KRIVET 한국직업능력연구원 국무총리 산하 정부출연 연구기관

I. 서론
   1. 연구의 필요성
   2. 직업교육에서의 교육과정과 공학기술 교육과정
Ⅱ. 직무분석에 의한 교육과정 개발
   1. 직무분석
   2. DACUM에 의한 체계적인 교육과정 개발
Ⅲ. 공학기술교육에서 컴피턴시 중심 교육과정
   1. 핵심 컴피턴시(Key Competency)
   2. 행동(action)과 행동 학습 또는 현장 학습(action learning)
   3. 핵심 컴피턴시와 행동 학습
   4. CURRENT
   5. 기술 표준(Skill Standard) 중심 교육과정
   6. 공학기술 교육 인증과 프로젝트
IV. 결론
참고문헌
abstract

 Curricula in vocational education, especially in engineering technology education, do not adequately mirror the needs of the work fields but implications are focused on management of curricula emphasizing the smooth transition of students from school to work, needs of strategies for competency based education.
 Generally, key competencies mean abilities such as decision-making ability, communication skills, ability to organize one's work independently, etc. Actionoriented learning, or rather action learning in engineering technology education means a learning concept in which the learner develops his personality and proceeds to make findings on the basis of an active study of his or her environment.
 The intensity of action-oriented teaching is boosted in particular by problemsolving learning making use of conflict situations.
 Key competencies and action oriented vocational training will force vocational schools to adopt an understanding of theory that takes into account both theoretical and practical knowledge. So, Curricula in engineering technology education, for example, SCID or CURRENT must be developed within a view point of competency based and action oriented learning and teaching.
 Skill standards can be the foundation tools for developing curriculum, profiling jobs, recruiting and evaluating employees, and designing academic and professional certification. The application of skill standards to development of curriculum results in courses and programs whose outcomes can be assessed across a broad range of contextual technical and foundation performance criteria.
 Developed curricula in engineering technology education need to be accredited by a standard of the institute like ABET or ABEEK.
 To embody the competency based and action oriented learning in engineering technology education, project is more effective by representing a practical workplace. This means that the learner contributes actively in actual, simulated or symbolic situation. So, this results in learners who are prepared to function effectively in the workplace.