역량체계(QF)연계 역량기반 교육과정 설계모형 개발

Abstract

This study sought to develop a design model that could be converted into a system where students who completed a competency-based curriculum at university could receive recognition for their competency from society at the time of graduation. To this end, according to the development research method of Richey & Klein (2007), expert validation methods were used as literature analysis, prototype development, and model feasibility review. As a result of the study, 3 implementation levels (university level, curriculum level, and subject level), 8 design elements, and 23 design strategies were proposed. First, at institutional level, it was emphasized to design and operate a job competency qualification system based on university-corporate cooperation in connection with local communities and companies. At this time, it was presented as a model for designing and implementing competency assessment in connection with the teaching and learning activities and curriculum activities within the university, as well as with local communities and businesses outside the university. Second, the curriculum level was presented as curriculum competency setting, competency-based curriculum module organization, development, and operation (competency evaluation), and curriculum outcomes analysis and improvement. Third, the course level was derived from course competency setting, learning goal setting, evaluation method design, learning module design, competency evaluation and class implementation, and learning outcomes analysis and improvement. This design model develops not only a design strategy at the university's internal level at the course level and curriculum level, but also a design strategy that establishes standard competencies and grants qualifications through competency evaluation in connection with the community and companies at the external level of the university. As a result of expert validation of this model, it showed high levels in validity (M=4.67), usefulness (M=5.00), understandability (M=4.50), universality (M=4.17), and explanatory power (M=4.67)(CVR 0.33~1.00, CVI 0.67~1.00). These research results are significant in that they suggest that the competency-based curriculum of domestic universities should be linked to the vocational competency qualification system in the local social context and that they proposed a competency-based curriculum design model to solve the problem of mismatch between universities and industry.