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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This report is concerned about the contour of social educations on cultural industry and technical education programs for planners in cultural activities. It reserves the advanced studies on those educational programs, faculties and facilities because it is just an introductory study to outline the practical educations which are not established in the college campus.
It is much inclusive in boundaries and cases. But it had difficulties in gathering data and accessing records in depth. Much data are swept away or lost, in lacks of precedent studies.
Education bodies that opens courses such as <culture industry agent>, <cultural commodity marketer courses>, <cultural planners workshop> are related to promotion activities for major broadcasting companies and news papers; cultural movement; NGO for local art activities; public art center supported from the government; education centers in colleges.
The programs are characterized as such: non-academic approaches; orientations in vocational education; technical educations even in case of general education courses. The majority is in professional educations and practical trainings. Some are liberal education or general educations in spite of their practical concerns since the organizations are from academic/college, public/governmnet or civil/movement groups. None of them are adult educations nor related to lifelong program.
Problem in common is the integrity in courses which are operated by a pool of lecturers. And team teaching system does hardly allow the program development nor help renovations on curriculum.
The task to improve the program quality is concentrated on professionality of lecturers and tutors, rather than facilities and educational equipments. Those who work for culture industry or are technicians in practice consist of main group in teaching. They are not the experts in educations despite of thier credit in industry. The programer should research the job trends and manage the trainee's career. The lecturer should develop the principles, theories, models from their experiences and perspectives on practice. Tutors and supporters should present the value and philosophy in the courses of study, syllabus, and workshops.
Although the study is limited to the general view of the educational environment and guideline of professional and general trainings in cultural industry, this preliminary attempt will help the little for following researches.
It is much inclusive in boundaries and cases. But it had difficulties in gathering data and accessing records in depth. Much data are swept away or lost, in lacks of precedent studies.
Education bodies that opens courses such as <culture industry agent>, <cultural commodity marketer courses>, <cultural planners workshop> are related to promotion activities for major broadcasting companies and news papers; cultural movement; NGO for local art activities; public art center supported from the government; education centers in colleges.
The programs are characterized as such: non-academic approaches; orientations in vocational education; technical educations even in case of general education courses. The majority is in professional educations and practical trainings. Some are liberal education or general educations in spite of their practical concerns since the organizations are from academic/college, public/governmnet or civil/movement groups. None of them are adult educations nor related to lifelong program.
Problem in common is the integrity in courses which are operated by a pool of lecturers. And team teaching system does hardly allow the program development nor help renovations on curriculum.
The task to improve the program quality is concentrated on professionality of lecturers and tutors, rather than facilities and educational equipments. Those who work for culture industry or are technicians in practice consist of main group in teaching. They are not the experts in educations despite of thier credit in industry. The programer should research the job trends and manage the trainee's career. The lecturer should develop the principles, theories, models from their experiences and perspectives on practice. Tutors and supporters should present the value and philosophy in the courses of study, syllabus, and workshops.
Although the study is limited to the general view of the educational environment and guideline of professional and general trainings in cultural industry, this preliminary attempt will help the little for following researches.
목차
1. 머리말
2. 사회교육기관 프로그램의 현황
3. 실무중심 교육 프로그램의 특성
4. 문화콘텐츠 교육과정의 과제
5. 결론을 대신하여
<별첨 - 교육 커리큘럼 사례>
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-001-015149700