東アジアの人的資源開発とメディア教育 : 韓国POSCOの人的資源開発のためのE-learning事業の推進と課題

Human Resource Development (HRD) is considered as mean of developing the country and company in these days that global competition is harder and harder. In particular, HRD of large enterprises at East-Asia is most significant factor in terms of making a profit because the region is poor in resources. Actually, large enterprises are providing e-learning programs for employees. But the effect of e-learning was not inspected enough yet. For grasping the effect of e-learning for HRD, this paper focuses on the HRD of POSCO that is large enterprise at steel industry and has power of influence on the economy at East-Asia. And the effect of e-learning for HRD will be discussed as the analysis of e-learning at POSCO. The analysis indicates the problem of HRD of POSCO is that e-learning program was mostly planned for management staff. In other words, engineers were excluded from the opportunity of e-learning program. This shows that HRD of POSCO doesn\u27t have a concern about HRD for technical development. And this point is probably caused POSCO will be faced by disparity in technique in the future. Therefore, this paper in the conclusion insists that e-leaning as mean of HRD should be developed for every employee without discrimination between management staffs and engineers because it is impossible to develop enterprise without HRD of engineer at technical department

The Educational Policy for North Korean Defectors in South Korea : Focusing on the ""The Hana Institute"" which the government established for education and care of North Korean defectors

In these days, the number of North Korean defectors is increasing as the reason of poverty or human right and so on. Most of them want to settle and live in South Korea. However, as they have lived in a different political, economical and ideological environment since 1945, it is not easy for them to adapt to the social circumstance of South Korea. Therefore, the government of South Korea established an educational institute (""The Hana Institute"") for helping what they understand the society of South Korea. As a research for educational support of North Korean defectors, this paper explains educational programs and role of ""The Hana Institute"". And it analyzes problems which were indicated in terms of educational circumstance, curriculum and educational effect in the institute. Finally, this paper grasps problems of education for defectors and explores alternative methods except an educational program to be provided by the government

米韓関係における政治教育とソフトパワー : 米軍政期の識字教育政策の分析を中心に

Generally, it\u27s said that the education policy of GHQ has played the role important to settlement of Korean democracy. In this paper, it was argued that how the political education was spread American democracy idea by GHQ, and whether it made the sense as recent years\u27 soft power. Concretely speaking, the aim of educational policy of GHQ was that American democracy idea and system was fixed in Korean Peninsula because there was serious opposition between Right wing and Left wing after the Second World War. And the education policy of GHQ can be analyzed as a strategy of soft power for spreading the democracy beyond an educational frame

The contemporary study in the organization of systematic learning content

This paper will describe the construction of systematic learning contents that was established in the "Shinano Farmer\u27s College" and practiced between 1960 and 1967 in Nagano. Firstly, the previous research carried out on the construction of systematic learning contents will be explored. Secondly, each distinctive feature that was divided into three periods will be explained concretely using positive data. Thirdly, the significance of learning contents, which was organized systematically, and their effects today will be discussed. In conclusion, the paper will prove the feasibility of the organization of systematic learning contents from the "Shinano Farmer\u27s College"

The Pitfall in Research of Educational Practice : Why we imitate popular models in education and, why don\u27t we review models reflectively?

This paper analyzes how people recognize a successful model such as the ""Toyota model"". In general, if someone finds a successful or famous model in educational practice, they assume that the model consists of relevant elements. After which they might attempt to borrow and imitate elements of the model in their own educational activity. However, this paper is questioning why we want to imitate popular models despite their unknown probability of success, even if the model is imitated exactly. Let\u27s change the question. Why don\u27t we attempt to grasp faults from the model? It is probably because people want to accomplish similar results as the imitated model. It seems to be easier than creating an original model. The point of this paper is to evaluate two popular educational movements. The first one is the Shinano Farmers College Movement in Japan. This movement analyzes educational models from a critical point of view in order to identify model\u27s weaknesses. The Second movement is the Sameul Movement in South Korea. This movement proposes that popular models should be imitated exactly to achieve success. By comparing different recognition between the two movements, I will show contrasting points of view about the model between two movements. As a result, this paper suggests that reflective recognition about model is significant in order to use the popular model successfully

The Development and Problems of Soft Power between South Korea and Japan in the Study of International Relations

近年、日韓関係における相互交流が拡充している。しかし、両国における歴史を見ると、日韓関係は対立と葛藤の歴史であったと理解できる。ただし、両国の関係が対立の関係であったとしても、最近ソフトパワー理論が注目されるなかで、同理論は両国の関係を改善させる可能性を潜めているものとして認識されるようになった。このような状況を踏まえ、本論文では、日韓関係において文化資本がどのように相互受容され、拡大されたのかを検討する。その上、日韓における文化資本の拡大過程の特徴と問題を考察し、ソフトパワーが日韓関係に果たした役割と国際関係上の意味と課題を論じる

Development of South Korea\u27s Lifelong Education on the Back of Economic Growth in 1980s

Fueled by high economic growth, the 1980s represented a time of betterment of life for many South Koreans. More and more people began enjoying ampler opportunities to learn whatever they wanted, showing a growing interest in subject matters such as fine arts and history. The Ministry of Education contributed to encouraging people to learn more outside the school system by helping introduce a new act pertaining to lifelong education. This paper discusses processes of development of South Korea\u27s lifelong education policy in the 1980s as well as its major characteristics. After giving an overview of the Lifelong Education Act of 1982, it describes subject matters in which adult learners had a keen interest, analyzing a prevailing learning trend back then. It also illustrates two distinctive aspects, which are popularization of lifelong learning and diversification in individual learning styles, and finds a close connection between economic growth and people\u27s learning activities.論

An attempt to understand differences in perceptions of history between Japan and South Korea focusing on the educational policy of the Government General of Chosun

Among those paying attention to the Japan-South Korea relationship, there have been heated discussions over issues surrounding ownership of Dok-do(Takeshima), wartime sex slaves and controversial history textbooks. These contentious issues seem largely to stem from a perception gap on modern and contemporary history between Japan and South Korea. If the two neighbors are to seek to improve the bilateral relations further, it is crucial to find out underlying reasons behind these differences. In an effort to understand such reasons, this paper focuses on the educational policy during the Japanese colonial rule in the Korean Peninsula (1910-1945). Firstly, the paper considers some of the peculiarities of the educational policies employed by the Government General of Chosun. Secondly, it touches on specific initiatives of the government that had a significant impact on people of the Korean Peninsula. Thirdly, it looks at how some of the major characteristics of the educational policy of the Government General of Chosun have been handed down to the educational policy of South Korea after its independence. In conclusion, the paper discusses historic implications of the educational policy enforced by the Government General of Chosun