workers. Result The results were as follows. First, the fashion fields of academic credit bank system's curriculum were set to two majors: fashion design and fashion business. In several institutional bodies, accredited vocational training center was most common, followed by private technical institute and social training institute. Second, theory-and-practice integrated subjects comprised the largest part of subjects announced in the standard curriculum. The number of required subjects in major was set up similarly according to the degree or major. However, the number of elective subjects in major showed a big difference based on the major. Third, the subject with the largest number was fashion marketing field and then fashion design, clothing construction, textile material, and costume history among the subjects announced in standard curricula. Fourth, there were eight kinds of national certificates accepted as major credit in fashion design and one or two in fashion business. Fifth, educational institutions had their own subjects available in accordance to standard curriculum but the provided elective subjects except required ones differed between the educational organizations. However, only similar subjects were opened in them, showing an unequal course distribution. Conclusion This work confirmed the necessity to reconsider an academic credit bank system in fashion field and extend the fashion education in the form of lifelong education. With courses differentiated from colleges in dealing with changed educational environment, more diversity will be achieved than ever before in generating the fashion-related jobs, as well as activating the extended education.