직업계고 미용과 ‘이용(Barber)’ 과목 교육과정 운영 현황 및 방향성

Abstract

This study discusses the current operation status of the barber course, a non-notified course in the beauty department of vocational high schools, and present its future direction. This study utilizes survey data collected from 50 beauty department teachers about their qualifications for barber instruction and their reasons, perception of the introduction and operation of the barber course, and their expectations, and the pros and cons of organizing a barber course. Furthermore, two professors of the barber department were interviewed about the direction of barber education. Our main findings illustrate that the percentage of the current course organization and planned course organization are increasing to more than 30% even with some dispersion to some school locations. This is derived from the 2022 revised curriculum organization standards, student demand, obtaining certificates, and connection with beauty education. Credits are organized within the range of 1-6 and are complemented by some extracurricular programs. The planned modules include haircuts, iron perms, tidying, and dyeing/bleaching. Expected barber course satisfaction shows high positive responses for its engagement offerings such as motivating prior-beauty learners, enabling linked classes, activating the operation of the high school credit system due to a wide range of subject selections, linking to employment, obtaining a certificate, and recruiting students. Conversely, some challenges such as financial difficulties, lack of teachers, absence of expertise in curriculum organization, teaching and learning methods, evaluation, excessive administrative work, difficulty in recruiting teachers employment opportunities, and poor working environment are expected. The barber department professors respond positively about initiating the barber course, and suggest that it should be closely linked to beauty courses as well as distinguished from them and the certificate- related competency units should be organized first by considering the practical education connection to practical work and the industry at large. Moreover, they demand the inclusion of improved teacher training, teaching and learning, and evaluation methods. Based on these findings, and the transition period of the barber course operation, the barber course must be supported administratively and financially, with supplement teachers and qualification training as well as suggesting practical follow-up research after graduating from the barber course.