피부미용 졸업생의 NCS 직업기초능력과 하위능력에 대한 산업체의 교육요구도 분석
The Educational Needs Analysis of Sub-Competencies and Basic Vocational Competencies of NCS for Graduates in Aesthetic Industries
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The importance of flexibility and adaptability in the global knowledge-based economy is a primary concern in current education and training. The present work intended to investigate the current status and needs of the basic vocational competencies required from the graduates of G college. The study conducted surveys in aesthetic industries where the graduates are employed. The data were analyzed using Borich needs analysis and the Locus of Focus Model. According to redundancy analysis between top priority items in the formula for the priority decision of Borich and HH quadrant items in the Locus for Focus Model, the highest priority group comprised ‘customer service competency’, ‘language proficiency competency’, ‘basic foreign language competency’ and ‘negotiation competency’, while the next priority group included ‘teamwork competency’ and ‘conflict management competency’. The research results showed that basic vocational competencies need to be developed in the areas of ‘communication competency’, ‘interpersonal competency’ and ‘information competency’. Based on the results of this study, several tasks to improve the basic vocational competencies were suggested for education in colleges.
Abstract
The importance of flexibility and adaptability in the global knowledge-based economy is a primary concern in current education and training. The present work intended to investigate the current status and needs of the basic vocational competencies required from the graduates of G college. The study conducted surveys in aesthetic industries where the graduates are employed. The data were analyzed using Borich needs analysis and the Locus of Focus Model. According to redundancy analysis between top priority items in the formula for the priority decision of Borich and HH quadrant items in the Locus for Focus Model, the highest priority group comprised ‘customer service competency’, ‘language proficiency competency’, ‘basic foreign language competency’ and ‘negotiation competency’, while the next priority group included ‘teamwork competency’ and ‘conflict management competency’. The research results showed that basic vocational competencies need to be developed in the areas of ‘communication competency’, ‘interpersonal competency’ and ‘information competency’. Based on the results of this study, several tasks to improve the basic vocational competencies were suggested for education in colleges.
참고문헌 (16)
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