The purpose of this study was to review the theoretical background of the industrial-educational cooperation of the department of dental laboratory techology in junior college and to discuss the cutomized education system the Ministry of Education has pushed ahead since 1996 in a bid to speialize junior college. For the purpose, literature on customized education was reviewed, and a survey was conducted covering clinical field practice, part of industrial-educational cooperation, and customized education. The findings of this study were as below:
1. Although the industrial-educational cooperation between the junior colleges and industrial sides(dental laboratory technology) was done smoothly, 66.2% of the subjects felt dissatisfaction at the current clinical field practice of the department of dental laboratory technology.
2. 31.4% believed field practice should be done for six month or more for successful, independent clinical job performance after employment. So it seemed that current 300 practice hours for 15 weeks were very insufficient.
3. 49.3%, the largest percentage, thought that clinical field practice should be implemented in the 1st and 2nd semesters of the third year in college. There were many opinions that it should be done for a week, eight hours a day, to ensure the sequence of practice.
4. Concerning employment guidance, 86.1% of the industrial sides decided to employ graduates who could adjust themselves to the given field, but 57.1% of current graduates weren't able to do so.
5. The reason graduates couldn't do field adjustment was that just textbookcentered theory education was offered(26.4%) or that field practice was done only on a short-term basis(35.9%).
6. 84.7% of the industrial sides weren't aware of customized education conducted by junior college. Therefore, there was an urgent need to publicize customized education.
7. 50% found it necessary to fulfill customized education for a specific field by an agreement between industrial side and college. And 48.6% wanted graduates who received intensive education in specific specialty. This fact justified the actual need for customized education.
8. For customized education, the industrial sides were most in want of an enrichment course for crown and bridge technology. The second part that needed an enrichment course was full denture technology, followed by orthodontic technology, porcelain build-up, Knous crown technology, partial denture technology, attachment technology and implant technology in the order named.
9. Regarding the main body that would take the initiative in customized education, 65.3% believed that education should be conducted under mutual negotiation between educational and industrial sides.
10. The colleges and local dental technology businesses were matched by the industrial-educational cooperation governing committee(44.4%) for the industrial-educational cooperation, or linked by a request from professors(33.3%). This fact showed there was a need to take some additional measure to make the industrial-educational cooperation more smooth and successful.
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