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|Title:||An Investigation of Emphasis Given to Teaching Basic Skills for Entry Level Employment in Korean Vocational High Schools|
|Author(s):||Won, Sang Bong|
|Doctoral Committee Chair(s):||Kazanas, H.C.,|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This study investigated the emphasis on basic skills in vocational high schools in Korea as perceived by vocational high school teachers, personnel managers in selected business and industrial fields, and selected employees with vocational high school diplomas. Instruments were developed based on data generated by recent studies in the United States and the curriculum of vocational high schools in Korea. The basic skills identified in the study were reading, writing, speaking and listening, math, reasoning, scientific skills, and affective work competencies. Respondents were asked to indicate their opinion of current emphasis (what is) and future emphasis (what should be) placed on each skill. Subjects were randomly selected and included 281 vocational high school teachers, 208 personnel managers, and 244 employees.
Findings of the study included: (a) repondents indicating that a moderate emphasis was currently placed on all basic skills categories however, they added that high emphasis should be given by the curriculum to all basic skills categories in the future; (b) affective work competencies and reasoning skills were identified as basic skills categories which should receive the most emphasis with math skills being identified as the least important among basic skills categories; and (c) employees felt that more emphasis should be given to basic skills than did vocational high school teachers and/or personnel managers. Overall, the perceptions of basic skills were not consistent across the three groups of respondents and the types of vocational high schools.
To meet different needs of vocational high school teachers, graduates, and personnel managers, business and industry and the school system should provide various programs of basic skills for workers and students. Special programs for students and workers to develop affective work competencies and reasoning skills are needed. Cooperation between the school system and business and industry should be reinforced in order to meet both students' and society's needs. Future research should explore other potential basic skills areas such as general knowledge, English, and Chinese characters.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|