Comparative Analysis of the Implementation Status of Curriculum Models in the Vocational High School Credit System

This study examines the current status of curriculum implementation under the vocational high school credit system by school type and establishment type, and analyzes implementation patterns by grade and semester to identify measures for the stable establishment of the vocational high school credit system.Frequency analysis was conducted to identify the implementation status of each credit system model by school type and establishment type.In addition, cross-tabulation analysis and chisquare tests were performed to examine whether credit system model implementation differed significantly by school type and establishment type.The vocational high school credit system curriculum models were classified into six types: the specialized major course model, further-learning support model, inter-departmental convergence model, minor completion model, joint curriculum, and out-ofschool curriculum.The results showed implementation rates were of 73.2% for the specialized major course model, 54.8% for the inter-departmental convergence model, 16.3% for the joint curriculum, 15.4% for the minor completion model, 7.4% for the out-of-school curriculum, and 5.3% for the furtherlearning support model.The analysis of differences by school type revealed statistically significant differences in the implementation of the specialized major course model, inter-departmental convergence model, minor completion model, and out-of-school curriculum.In contrast, for establishment type, a statistically significant difference was found only in the implementation of the joint curriculum.These findings suggest that policy support is needed to ensure that the goals of the credit system-particularly expanding students' educational opportunities through out-of-school and joint curricula-are substantively realized in school settings.To this end, it is necessary to expand collaboration beyond individual schools, increase the use of out-of-school curricula and joint curricula, and improve practical training conditions and educational environments.In addition, systematic and proactive support should be provided to facilitate the effective implementation of these curriculum models.