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Trans Abstract

1. Introduction

The NCS is the knowledge or competencies required from individuals that are engaged in all types of occupations standardized and presented at the national level. The gist of the NCS is to reorganize the curriculums by centering on practices based on the NCS in order to cultivate competent persons that can be immediately inputted into the field. The NCS is consisting of a total of 833 job areas will be completely developed by next year and 250 job areas and 245 job areas will be additionally prepared in this year and next year respectively. The NCS is reorganizing curriculums and making learning modules to help the NCS takes root in the field. Learning module means standard teaching materials that unfolded the contents of theories and practices so that concrete jobs can be learned in order to convert the NCS into school education. Currently, various development teams such as education and training experts, field workers, qualification experts, job analysts, and employers gather to develop learning modules. One NCS consists of an average of 10 core competence units and is usually presented in levels 1 to 8. Higher numbers mean higher levels such as level 8 (doctors), level 7 (masters), level 6 (university graduates), levels 4~5 (junior college graduates), and level 3~4 (specialized high school graduates).

2. Material and Method

The classification system of the NCS represents the stepwise composition of National Competency Standards, centered on the type of job. This presents the overall roadmap for national incompetence standards development. Occupations were classified centering on the Korean Employment Classification of Occupations (KECO) and referring to Korean Standard Occupation Classification and Korean Standard Industrial Classification. The categories consist of ‘large categories (24) → medium categories (80) → minor categories (238) → minute categories (887)’ in order of precedence. The large categories are divided according to the Korean employment classification of occupations. The medium categories are classified when there are areas with similar types of job functions, areas with similar industries, areas with independently formed labor markets or similar career development paths, or areas with human resource development councils by industry within a large category. Minor categories are classified when there are areas with similar types of job functions or areas with human resource development councils by industry at the level of minor categories within a medium category. Minute categories are classified when there are areas with similar types of job functions or representative jobs among the jobs under the Korean Employment Classification of Occupations within a minor category.

3. Results and Discussion

3.1 Competency Unit

Jobs mean the minute categories under the NCS classification system and standards are developed in minute category units in principle.

The NCS classification system was created by taking into consideration two criteria of NCS development scope and unique according to skill type.

NCS is basically a classification system aimed at standardizing the jobs required by the industry. The upper classification of the classification is classified and given a name covering the lower classification items.

Competency units are sub unis of the NCS classification system and correspond to basic components of the NCS. Each competency unit consists of a competency unit classification number, the definition of the competency unit, competency unit elements (performance criteria, knowledge･skill･attitude), the scope of application, work situations, evaluation guidelines, and core competencies.

Table 1.

NCS Composition

3.2 Level System

Korea Research Institute for Vocational Education and Training has introduced the Korean Qualification Framework (KQF), which means an integrated level system capable of linking various qualifications (education qualifications, vocational qualifications, etc.).

KQF's research has created models that can reflect the level of all industries. The basic characteristics of the model were the qualifications framework for setting the level for each competency unit based on education and training. However, the opinion that qualifications and education and training do not reflect the job content of the field has been continuously raised, and thus a new level of development has begun.

The new level includes the reflection of the job level of the industrial field, the qualification that can be recognized as an individual's ability, the presentation of education and training, and the avoidance of overlap between levels, which is the level system of NCS.

The NCS level system is systematized levels of jobs in industrial fields and is utilized in the linkage between ‘industrial fields, education and training, and qualifications’, in the presentation of stages of achievement of life-long learning abilities, and in the composition of qualification level systems.

When the NCS is developed, the levels of competency units and competency unit elements are rated and presented according to the eight-level system.

Table 2.

NCS's Level System

3.3 Word-Clustering Analysis

In order to raise awareness and understanding of NCS, the government conducts various publicity and training projects for teachers at schools and vocational education and training institutions at all levels. It also provides guidelines for applying the developed standards. It is actively inducing the use of NCS.

As a result of these various efforts, interest in NCS has been increasing in the field of vocational high schools, colleges, vocational training institutes and industries including meister high schools. Particularly, in the case of vocational training institutes, the training course using NCS is actively operated. Some professional colleges and universities are piloting NCS-based curriculum. It is expected that the development and application of NCS – based curriculum will be greatly expanded in vocational colleges.

If the required job is decided by the educational institution, it is necessary to develop the subject for each job. However, the situation is different when it is an early stage of the policy to develop the task based on the educational institution. In other words, we need to find the most talked-about part of NCS. The purpose of this study was to find the most frequently mentioned words in the NCS classification system and to find out related tasks.

The result of word clustering using the R program is as follows.

Table 3.

Word-Clustering Analysis

4. Conclusions

NCS, National Competency Standards, is called "Job Request" in the field in Korea. Therefore, there is a word that is most often mentioned in the NCS can say that the most important word in the industry of Korea. As a result, the management words were repeated 1279 times in Word-Clustering Analysis. Therefore, management ability can be regarded as the most necessary job skill in Korean industry. After that, it is the order of design and establish ability, but if you combine the seventh plan with the eleventh planning, plan ability is more important than establish ability. Considering that Korea is one of the top 10 powerhouses in the global industry, the job skills required in today's industry are in the order of management, design, planning, design and analysis. Therefore, in order to carry out the job ability of the industry, the individual should try to improve the management ability and the design ability, and the government should improve the education environment so that the individual can improve this ability.

When constructing a curriculum, several learning modules may form one subject and one learning module may be divided into several subjects. Alternatively, some learning modules can be partially modified and utilized according to learner and school rating. In addition, some of the interrelated learning modules may be used as a major subject. In the era of the Fourth Industrial Revolution, the method of creating the right curriculum can be partially utilized depending on the level of the learning contents constituting the specific learning module. By using practical NCS module, it is possible to supplement the existing textbook based on theory. In addition, it is possible to supplement the contents of the integrated course of theoretical and practical training or the curriculum based on the actual industrial field. The course will be based on the knowledge and skills of the NCS module used in the curriculum. It can also include literacy or basic vocational abilities that are emphasized in the NCS learning module used in the major curriculum.

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