(A) study on performance of economics graduate students, Korea University : who is a good human capital in graduate school?

김경현 Graduate School, Korea University 2010 국내석사

The purpose of this investigation is to do determine a prediction model for selecting graduate students in economics area. Although economic graduate course in South Korea is similar to the one in Britain and the United States, little attention has been given to examine a student performance. Athey, Katz, Krueger, Levitt and Poterba(2007), who studied a research on economics graduate school of the United States, even said that economists devote considerable effort to graduate students education but have conducted relatively little research on the determinants of student performance or placement in the job market. As the authors' opinion, a study on performance of graduate students should be an important and urgent problem. But this paper is not concerned here with the determinants of student performance in labor market, the study will be supplemented by previous studied in section Ⅱ. The main objectives of this study were : firstly, to do a study on human capital in economics, secondly, to do a study on a group of the highest education level, and thirdly, to do a prediction on graduate students performance using pre-admission data of applicants. By analyzing this paper, we examine the sequentiality between economics required subjects of undergraduate and graduate course. And the paper can be concerned with what factors have an effect on economic graduate performance. It is important for selection process of pre-admission to cultivate outstanding scholars in graduate school. Hence, the results are expected to help screening graduate students in admissions committee.

Political socialization of middle school students in North Korea : a focus on the personality cult of leaders

Lee, Sharllen O Graduate School, Korea University 2015 국내석사

This thesis analyzes the political socialization of North Korean middle school students, including the middle school education system and its curriculum, based on the personality cult (or idolization) of North Korean leaders. This study is the first to examine political socialization at the North Korean middle school level. The thesis assumes that the personality cult in middle schools is important, as the middle school education of North Korean teens becomes the basis for their political orientations as adults. The personality cult of North Korean leaders is analyzed through political socialization and a curriculum designed to control everything being taught at the schools in all grades. Specific daily activities and curricula are designed to idolize the leader who dominates society and to induce complete loyalty in the youngsters. The majority of previous studies on North Korean middle school idolization analyzed only North Korean textbooks. Unlike previous studies, this study includes students’ idolization activities along with textbook analysis to examine the subject in a broader manner. Thus, idolization within regular school curricula and extracurricular activities is explained. This thesis is divided into three major parts: analysis view, idolization education content and idolization activities. The analysis view discusses the point of view used to analyze idolization education in middle schools. It is deemed that North Korean idolization education (in which students learn leaders’ legendary achievements and participate in diverse idolization activities)is the core of political socialization. The portion on middle school idolization education includes a detailed examination of textbook content and in-depth face-to-face interviews with North Korean defectors.

Improving indoor air quality in schools using mechanical systems : focused on particulate matter and carbon dioxide

나후승 Graduate School, Yonsei University 2023 국내박사

Recently, fine dust was classified as a Group 1 carcinogen, so global interest in the danger it poses is increasing. Fine dust is more dangerous to the health of children whose respiratory systems are still developing than to healthy adults, so national efforts are being made to reduce fine dust levels in schools. The Ministry of Education implemented air quality management standards in the School Health Act of 2006, suggested countermeasures against high concentrations of fine dust in schools, and provided air purifiers for each classroom nationwide. Recently, academics and parents are increasingly calling for improvements to the overall air quality in schools, including not only fine dust but also carbon dioxide. In this study, I present a mechanical system that can improve schools’ air quality. This dissertation makes three major contributions. The first contribution is that it presents the efficacy of using air curtains to block the inflow of fine dust into schools both in the laboratory and in three schools over a long period of time. The second contribution is that it discusses air quality improvement methods for different places in schools. First, the airtightness of classrooms in schools was analyzed. Air quality improved in both general classrooms and special rooms. With regard to special classrooms, science classrooms’ air quality was affected by the use of chemicals, technology and housework management classrooms’ air quality was affected by fine dust generated during cooking, and food service classrooms’ air quality was affected by fine dust inflows due to doors to the outside always being open. The third contribution is that it presents a plan for how classroom equipment can be operated. It discusses why ventilation should be prioritized over using air purifiers in existing schools and how to improve air quality without excessive noise, which has become an issue recently. The effectiveness of this plan was tested in schools. This dissertation presents a plan for how to mechanically improve school air quality. Its key contents are how to block the inflow of fine dust, how to improve the air quality of different types of rooms in schools, and a plan for operating mechanical air quality improvement systems. I hope that this thesis will be used by schools across the country to improve their air quality for their students’ benefit.

Confucianism and its cultural impacts : a comparative study on middle school bullying between China and Japan

Yunbo Bai Graduate School, Yonsei University 2021 국내석사

School bullying has become a social problem all over the world. In recent years, the problem of bullying in middle schools in China has become more and more serious, and the severity of its consequences has attracted the attention of the Chinese government. In the 21st century, Japan is also one of the countries with serious school bullying problems. According to the theory of social ecological system, we can infer that the participants of school bullying are affected by various surrounding environmental factors. As a macro environmental factor, the culture in society has a subtle influence on students' cognition. As we all know, China and Japan are very close geographically and have conducted many cultural exchanges since ancient times. There are cultural similarities between the two countries, especially, the Confucian culture. So does this mean that the reason for the similar behavior of middle school’s bullying in China and Japan is that they are influenced by the similar Confucian culture? Therefore, this paper will take the participants of bullying on middle schools in China and Japan as the research objects, and mainly analyze the cultural reasons of middle school’s bullying in both countries. Comparative research methods, case analysis methods, literature research methods and qualitative research methods are the main research methods used in this article. The second chapter of the thesis first introduces the differences between Chinese and Japanese Confucian cultures, especially in four aspects: shame culture, harmonious culture, collectivism and family culture. At the same time, it introduces the new development of these four cultures in the two countries and the impacts on the current Chinese and Japanese society. The third chapter of the thesis lists cases of bullying in middle schools in China and Japan, and carefully analyzes the psychology of the participants. It is found that although the behaviors of bullying participants in Chinese and Japanese schools are similar, they have different starting points. Therefore, the fourth chapter further analyzes the psychological factors of the three roles in the phenomenon of school bullying in China and Japan, as well as the social and cultural reasons that affect the psychological factors. Through comparative research methods, it is found that the different Confucian cultures in Chinese and Japanese societies have different impacts on the psychology. Although these factors are derived from traditional Confucian culture, they already have had special new developments in China and Japan. Therefore, this article concludes that although the phenomenon of school bullying in China and Japan seems to be the same, the Confucian culture of China and Japan has had impacts on school bullying in China and Japan respectively. Exploring the cultural background of school bullying in China and Japan can enable us to better understand the causes of school bullying and provide some ideas for the future countermeasures of school bullying in the two countries. It has important reference value for the further prevention of school bullying. At the same time, although Confucian culture has its meaning as a traditional culture, it still requires us that in the future China and Japan should constantly reflect on traditional culture, adjusting the traditional culture to new social needs, and better guide people's lives at the level of consciousness.

Factors affecting absenteeism of female students in public secondary school in province-2 of Nepal

Raju Prasad Sah Graduate School of Government, Business, and Entre 2019 국내석사

본 연구의 목적은 네팔 province-2 지역에 소재하는 공립중등학교 여학생들의 부등교(결석)에 영향을 미치는 원인에 대하여 조사연구 방법을 통하여 분석하고, 드러난 문제점을 해결하기 위한 방안을 모색하는 것이다. 개발도상국의 학교에서 학생들, 특히 여학생들의 부등교 및 중도탈락은 학교교육 정책에 관련된 중요한 이슈다. 네팔의 경우 다양한 원인에 의하여 여학생들의 학교출석 비율이 낮은 수준에 머물고 있으며, 이를 해결하기 위한 중앙정부 차원의 다각적인 노력이 이루어지고 있으나 실효성이 떨어지고 있다. 따라서 지역사회 및 학교, 학생 특성에 기인하는 학생결석 원인을 면밀히 분석하여 교육정책 수립 및 집행에 반영하는 것이 무엇보다 중요하다. 본 연구는 네팔 province-2의 Bara 와 Parsa 지역에 소재는 3개 공립중등학교에 재학 중인 여학생 120명(9-10학년, 나이는 11-19세, 생활가족수는 4-32명)을 대상으로 설문조사를 통하여 설정한 연구문제를 해결하고자 하였다. 설문조사는 현지에서 직접 조사형태로 이루어졌고, 수집된 데이터는 SPSS프로그램을 통해 기술통계 결과를 분석하였다. 조사결과를 요약하면 다음과 같다. 월경, 계절적 영향, 가족구조, 과제수행 등의 어려움이 여학생들의 결석률에 영향을 미치고 있는 것으로 나타났다. 그 외에도 다양한 변인들이 학교결석률에 영향을 미치고 있지만 앞의 변인들에서 특히 유의한 차이가 발견되었다. 본 연구 결과는 향후 네팔에서 지방교육의 교육환경 및 복지시스템 개선에 필요한 시사점을 제공할 것이다. There are several factors which affect regular presence of female students in school in developing countries. Lower attendance rate is seen as one of the vital hindrance in academic achievement; therefore it is suggested that the female students’ regularity is the direct indicator for the better academic result.The federal government has launched many programs to increase student’s enrollment and keep them regular at school. Some special programs are launched for economically weak and Dalit girls to maintain their regularity to school. The provincial government of province-2 is focusing on “Save girls and Educate girls” special program for female students’ empowerment, but the status of female students are not as better as expected. The female students in public secondary school are found more frequently being absent in comparison to male students. To find out what are the responsible factors causing frequent absenteeism in female students in public secondary school in province-2 of Nepal, a survey was conducted in Bara and Parsa districts out of eight districts of province-2. Data for this study was collected via personal interview of 120 students from the 9th-10th grades of 3 different schools from Bara and Parsa districts of province-2. As the focus point of this study was female students’ absenteeism, all the respondents, i.e. 69 and 51 girl students were from grade 9 and 10 respectively. The questionnaire including quantitative and qualitative questions were given to respondents and discussed to collect their response on demographic factors which had included number of siblings, education level and occupation of parents; physiological factor included menstruation; family and school related factors included parental dispute, household works, family functions, misbehavior of classmates and teachers, perception about school and incomplete homework and natural and geographical factors included seasonal effect and distance of school from residence of students. A descriptive analytical study of data collected by the survey showed that menstruation; seasonal effect; functions at home and incomplete homework had significant relation with absenteeism as they were responsible to increase absenteeism, Whereas, number of siblings, parents’ education and occupation, parental dispute, household activities and distance of school from residence, misbehavior by classmates and teachers had no relation with absenteeism. Female students’ absenteeism is seen as a critical problem in the public secondary school ofprovince-2 of Nepal which has direct relation to one’s academic performance. The students, who miss their classes often, are becoming poor performer which is causing not to attend school again as a vicious cycle.

(The) effects of school-related gender-based violence on students' absenteeism in primary schools in Southern and Eastern Africa

이소라 Graduate School of International Studies, Korea Un 2019 국내석사

This study examines the relationship between school-related gender-based violence (SRGBV) and students’ absenteeism in primary schools in 14 Southern and Eastern African countries. Gender-based violence (GBV) in school severely jeopardizes the student’s health and reduces educational outcomes. In sub-Saharan Africa, gender-based violence in school is more problematic due to the deeply ingrained gender inequality. To investigate the relationship between SRGBV and absenteeism, this study employs multivariate regression and a large cross-country dataset, the third round of Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data. Results indicate that school-related gender-based violence with teachers as perpetrators increases student absence rates in primary schools, especially for sexual harassment, while there is no correlation between pupils’ violence and students’ absenteeism. GBV adversely affects the whole school environment by inhibiting direct and indirect victims’ learning. Furthermore, GBV is rooted in power relation, which is more powerful for teacher-to-pupil relation than pupil-to-pupil relation, and punishment for the teacher’s perpetration in too light in sub-Saharan Africa. Although this research is not without limitations, it does imply that stronger law enforcement on perpetrators, protection of victims, and enhanced teacher training are needed in order to ensure safe school environments.

Comparison of urban space cognitive images of middle schools' circumstance in Gangnam-gu and Nowon-gu

정호진 Graduate School, Yonsei University 2006 국내석사

본 연구의 목적은 학교 및 그 주변에 대한 학생들의 인지도 특성을 통한 공간인지 유형을 두 대상지로 나누어 분석하고, 비교 대상지간 학생들의 체험된 이미지의 차이를 도출하여 지역별 학교와 그 주변의 효과적인 개발 방안을 제시하는 것이다.본 논문에서는 강남구 대치동의 1개 중학교와 노원구 하계동의 1개 중학교를 그 대상으로 하여, Lynch(1960)의 인지도(cognitive map) 작성방법을 간략화하여 수행하였다.학생들의 공간인식은 학년의 고저에 따른 뚜렷한 변화를 나타내지 않은 채 대체로 ‘집주위 → 통학로 주변의 가로 → 학교주변 시설’ 로 확대되는 경향을 보이고 있어, 학생 각자의 생활 패턴에 크게 좌우되는 결과를 나타내고 있다.강남구 대청중학교와 노원구 중평중학교 학생들의 응답내용과 Sketch map을 바탕으로 Kevin Lynch의 5요소(District, Landmark, Path, Node, Edge)를 분석한 결과는 다음과 같다. District의 경우 강남구 대청중학교 학생들은 대청중학교, 우성아파트, 선경아파트 순으로 인지했으며, 노원구 중평중학교 학생들은 중평중학교, 중평초등학교, 건영백화점 순으로 인지하는 것으로 나타났다. Landmark의 경우 강남구 대청중학교 학생들은 양재천, 타워팰리스 순으로 인지했으며, 노원구 중평중학교 학생들은 중평중학교, 중평중학교, 브라운스톤 순으로 인지하는 것으로 나타났다. Path의 경우 강남구 대청중학교 학생들은 양재천길, 사이로길, 남부순환도로 순으로 인지했으며, 노원구 중평중학교 학생들은 중평로, 동재로, 동삼로 순으로 인지하는 것으로 나타났다. Node의 경우 강남구 대청중학교 학생들은 도곡사거리, 대치역사거리 순으로 인지했으며, 노원구 중평중학교 학생들은 동삼삼거리, 동재삼거리 순으로 인지하는 것으로 나타났다. Edge의 경우 강남구 대청중학교 학생들은 양재천을 노원구 중평중학교 학생들은 월계로를 인지하는 것으로 나타났다.혐오장소에 대한 선택의 차이는, 강남구 학생들은 방과후 대부분이 학원 및 교육시설 주변에서 시간을 소모함으로 그 공간에 대한 부정적인 인지가 지배적인데 반해, 노원구 학생들은 비교적 자유로운 방과 후 활동으로 인해 학교 주변 시설인 공원이나 놀이터, 가로 등을 혐오장소로 선택하는 것으로 판단된다.향후 학교와 그 주변시설에 대한 만족도 조사를 통해 회귀분석을 실시하여 실제 이용자들의 만족도에 영향을 끼치는 요소에 대한 파악이 이루어져 개선점을 찾아 나아가야 할 것으로 보인다. The purpose of this study is to analyze space-perception toward schools and their outskirts patterns by dividing the two target areas, and to draw up an efficient development plan for regional schools and its circumferences by deducing the differences of comparative target areas students' undergoing images.In this thesis, I chose one middle school in Gangnam-gu, Deachi-dong and one middle school in Nowon-gu, Hagye-dong for the targets, and briefly carried out cognitive map framing method.The students' space-cognitions have no definite changes in accordance with a school year, and generally show a tendency toward enlarged like this. 'neighborhood → street nearby school district → facilities close to school'. It shows that each student's can exert a major degree influence upon his/her life pattern.Be based on Daechung Mid. School in Gangnam-gu, and Jungpyong Mid. School in Nowon-gu students' answers to the queries and the Sketch map, analyzed results of Kevin Lynch's 5 elements (District, Landmark, Path, Node, Edge) are as follows. In case of district, the students of Daechung Mid. School in Gangnam-gu recognize district by this order: Daechung Mid. School, Woosung Apt. and Sungyung Apt, and the students of Jungpyong Mid. School in Nowon-gu recognize district by this order: JungPyong Mid. School, JungPyong Elem. School, Gunyung Dept. Store. In case of Landmark, the students of Daechung Mid. School in Gangnam-gu recognize landmark by this order: angje Stream, Tower Palace, and the students of Jungpyong Mid. School in Nowon-gu recognize landmark by this order: JungPyong Mid. School, JungPyong Park, and Brown Stone. In case of Path, the students of Daechung Mid. School in Gangnam-gu recognize path by this order: Yangjechun way, Sairo way, Nambu Beltway, and the students of Jungpyong Mid. School in Nowon-gu recognize path by this order: Jungpyong way, Donge way, and Dongsam way. In case of Node, the students of Daechung Mid. School in Gangnam-gu recognize node by this order: Dogok Crossroads, Daechi Station Crossroads, and the students of Jungpyong Mid. School in Nowon-gu recognize node by this order: Dongsam Three Corners, Donge Three Corners. In case of Edge, the students of Daechung Mid. School in Gangnam-gu recognize Yangje Stream as edge, and the students of Jungpyong Mid. School recognize Wolgye way as edge.The differences of selecting hatred spaces are like this. Students living in Gangnam-gu spend much time at the educational institutes and around the educational facilities. Contrary to Gangnam-gu's case, students living in Nowon-gu can spend after school hours comparatively freely, so I could estimate that's why they choose park, playground, and street nearby school as their hatred spaces.Hereafter, we must conduct schools and their outskirt satisfaction survey and do regression analysis to find betterment by grasping elements that can exert influences upon real user satisfaction.

(An) analysis on student's satisfaction and improvement strategies for credit-based spaces : focusing on the high schools with the high-school-credit-system in Seoul

장시영 Graduate School, Yonsei University 2024 국내석사

2025년부터 전국의 중고등학교에 본격적으로 새로운 교육 체제인 고교학점제가 도입될 예정이며 이는 현재 선도 학교 및 연구 학교에서 부분적으로 시행 중에 있다. 고교학점제는 학생이 스스로 진로와 적성에 맞게 수강하고자 하는 과목을 선택하고 일정한 학점 이수 기준에 도달하면 졸업이 가능한 제도로 변화된 교육과정을 수용할 수 있도록 재구조화된 교내 공간을 학점제형 공간이라 일컬으며 학습 공간, 지원 공간, 공용 공간으로 구성되어 있다. 기존 고교학점제에 관한 연구는 2020년 이전인 고교학점제 도입 초기에 진행되었다는 시기적 한계점을 가지며, 고교학점제가 본격적으로 시행되기 전 고교학점제 도입에 따른 학교 공간의 변화에 대한 관심은 높음에도 불구하고 고교학점제 시행으로 인한 학교 교내 공간 변화에 대하여 세부적으로 논의된 연구는 부족하다고 언급하였다. 이러한 이유로 본 연구는 고교학점제 도입으로 인하여 조성된 서울특별시 고등학교의 학점제형 공간에 대해 분석하고, 이 공간의 사용자인 학생을 대상으로 새롭게 조성된 학점제형 학교 공간에 대한 만족도 및 요구 사항을 알아보고자 한다. 더불어 학생이 개선을 요구하는 교내 학점제형 공간에 대한 계획 요소에 대한 개선 방안을 파악하고 적용 방안을 제안하는 것을 목적으로 한다. 또한 본 연구는 추후 고교학점제가 전국적으로 확대되어 적용되었을 때 학점제형 공간에 대한 디자인 지침이 될 수 있을 것으로 사료되며 학점제형 공간을 계획할 때 사용될 수 있을 것으로 예상한다. 본 연구는 서울특별시에 위치한 고등학교 중 연구 협조에 응해준 고교학점제를 시행하고 있는 3개의 고등학교를 선정하여 해당 학교의 학점제형 공간에 대하여 연구를 진행하였다. 연구를 수행하기 위하여 설정한 연구 방법은 (1) 선행 연구 및 사례 조사를 진행한 후, 온라인 홈페이지를 통해 고교학점제 시행 고등학교의 교내 학점제형공간에 대한 이미지 분석을 실시하였다. (2) 고교학점제 시행 고등학교의 학점제형 공간에 대한 현장 답사 사례 조사를 진행하여 온라인 사례 조사에서 조사 및 분석한 내용을 기반으로 현장 답사 사례 조사를 진행하였다. (3) 기술형 설문조사를 시행하여 교내 학점제형 공간에 대한 공간 사용자(학생)의 만족도 및 희망 개선 사항을 조사하였다. (4) Photovoice 연구 방법을 통하여 학점제형 공간에 대한 공간 사용자(학생)에 의하여 제안된 공간 개선 방안을 파악하였다. 위 네 가지 연구 방법을 바탕으로 도출한 주요 결과는 다음과 같다. 첫째, 만족도 조사 결과에서 학점제형 공간에서 학습 공간의 만족도가 가장 높게 나왔으며, 공용 공간에 대한 만족도가 가장 낮게 도출되었다. 각 공간 마다 교과 교실, 다목적실, 홈베이스에서 가장 높은 만족도를 보였으며, 일반 교실, 도서실, 휴게실에서 가장 낮은 만족도를 나타냈다. 학습 공간 중 일반 교실의‘자연적 요소가 주는 효과’, ‘교실 표찰에 대한 정보성’, 교과 교실의 ‘학습 교구 부족’, ‘책상 배치’, ‘책상의 디자인’, 지원 공간 중 자기주도 학습 공간 및 스터디 카페의 ‘소음 및 방음 문제’, ‘학습 공간의 단일화’, 다목적실의 ‘책상의 배치와 디자인’, 도서실의 ‘작은 규모’, 회의실 및 상담실의 ‘규모’, 공용 공간 중 홈베이스의‘공간 사용 목적’, ‘사물함 크기 및 배치’, 휴게실의 ‘수면 공간’, ‘규모,’ ‘휴식 지원 수단’에 대하여 평균 이하의 만족도 결과가 도출되어 개선이 필요할 것으로 파악되었다. 또한 세 개의 고등학교에 대한 학점제형 공간의 만족도를 비교해보았을 때 유의적인 차이는 나타나지 않아 학점제형 공간을 도입한 고등학교의 학생들의 교내 공간에 대한 만족도는 비슷한 것임을 확인할 수 있었다. 둘째, 교내 학점제형 공간에 대한 희망 개선점과 공간 사용자(학생)가 직접 제안한 개선 방안을 조사한 결과, 학습 공간에서는 ‘협소한 책상’, ‘의자의 크기와 높이’, 지원 공간에서는 자기주도 학습 공간 및 스터디 카페의 ‘바퀴 부착 및 딱딱한 재질의 불편한 의자’, ‘소음 및 방음 문제’, ‘공간 유형의 단일화’에 대한 개선 사항과 도서실의 ‘비효율적인 좌석 배치’, ‘좌식 공간의 부족’과 같은 희망 개선 방안이 제시되었다. 공용 공간에서는 ‘협소한 규모’, ‘푹신한 좌석의 부재’, ‘수면 공간의 부재’, ‘놀거리나 먹을거리의 부재’가 희망 개선점으로 언급되었다. 이에 따라 제안된 개선 방안으로 학습 공간에서는 깔끔하고 산뜻한 색상으로의 벽 색상 교체, 커튼의 설치, 오랜 시간 착석해도 불편함이 없는 재질로의 의자 교체, 미끄럽지 않고 단조로운 패턴의 바닥재가 적용되어야 한다. 지원 공간에서는 좌석 간 간격의 확장 및 소음에 따른 공간 마련, 편안한 의자의 도입, 화분 비치, 개인 조명 마련이 사료되어야 한다. 공용 공간에서는 휴게실 개수 및 규모에 대한 확장이 가장 우선적으로 필요하며, 누워서 휴식을 취할 수 있는 공간의 구획, 푹신한 좌석 증가, 화분 비치가 적용되어야 한다. 본 연구는 2025년부터 본격적으로 도입될 중, 고등학교의 고교학점제에 대한 학점제형 공간 구성 방향을 제안할 수 있으며 고교학점제에 따른 학점제형 공간에 대한 사용자의 반응 및 구체적인 공간 요구 사항과 개선 방안을 살펴볼 수 있다. 더불어 학생 수 감소로 늘어나는 유휴 공간을 활용하거나 기존의 교내 공간을 공간 사용자의 개선 방안을 기반으로 학점제형 공간에서 학생의 웰빙을 증진시킬 수 있는 교내 학점제형 공간의 적용 방안을 모색할 수 있다. Starting in 2025, a new education system called the High-School-Credit-System is scheduled to be officially implemented in middle and high schools throughout South Korea. Currently, this system has already been implemented in some leading schools and research schools. The High-School-Credit-System allows students to choose courses aligned with their career goals and aptitude and graduate once they meet specific credit completion criteria. To accommodate this new educational approach, internal school spaces have been restructured (referred to as credit-based spaces) and categorized into learning spaces, supporting spaces, and sharing spaces. Most of the research on the High-School-Credit-System was carried out before 2020, during the initial stages of its introduction. Despite a high level of interest in these changes to school spaces, there is a lack of detailed studies specifically discussing the transformations in school spaces resulting from the implementation of the High-School-Credit-System. Such a study is prudent prior to the system’s widespread adoption. This study analyzed credit-based spaces in Seoul high schools that have introduced the High-School-Credit-System, seeking to understand the needs and opinions of students, the primary users of these newly created credit-based spaces. In addition, this research identifies student-recommended improvement strategies for aspects of school spaces and proposes practical applications for these enhancements. The outcomes of this study provide valuable planning and design guidelines for new credit-based spaces as the High-School-Credit-System is expanded nationwide. This study selected three high schools located in Seoul that have implemented the High-School-Credit-System and agreed to cooperate with an investigation into their credit-based spaces. The research methodology involved the following steps: (1) a review of existing studies and case studies, followed by image analysis of credit-based spaces within high schools implementing the High-School-Credit-System online platforms; (2) on-site case studies of credit-based spaces within high schools implementing the High-School-Credit-System, based on the findings and analyses obtained from online case studies; (3) a questionnaire survey to assess the satisfaction levels of space users (students) with credit-based spaces and to explore their desired improvements; (4) a Photovoice survey to identify suggestions for credit-based space improvements proposed by space users (students). The primary findings are as follows: First, satisfaction survey results indicated that among the three types of credit-based spaces, students were most satisfied with learning spaces and least satisfied with sharing spaces. The highest satisfaction was reported for subject-specific classrooms, multipurpose rooms, and home-bases, while regular classrooms, libraries, and common rooms garnered the lowest satisfaction levels. Specifically, within learning spaces, regular classrooms had lower satisfaction in categories such as the effectiveness of natural elements and informativeness of classroom tags. For subject-specific classrooms, students expressed dissatisfaction with a lack of learning materials, desk arrangement, and desk design. For supporting spaces, students identified issues like noise and soundproofing problems and homogenization of learning spaces in self-directed learning spaces and study cafes, desk arrangement and design in multipurpose rooms, the small scale of libraries and meeting rooms and counseling rooms. For sharing spaces, dissatisfaction was noted in the space utilization and the size and arrangement of lockers in home-bases, and sleeping spaces, scale, and relaxation support facilities in common rooms. The average satisfaction level for these aspects was below average, indicating a need for improvement. Furthermore, when comparing student satisfaction with credit-based spaces among three high schools, no significant differences were observed. This suggests systemic challenges and successes among schools that have implemented the High-School-Credit-System. Second, the results of the investigation into desired improvements and suggested enhancements directly proposed by space users (students) for credit-based spaces revealed the following: In learning spaces, improvement points included “cramped desks” and “size and height of chairs”. In supporting spaces, such as self-directed learning spaces and study cafés, suggestions for improvement encompassed issues like “uncomfortable chairs with attached wheels and rigid materials”, “noise and soundproofing problems”, and “homogenization of space types”. For libraries, desired improvements included “inefficient seat arrangement” and “lack of sitting spaces”. In sharing spaces, highlighted improvement points were “cramped size”, “absence of plush seating”, “lack of sleeping spaces”, and “absence of entertainment or food options”. Proposed improvement measures included replacing wall colors with clean and refreshing tones, installing curtains, replacing chairs with comfortable materials suitable for prolonged sitting, and applying non-slip and simple- patterned flooring in learning spaces. In supporting spaces, recommended enhancements included expanding seating distances and creating spaces to address noise issues, introducing comfortable chairs, placing potted plants, and providing personal lighting. For sharing spaces, prioritized improvements involve expanding the number and size of common rooms, creating zones for reclining, and introducing plush seating, and incorporating potted plants. This study can propose directions for the design of credit-based spaces in middle and high schools, which will be officially implemented from 2025. It can also examine users’ responses to credit-based spaces and identify specific spatial requirements and improvement measures associated with the introduction of the High-School-Credit-System in middle and high schools. Additionally, the study can explore ways to utilize the increasing unused space due to decrease in the number of students or reconfigure existing school spaces based on user suggestions to enhance student well-being in credit- based spaces.

Development of physical activity and dietary behavior improvement program for boarding school students

김남희 Graduate School, Yonsei University 2022 국내박사

(The) impact of socio-economic factors on dropouts from primary school in Senegal

Dame Diop Graduate School of Government, Business, and Entre 2021 국내석사

The study aimed at assessing the impact of socioeconomic factors on dropouts from primary school in Senegal. The study sample comprised of 100 respondents divided into two groups 50 parents and 50 students. Secondary data was collected through structured questionnaire and various statistical tools were applied. Descriptive statistics was used to describe frequencies and percentages of the results, Chi-square test was used to examine the significance of association and logistic regression was used to find the relationship between independent and dependent variables of the study. The information collected from respondents were based on socioeconomic and demographic characteristics (gender, age, education and income level. Marital status, farms need more people, financial support from parents, farm size, intended age of marriage, parent’s work, student’s other occupation and parents bring children to farms) and school related factors (school events attendance, class repetition, school distance and frequency of parents control at home). It was observed that farm size, parents bring children to farms, age of student, other occupation for student, intended age of marriage and parent’s work had significant relationship with school dropout. The study recommends that the provision of education is necessary to clarify and educate people on the value of education for children to have a better future; the more people understand the importance of education, the lower the number of school dropout rates as a result the environment and economy of the society is improved. Thus education should be promoted to the communities as the key factor for socio-economic development. Besides, the government and education stakeholders should provide consultation to farmers, especially those who have small plots of lands knowing that they tend to send their children to the farm because they don’t have enough income to pay the school fees. So it requires supports for them instead of keeping their children out of school to support domestic chores or farming. Additionally, the government, NGOs and civil society’s organization should widen the employment opportunities to the local communities especially for the unemployed people because as the research shows people who don’t have work, their children tend to dropout school. Moreover, the awareness programs for the community such as the mindset change against negative traditional values that were reduced the pace of education to rural people should be eliminated henceforth. The Ministry of Education needs to outline the research agenda in view of developing strategies to improve access and success within the education sector, especially as regards to basic education. Research-based methods should be developed to reduce the dropout rate, especially in high poverty and remote rural schools. The research agenda should include: - Analysis of the effectiveness of policies and practices as well as determining policy gaps - Tracking cohorts of learners at risk of dropping out - Exploring best practices at schools and ensure their replication - Developing monitoring and evaluation instruments to assess progress and impact of policy and practice. 이 연구는 세네갈의 초등학교 중퇴자에 대한 사회경제적 요인의 영향을 평가하는 것을 목표로 한다. 학부모 50명과 학생 50명으로 나뉘어진 100명의 응답자를 대상으로 연구를 진행했다. 구조화된 설문지를 통해 2차 데이터를 수집하고 다양한 통계 도구를 적용했다. 기술 통계량은 결과의 빈도와 백분율을 기술하는 데 사용되었고, 카이 제곱 검정은 연관성의 유의성을 검사하는 데 사용되었으며 로지스틱 회귀 분석은 연구의 독립 변수와 종속 변수 사이의 관계를 찾는 데 사용되었다. 응답자에게 수집한 정보는 사회경제적 요인(성별, 연령, 교육과 소득 수준, 혼인 여부, 농장의 인원 보충 여부, 부모로부터의 경제적 지원, 농장 규모, 목표 혼인 연령, 부모의 직업, 학생의 다른 직업, 그리고 학생을 농장에 데리고 가는 부모 등)과 학교 관련 요인(교내 행사 참여, 수업의 반복, 학교까지의 거리, 그리고 부모의 통제 빈도 등)을 기반으로 하였다. 농장 규모, 학생을 농장에 데리고 가는 부모, 학생의 연령, 학생의 다른 직업, 목표 혼인 연령, 그리고 부모의 직업은 학교 중퇴에 중요한 관련이 있음이 관찰되었다. 이 연구는 아이들이 더 나은 미래를 향유할 수 있도록 교육의 가치를 명확히 하고 교육하기 위해 교육의 제공이 필요하다고 권고한다. 많은 사람들이 교육의 중요성을 이해할수록, 사회의 환경과 경제가 개선되는 결과로서 학교 중퇴율이 낮아질 것이다. 그러므로 교육은 사회 경제적 발전의 핵심 요소로서 지역사회에 촉진되어야 한다. 게다가, 정부와 교육 이해당사자들은 농부들, 특히 그들의 자녀들을 농장으로 보내는 경향이 있고 소규모의 농지를 소유한 농부들에게 자문을 제공해야 하는데 학교 등록금을 지불할 충분한 소득이 없기 때문이다. 따라서 학생들이 학교 외에 집안일 혹은 농장일을 거들도록 하는 대신 그들에 대한 지원을 요청한다. 추가적으로, 정부, NGO, 그리고 시민사회단체는 실업자들의 자녀가 학교를 중퇴하는 경향이 있기 때문에 이 실업자들을 위해 지역 사회로 취업 기회를 넓혀야 한다. 게다가, 농촌에 대한 교육의 속도를 줄인 부정적인 전통적 가치에 대한 사고방식 변화와 같은 지역사회를 위한 인식 프로그램은 앞으로 사라져야 한다. 교육부는 특히 기초교육과 관련하여 교육 분야 내에서 접근성과 성공을 향상시키기 위한 전략을 개발한다는 관점에서 연구과제의 개요를 제시할 필요가 있다. 특히 고빈곤과 외딴 시골학교에서 중퇴율을 줄일 수 있는 연구 기반의 방법을 개발해야 한다. 연구 과제는 다음을 포함해야 한다. - 정책 및 실행의 효과 분석 및 정책 격차 파악 - 중퇴 위험이 있는 학습자의 집단 추적 – 학교에서의 모범 사례 탐색 및 복제 보장 - 정책 및 실행의 진행 상태와 영향을 평가하기 위한 모니터링 및 평가 도구 개발