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[이슈분석] 고졸 청년의 취업 추이와 향후 과제
No full text본고에서는 청년층의 학력별 노동시장 이행 실태를 비교·분석하여 고졸 청년의 노동시장 이행 여건이 개선되고 있는지 분석한 후, 이들의 취업 활성화를 위한 다양한 정책 과제를 제시한다
한국의 직장 괴롭힘 : 그 실태와 영향
No full text근로자와 조직에 큰 악영향을 미치는 직장 괴롭힘은 연구는 북유럽에서 시작되어 서유럽과 남유럽, 호주, 캐나다 등에서 활발한 연구가 진행되어 왔음. 한국에서도 최근 10-20년간 직장 괴롭힘에 대한 사회적 관심이 높아지고, 이로 인한 자살, 살인 사건 등이 이슈화되면서 직장 괴롭힘 연구의 필요가 급증하고 있으나 정책적 관심이 제한적이었던 탓에 개인 연구자 차원에서 진행된 경우가 대부분이었음. 따라서 본고에서는 현재까지 진행되어온 한국의 직장 괴롭힘 연구를 살펴보고, 향후 나아가야 할 방안을 논의함.Ⅰ. 직장 괴롭힘의 개념 및 측정 1
Ⅱ. 직장 괴롭힘의 측정 및 국내의 실태 3
Ⅲ. 직장 괴롭힘의 영향과 비용 6
Ⅳ. 종합과 시사점 10
참고문헌 1
Analysis of the current status of using NCS learning modules
No full text본 연구의 목적은 특성화고, 전문대학, 폴리텍대학, 민간직업훈련기관 등 다양한 직업교육훈련기관을 대상으로 2013년부터 개발 추진된 NCS 학습모듈에 대한 이해, 인식 및 활용 등과 관련한 양적·질적 자료를 수집 및 분석하고, 이를 토대로 NCS 학습모듈의 직업교육훈련 현장 활용도 제고를 위한 정책적 지원방안을 모색하는 데 있다.1. Objectives of the study
This study aimed to investigate the current status of using NCS based learning modules(hereinafter referred to as “NCS learning modules”) in VET institutions so as to propose policy recommendations that could foster the use of NCS learning modules.
For the purpose, this study used qualitative and quantitative methodology including literature review, questionnaire survey, focus groups interviews, and case study.
This research was organized as follows. Chapter 2 presented the concept and key features of NCS learning modules followed by literature review on NCS learning modules and related policies. Issues related to NCS learning modules were discussed. In chapter 3, we conducted research surveys in terms of understandings, perceptions and the current status of using NCS learning modules in VET institutions. Survey design, methodology and its results were included. In chapter 4, we analyzed the six cases of VET institutions which had adopted NCS learning modules in their courses. Based on the research findings, chapter 5 drew a conclusion and policy recommendations to foster the use of NCS learning modules.
2. Research findings
(1) Survey
The survey was conducted to investigate understandings, awareness, perceptions and the current status of NCS learning modules, targeting 891 VET institutions including vocational high schools, colleges, polytechnics colleges and training institutions. Focus groups interview was also carried out to complement the quantitative data.
The main findings were as follows. First, the survey results showed that teachers’ awareness of NCS, NCS learning modules and NCS related policies remained at low level. Second, it was necessary to provide specific guidelines, practical information during teachers training in order to help them to develop NCS based curriculum and to use those resources in their actual teaching. Third, while most of respondents answered that they were planning to adopt NCS based curriculum, a majority of vocational high schools had insufficient infrastructure to support the NCS based programs. In addition, they also felt that learning materials and assessment system to support the NCS based programs were not sufficiently prepared yet. Fifth, vocational high school teachers were less likely to experience NCS learning modules. This implies that the timing of introducing NCS based curriculum in school seems to affect teachers’ experience of using of the learning modules. In addition, a majority of respondents showed negative attitude towards the use of NCS learning modules in their courses. Finally, many respondents responded that specific guidelines, supports for developing teachers competency, supporting staffs should be provided.
(2) Case Study
This study analyzed six cases of VET institutions that had used NCS learning modules in their curriculum and examined the way of using NCS learning modules. To do so, this paper focused on seven aspects : the characteristics of VET institutions, subjects of the courses, the way of using the NCS learning modules, the reasons behind the introduction of NCS learning module, course preparations, the evaluation of NCS learning module, others.
The main findings were as follows. First, many of instructors regarded NCS learning modules as supplementary materials rather than learning materials. Second, the decision of schools and teachers’ own willingness seemed to affect the adoption of NCS learning modules in their courses. Third, instructors without industry experiences are likely to face more difficulties of teaching the contents of NCS learning modules. Those with job experiences also felt burden of teaching if they did not have any work experiences on the same areas. Fourth, the extent of schools’ supports and coordinations for implementing NCS based curriculum and introducing NCS learning modules varied depending on VET institutions. Finally, the teachers’ evaluation and attitude towards the use of NCS learning modules also varied depending on modules and schools. Professors in the health care departments who could relatively easily apply the NCS learning modules were positive towards the outcome of adopting them. In contrast, professors in the field of cultural contents perceived it negatively.
3. Recommendations
Basedonthefindingsofourresearch,wesuggestedfourpolicy recommendations as follows. First, it was necessary to develop and share cases of using of NCS learning modules in the courses. Developing various cases of the use of NCS learning modules and establishing a platform for sharing cases of using NCS learning modules in VET institutions were likely to facilitate teachers to implement NCS base curriculum and use NCS learning modules. Studying some typical vocational high schools focusing on using NCS learning modules in their curriculum might provide useful informations to improve policies and support systems.
Second, it was required to increase instructors’ awareness and to develop teachers’ competency. To do so, it was necessary to improve the quality of training programs and to support teachers to reduce their burden of implementing NCS based curriculum. Developing on-line based teacher training programs and establishing support systems may helpful for fostering the use of NCS learning modules.
Third, it was necessary to improve the infrastructure for adopting NCS based curriculum and NCS learning modules. Policy support for vocational institutions to prepare proper educational equipments and facilities should be given. The way of distributing NCS learning modules should be improved. Monitoring systems for improving NCS learning modules were need to be established.
Finally, development system for NCS learning modules should be improved. It might be helpful to let VET institutions to adopt flexibly NCS learning modules. It might be better to improve development processes of learning modules and the structure. Updating system of learning modules should be established.요 약
제1장 서 론_1
제1절 연구의 필요성 및 목적 3
제2절 연구의 내용 7
제3절 연구의 방법 10
제2장 NCS 학습모듈 활용 관련 현황 및 이슈_15
제1절 NCS 학습모듈의 개념 및 특성 17
제2절 NCS 학습모듈 개발·활용 관련 추진 정책 25
제3절 NCS 학습모듈 활용 관련 주요 이슈 42
제3장 NCS 학습모듈의 이해, 인식 및 활용 실태_49
제1절 조사 개요 51
제2절 조사 결과 61
제3절 종합 및 시사점 99
제4장 NCS 학습모듈의 활용 사례_105
제1절 분석 개요 107
제2절 분석 결과 113
제3절 종합 및 시사점 138
제5장 결론 및 정책 제안_145
제1절 결론 147
제2절 정책 제안 151
SUMMARY_171
참고문헌_177
부 록_179
1. 특성화고등학교 대상 설문지 양식 181
2. 전문대학 대상 설문지 양식 199
3. 폴리텍대학 대상 설문지 양식 217
4. 민간직업훈련기관 대상 설문지 양식 23
A Study on tertiary vocational education finance and its decision system
No full text본 연구에서는 보다 구체적으로 현재의 사립 전문대학 위주의 의사결정시스템을 국가지원 확대와 더불어 보다 국가적, 사회적 책무성을 갖는 준공영 형태로 개편해 나가는 것이 올바른 방향인지 다각도로 실증분석해보는 것이다.
또한 만약 실증분석 결과가 준공영제의 필요성을 제기하는 이러한 문제의식을 지지할 경우 개괄적인 형태로나마 정책 대안도 모색해 볼 것이다.1. Empirical results
We did diverse empirical analysis on the effect of current change of tertiary vocational education institutions to government-dependent ones that have national and social responsibilities with expanding financial supports. The result shows that additional financial supports are needed and it is desirable to change to government-dependent institutions. The results can be summarized as follows.
At first, while the shares of public tertiary institutions were almost 100% in most of OECD countries and even 64% in Swiss where the share was relatively low, they were so low in Korea, Japan, and Netherlands, and only 2%, 8%, 10%, respectively. In addition, education investment were made better in high public-owned countries than in high private-owned countries.
At second, we estimated the rate of return on tertiary vocational education investment by internal rate of return method. The result shows that the difference in the rate of return between tertiary vocational education graduates and college graduates has diminished a little since 2000 and there is even possibility that it disappear in near future. Considering this narrow difference, investment on tertiary vocational education is plausible in efficiency respect. At least, if we consider the equality and other social environment, increasing investment on tertiary vocational education is needed.
At third, we regressed the decreasing rate of tuition model by OLS and estimated the logit model of half-tuition realization. According to the results, the decreasing rate of tuition and probablity of half-tuition realization are lower in vocational education than in college. This is because the number of public tertiary vocational education institutions is very small and scholarships other than national scholarship are scarcer in vocational institutions than in colleges.
At fourth, we analyzed the school effect by school types and found that tuition per student, the number of full-time teachers per student, the amount of financial support per student made positive effects on employment. This implies that increasing the financial support for schools and students can help the graduates of vocational tertiary institutions to get employed.
At fifth, we did DEA analysis on management efficiency of tertiary vocational institutions. The result is that relative efficiency gaps among vocational tertiary institutions are not negligible and a lot of vocational tertiary institutions are run inefficiently. In addition, public-financed vocational tertiary institutions are more efficient than private ones, which comes from POLITEC effect.
At last, we looked into management and current situation of POLITEC that are more efficient than other vocational tertiary institutions. We found that the core of POLITEC’s competitiveness is factory learning system which is the model to increase the students adaptability to industry workplace. The characteristics of the system are industry-driven projects, workplace-based education, small group directed by instructors, and firm’s responsibility.
2. Policy implications
This study proposes that government-dependent vocational tertiary institutions need to be increased. At least 50% of vocational tertiary institutions need to be changed progressively into government-dependent ones but the change should be made by voluntary decisions of individual private vocational tertiary institutions. And the change need to be admitted based on pre-determined processes.
It is desirable that only one government-dependent tertiary vocational institution is set up in each region and makes economies of scales through integration of diverse institutions. Exploiting of current POLITECs is another alternative because their management performance are excellent and efficient. For these government-dependent tertiary vocational institutions, financial supports should be made by performance agreements or contracts.제1장 서 론_1
제1절 연구의 목적과 필요성 3
제2절 주요 연구내용 6
제2장 이론적 논의와 재정지원 실태 검토_11
제1절 비용분담에 대한 이론적 논의와 한국의 실태 13
제2절 전문대학에 대한 정부지원 실태와 추이 25
제3장 OECD 주요국과의 비교분석_41
제1절 설립유형 비교 43
제2절 설립유형과 교육투자 47
제3절 설립유형과 교육의 질 51
제4절 설립유형과 노동시장이행 53
제5절 소결 57
제4장 전문대학의 교육투자 수익성 분석_59
제1절 교육투자 수익률의 시계열 추이 63
제2절 현재의 교육투자 수익률 추정 69
제3절 전문대학 졸업자의 소득분위별 구성과 소득점유율 75
제4절 소결 81
제5장 전문대학 학생지원시스템의 적정성_85
제1절 이용 자료 87
제2절 기초통계 분석 97
제3절 회귀분석 결과 103
제4절 소결 109
제6장 전문대학의 설립유형별 효과분석_111
제1절 문제제기 113
제2절 분석 방법 및 모형 118
제3절 전문대학의 설립유형별 현황분석 129
제4절 전문대학 설립유형별 학교효과 분석 146
제5절 소결 154
제7장 전문대학 운영의 효율성 분석_157
제1절 DEA 모형의 특성 159
제2절 선행연구 검토 162
제3절 DEA 분석 결과 165
제4절 소결 176
제8장 폴리텍대학의 운영 실태와 현황 분석_179
제1절 적절한 인력양성 정책과 폴리텍대학 181
제2절 일반 현황 184
제3절 폴리텍대학의 특징 및 성공요인 189
제4절 최근의 학과 개편 및 특성화 추진 경과 200
제5절 대학이자 공공직업훈련기관인 폴리텍대학의 역할 202
제9장 요약 및 정책 제언_205
제1절 연구결과 요약 207
제2절 정책 제언 211
SUMMARY_217
참고문헌_22
New Policy Frame and Directions of Vocational Education, Training and Employment for Continuous Advances
No full text본 연구에서 지속성장은 경쟁력 강화와 균형 잡힌 발전으로 구성된다. 경쟁력 강화는 산업과 기업의 경쟁력과 삶의 질 개선을 목표로 하고 균형 잡힌 발전은 좋은 일자리 확충과 사회적 양극화 해소를 목표로 한다. 이 연구의 목적은 경쟁력 강화와 균형 성장을 위한 교육훈련, 고용의 새로운 프레임과 주요 과제를 제시하는 것이다.
앞서 연구의 필요성에서 논의한 양적인 성장의 한계를 극복하고 질적인 성장을 추구하기 위하여 교육훈련 및 고용의 프레임을 새롭게 제시하고자 한다. 이러한 변화의 원인은 환경의 변화에 있다. 환경의 변화를 과학기술, 사회, 정치, 경제 및 환경의 관점에서 파악하고 이를 바탕으로 변화의 동인을 분석하였으며, 이러한 동인의 상호작용의 결과로 발생할 단기(5년 이내), 중기(5~10년), 장기(10~15년)적 미래를 전망했다. 이렇게 전망된 미래를 기반으로 새로운 교육훈련은 무엇이 변화되어야하고 또한 이러한 변화를 위한 전략과 내용을 새로운 프레임과 과제로 제시하고자 하였다.This research is designed to suggest necessary education and training, new employment framework and main tasks for Korea to accomplish sustainable development based on foresight in a future society.
First, the study reviews earlier studies regarding the future foresight and understood future trends, key drivers and uncertainty which have impacts on the education and training, and employment in the future. The STEEP (Society, Technology, Economy, Environment, Politics) analysis framework is laid out to carry out this study.
Second, the research focuses to analyze earlier studies, policies and NAVER news related to the education, training and employment in a time sequence. With the collection of data, the research shows the vocational education and training system (relationship between education, training and employment) and its main issues by using big data analysis. Furthermore, the study draws the future issues on the education, training and employment through the keyword matrix analysis.
Third, the research selects the crucial future trends, key drivers, and uncertainty in the education, training and employment sectors. Experts group meetings and Delphi study ran in parallel to create the foresight scenario based on the results. The survey contributes not only to draw the high feasible scenario with a desirable picture of our future but also to show the policy issues for the education, training and employment.
Fourth, the research suggests the new education, training, framework and policy issues for future employment based upon the analysis and survey results.
Results of this report can be summarized as follow.
First, four divers which underline main STEEP trends have been identified. ICT technology (AI, IOT, Big data, Virtual reality)innovation has most critical impact on economy, education and training. It has more potential impact on future of work and life. Within 10 years it would not erode number of jobs because it could help create new jobs, but after 10 years that will seriously erode jobs. ICT technology will change nature of job and daily life soon and later. Low birth rate and ageing are ready bring huge impact on society and economy negatively if emigration regulation will not be altered. It is possible to have more active aged population who would lead consumption in service industry. Korea society will allow ethnic diversity and gender equality. Emerging China economy has great impacts on economy. China would be a black hole for technology startups because China could attract highly motivated entrepreneurs from Korea. Competition between Korean companies and Chinese companies has started from traditional industries to cutting edged technology industries. Social and economic polarization has been a critical policy issue because it deteriorates quality of life and mid and long term national competitiveness.
According to WEF (World Economic Forum) report on national competitiveness comparison, Korea was top 8th in 2008, but went down to 26th in 2015. Lack of Government policy consistency and transparency, low efficiency of conglomerates’ management, low efficiency of industry ecosystem (large company centered industry structure), mismatch between education provision and industry needs, and poor quality of industrial cooperation are main causes of the national competitiveness sliding. Reform of education &training and job strategy is the most important measure to make a difference in national competitiveness. As the result of big data analysis, mismatch between job strategy and education system, national policy and public needs on job strategy have been identified. It is critical to address the mismatches.
The researcher has developed multiple forecast scenarios in 5, 10, 15 years, based on literature review, expert intensive discussion reports and expert panel survey. In 5 year scenario, mainstreaming start-ups is the core factor to differentiate two scenarios. In 10 years, China and cooperation with the North Korea are the key uncertainties. In 15 years, artificial intelligence and robotics, and environmental emergency are main factor because after 1o years, smart machines could replace human labour directly.
It is critical to prepare futures in order to make a better future. The report suggests new policy ideas. First category is on new idea and frame. 1. Increasing entrepreneurship and startup skills to make a breakthrough on employment uncertainty. Vocational education and training have to play pivotal role in this regards. 2. Digitalization of traditional skills to increase middle skill jobs. 3. Empowering skilled workforce in social and industrial relations to enhance skill-based-society as bearer of skill capital. Second category is on TVET system. 1. Customized career development and TVET system suitable for stage of the life cycle, 2. Developing national qualification framework to assess different format of skills in variety. 3. Life-long TVET platform based on smart technology to meet new emerging different needs. Third category is on strategic targets and areas. 1. New TVET system for the reunification era, 2. HRD Strategy of Korea culture wave industry and emerging industry development. 3. HRD and Job strategy for gender mainstreaming. 4. TVET Policy on Cultural diversity and massive emigration, 5. Globalization of TVET system and ODA, 6. Safety and TVET: how to make safer society through TVET measures.요약
제1장 서 론_1
제1절 연구의 필요성 및 목적 3
제2절 연구 내용 6
제3절 연구 방법 8
제2장 선행연구 분석_23
제1절 국가 경쟁력 보고서에서 나타난 지속성장 이슈 검토 25
제2절 교육훈련·고용에 영향을 끼칠 미래 트렌드 분석 43
제3절 일자리의 트렌드와 교육훈련 87
제3장 빅데이터를 활용한 교육훈련, 고용의 빅픽처 분석_101
제1절 빅데이터 분석의 개요 103
제2절 빅데이터 연관성 분석 결과 115
제3절 미래 키워드 매트릭스 분석 143
제4절 빅데이터 분석 결과 요약 및 시사점 종합 148
제4장 미래 전망_155
제1절 미래를 전망하는 주요 트렌드 및 동인 선정 157
제2절 교육훈련 및 고용에 미칠 불확실성 요인 190
제3절 미래 전망을 위한 교육훈련·고용의 시나리오 200
제4절 직업교육훈련 및 고용의 방향과 과제 설정 237
제5장 미래 전망 시나리오 설문조사 결과_259
제1절 조사 개요 261
제2절 단기 미래 전망 시나리오 263
제3절 중기 미래 전망 시나리오 267
제4절 장기 미래 전망 시나리오 271
제5절 소결 275
제6장 새로운 프레임과 정책 과제_279
제1절 교육훈련·고용의 프레임의 변화 281
제2절 교육훈련 시스템의 변화 309
제3절 직업능력개발 대상 및 영역별 전략 322
SUMMARY_347
참고문헌_35
Research into the current state of university career centers in Korea
No full text본 연구에서는 실태조사를 통해 대학 취업지원센터의 운영 현황을 파악하고자 한다. 그리고 이를 바탕으로 대학의 취업지원 역량 강화 방안을 도출하고자 한다. 이와 같은 연구 목적 달성을 통해 본 연구는 향후 교육부나 고용노동부 등 유관부처에서 대학 취업지원 정책 수립의 기초자료로 활용될 수 있을 것이다.Youth unemployment has become societal and economic issue internationally. In South Korea, the high rate of youth unemployment mainly arises from the high rate of enrollment to higher education. Therefore, enforcing the function and capacity of university career center can be an effective countermeasure against youth unemployment.
In this study, a survey was conducted(101 4-year universities, 80 2-year colleges) and the GOMS(Graduates Occupational Mobility Survey) 2012 data were analysed. In doing so, the current state of university career centers was looked into and ways to improve their current function and capacity were recommended.
The main results of the study are as follows.
Firstly, within a single university, the average number of careers service or related departments was 1.6-1.7 and 2/3 of the universities had only a single such department. The average number of teaching staff exclusive to employment-support was 7. More than half were with tenure and most of them belonged to their academic department.
Secondly, careers service center usually reported to the university headquarters or were under the headquarters. The number of exclusive staff were, on average, 5.8 in 4-year universities and 3.4 in 2-year colleges. Full-time employees were only 2.7 in 4-year universities and 1.7 in 2-year colleges. Prior experience of the exclusive staff were mostly below 5 years (universities 78.9%, colleges 64.7%). Their work was mostly administrative and only small proportion were managing corporate-related work.
Thirdly, within the internal budget of administrative departments, the budget for careers services were 72.1% for 4-year universities and 53.9% for 2-year colleges. Within the external(governmental) budget, the figures were 20.3% and 34.0% each. Within the full budget of the universities, the proportion of careers services budget were only 1.475% for 4-year universities and 1.490% for 2-year colleges. The proportion was below 1% in more than 2/3 of the universities. The results show that, for careers services, only a small proportion of internal budget is allocated and universities rely heavily on external(governmental) funding.
Fourthly, careers service centers were running more than 70% of the special lectures and seminar, career counselling and job recommendations, setting-up and managing a new programme, supporting resume and personal statement writing and interview skills within the universities. Their major obstacle is the low participation rate of students and excessive administrative work.
Fifthly, 2/3 of the respondents were regularly monitoring their programmes and were taking the feedback into account when reviewing the programmes. 68.3% of the 4-year universities and 75.0% of the 2-year colleges were taking part in managing students’ external work experiences and job-related practicals. In 4-year universities, careers services staff usually contacted or visited the partner corporates whereas, in 2-year colleges, it was usually the teaching staff. 62.4% of the 4-year universities and 78.8% of the 2-year colleges conducted post-hoc survey of the students following the work-experience programmes. Regarding the post-hoc survey of the corporate staff, the figures were 50.5% and 53.8% each.
Sixthly, careers service staff considered their programmes to be relatively effective for supporting gradate employment (3.72/5 for 4-year universities, 3.84/5 for 2-year colleges). They also considered the students who participated in the programmes had a increased level of satisfaction, engagement, motivation, competitiveness, organizational adaptability, work-related knowledge and work adaptability. For enforcement of university career service programmes, they asked that the government increase financial support for the universities and participating students and the corporates expand various employment opportunities.
Finally, amongst the careers services, the most utilized services were career-related psychometric tests and career-related curriculum. Even so, the rate was not over 50%. Yet, 2/3 of the participants considered the services to be helpful for their career decision and finding jobs. In other words, although the rate of participation was low, once participated, their satisfaction was high.
Based on the results, a number of practical implementations could be drawn as below.
Firstly, enforcement of manpower with appropriate competency and experiences is vital.
Secondly, high-quality and effective career programmes (e.g., work experience and employment camp) should be provided in order to encourage students’ participation.
Thirdly, for the enforcement of manpower and high-quality programme, universities should expand their budget for careers service.
Finally, it is necessary to implement ways to encourage more students to utilize in the universities’ careers service and programme.요 약
제1장 서 론_1
제1절 연구의 필요성과 목적 3
제2절 연구 내용과 방법 6
제3절 선행연구 검토 9
제2장 정부와 지방자치단체의 대학 취업지원사업 현황_15
제3장 대학 취업지원센터의 운영 실태_33
제1절 취업지원센터의 인력과 시설, 예산 37
제2절 취업지원센터의 프로그램 운영 실태 45
제3절 취업지원 프로그램 모니터링 실태 53
제4절 취업지원센터 활동의 성과 61
제5절 학생들의 취업지원 서비스 활용 68
제6절 요약 및 시사점 75
제4장 국내외 대학의 취업지원 우수사례_81
제1절 국내 대학 취업지원 우수사례 83
제2절 미국 대학 취업지원 우수사례 113
제3절 소결 131
제5장 대학 취업지원 역량 강화 방안_135
SUMMARY_163
참고 문헌_167
부록_171
1. 대학 취업지원센터의 취업지원 현황 조사 설문지 17
Vision and Directions of Capability-oriented Society in Korea
No full text본 연구에서는 한국 사회에서 능력중심사회를 정립하기 위한 초석을 제공하기 위해서 델파이 조사를 통하여 전문가들의 의견을 수렴하여 능력중심사회의 비전과 방향을 제시하고자 한다. 유능한 인재를 양성하여 배출하기 위해서 능력중심사회에서 교육훈련시장과 인력양성의 방향이 어떻게 나아가야 하는지, 또한 노동시장에서 채용와 보상체제는 어떠한 방향으로 개선되어야 하는지 등을 논의하여 한국 사회가 능력중심사회를 구현하기 위한 정책을 마련하는 데에 기초자료를 제공하고자 한다.○ Overview
The purpose of this study is to discuss about the vision and directions of capability-oriented society which is one of the major government policies currently in Korean society. To achieve the purpose literature review of related material, delphi method, analysis of foreign cases are employed.
○ Theoretical Background
Korean society has been academic ability oriented in the process of economic development intertwined with indigenous education fever, which resulted in highly-educated society. Human Capital Theory by Schultz explains effective value of academic ability in
relation with the productivity and return on investment. However, academic-oriented culture has been criticized that it caused excessive competition, burden of high private tutoring costs, unfairness for social mobility, lack of field working capacity demanded by industrial development, rote-memory of existing knowledge, and cramming method of teaching.
On the other hand, Capability Approach by Sen argues that social justice and freedom would be realized by developing individual peculiar ability. Thus the concept of capability-oriented society is defined as righteous society in which equal opportunity and continuous system to develop and realize individual's capability and objective evaluation and screening system are built. Then capability of each person is a source of social and economic values.
○ Vision of Capability-oriented Society
On the basis of case studies on capability oriented human resources development and management in Europe and US, and the result of delphi method with 14 experts panel, vision of capability-oriented society is discussed. It is a society of justice that provides equal education and training opportunities to develop and realize individual's capability freely regardless of his/her own economic background, guarantees continuous development of
competency, and offers rational employment and reward labor market system.
Also in the society lifelong learning system is arranged for everybody so that people can develop their own capability fit to aptitude and hope during the life time. Naturally people would like to pursue specifications (qualification) related to individual's career and sublate unnecessary showing off specifications.요 약
제1장 서 론_1
제1절 연구의 필요성 및 목적 3
제2절 연구의 내용 및 추진 방법 5
제2장 이론적 논의_9
제1절 학력의 팽창과 인적자본론 11
제2절 능력중심사회의 정의 14
제3절 능력중심사회의 구성요소 16
제3장 능력중심 인사관리의 해외 사례_21
제1절 능력중심 인력양성을 위한 교육훈련제도 24
제2절 노동시장의 능력중심 채용제도와 보상체제 44
제3절 지속적 능력개발을 위한 평생학습 50
제4절 시사점 51
제4장 능력중심사회 비전 제시를 위한 델파이 조사_55
제1절 능력중심사회의 비전 58
제2절 교육훈련시장과 능력중심사회 61
제3절 노동시장과 능력중심사회 68
제4절 교육시장과 노동시장의 연계 74
제5절 제안된 정책의 우선순위 79
제5장 능력중심사회의 정책 방향_91
제1절 능력중심사회의 비전 달성 주요 정책 방향 93
제2절 능력중심사회 구현을 위한 인프라 구축방향 97
SUMMARY_101
참고문헌_107
부 록_11
The Impact of the College-admission System Focused on High-school GPA on Korean High-school Students’use of Private Tutoring Services
No full text이 연구는 한국교육고용패널조사의 중학교 3학년(2004년) 코호트에 대한 1차 자료(2004년 조사), 4차 자료(2007년 조사, 고 3), 5차 자료(2008년 조사, 대학 1년), 9차 자료(2012년 조사, 대졸)까지의 추적조사 자료를 활용하여, 대입전형에서 학생부 반영 비중이 큰 ‘수시모집’과 ‘특별전형’ 방식을 적용할 때 고３ 학생의 사교육비에 미치는 영향이 어떠한지를 회귀분석을 통해 검증함으로써‘대입전형에서학생부 내신 반영 비중의 강화’가 고교 사교육비 경감에 어느 정도 효과적인지를 분석하는데 목적을 두었다. 분석 결과, 수시모집 학생이 정시모집 학생에 비해 사교육비를 덜 지출한 것으로 나타나, 대입전형에서 수능성적의 비중을 약화시키고 학생부 자료의 반영 비중을 높이면 고교생의 사교육비 경감에 일면 효과적일 수 있다는 시사점을 얻을 수 있었다. 다만 일반전형과 비교할 때 상대적으로 성적 이외의 다양한 전형 자료를 활용하는 특별전형의 경우에는 사교육비 경감에 대한 효과가 나타나지 않아, 최근 2015학년도 대학입학전형 기본사항(2013.9) 에 발표된 ‘학생부종합전형’에서 실시할 학생부의 비교과 자료에 대한 평가 방안에 대해서는 사교육비 유발 문제와 관련하여 더 구체적으로 검토해 볼 필요가 있음을 시사해 주었다The purpose of this study is to analyze how the college-admission system focused on high-school GPA influences Korean high-school students’ use of private tutoring services. Data were drawn from the Korean Education and Employment Panel (1st〜9th waves). Multiple regression model was used to examine whether the collegeadmission system focused on high-school GPA was effective in reducing Korean parents’ expenses on private tutoring services for their high-school children. Findings showed that students, who were admitted through the college-admission system that high-school GPA was applied as a major criterion, had spent less money on private tutoring services in high school days than those admitted through the system that College Scholastic Ability Test was applied. The findings imply that the college-admission system, where high-school GPA is a major criterion for admission decision, is effective in reducing high-school students’ use of private tutoring services
Military life, what is it good for?
No full text○ 전체 응답자의 55.8%가 군 복무 경험이 앞으로 할 일에 도움이 될 것이라고 응답함.
○ 군 복무 경험이 앞으로 할 일에 도움이 됐다고 생각하는 비율은 학력이 높을수록(고등학교 54.6%, 4년제 대학 56.2%), 전투병과(56.8%)보다는 비전투병과 출신이(58.4%), 사병(57.2%)보다는 부사관 또는 장교(76.8%) 출신이 높게 나타남.
○ 세부 분야별 군 복무 경험의 도움 정도는 인내심이 4.18점(5점 만점)으로 가장 높고, 능력 개발 분야는 2.92점으로 가장 낮음.
○ 개인의 성격 특성 중 외향성, 친화성, 성실성이 높을수록 군 복무 경험이 도움이 되었다고 응답함○ 55.8% of all respondents said military experience will help them in their future careers.
○ The percentage of people who believe military service will help them in their future careers increased as their level of education increased (high school 54.6%, 4-year college 56.2%). The figure was also higher for non-combat arms (58.4%) than for combat arms (56.8%), and higher for noncommissioned officers or officers (76.8%) than for the ranks (57.2%).
○ Looking at the helpfulness of each facet of military experience, patience had the highest score of 4.18 points (out of 5 points), while ability development had the lowest score of 2.92 points.
○ People with a high level of extroversion, affinity, and sincerity among their personality traits were more likely to say that military experience was helpful
Economic and social effects of the work-learning dual system
No full text○ 일학습병행제가 성공적으로 정착·운영될 경우, 학습근로자 1인당 2016년에는 592만 원, 2017년에는 1,274만 원의 이득이 발생할 것으로 기대됨.
○ 국가 차원에서 일학습병행제의 사회적 성과에 대한 인식은 ‘취업 시까지 구직기간 단축효과(사업주 4.14점/5점, 기업 현장교사 3.90점/5점)’와 ‘첫 직장에 입사한 나이 단축 효과(학습근로자 4.04점/5점)’가 가장 긍정적임.
○ 기업 차원에서 일학습병행제의 사회적 성과에 대한 인식은 ‘학습근로자의 현장 적응력 향상(사업주 4.19점/5점)’과 ‘학습근로자의 직무수행능력 향상(기업현장교사 4.43점/5점, 학습근로자 4.07점/5점)’이 가장 긍정적임.
○ 개인 차원에서 일학습병행제의 사회적 성과에 대한 인식은 ‘현장 업무에 대한 흥미와 관심 증가(사업주 3.99점/5점, 학습근로자 3.91점/5점)’와 ‘전문가로 성장할 수 있다는 자신감 획득(사업주 평균 3.99점/5점, 기업현장교사 4.04점/5점)’이 가장 긍정적임.○ If the work-learning dual system is successfully adapted, its benefit is estimated to be 5,920,000 KRW per student apprentice in 2016 and 12,740,000 KRW in 2017.
○ The recognition of social effects of work-learning dual system on national scale was identified to be ”shortening the idle time until getting hired (company owner 4.14 points /5 points, in-house trainer 3.90 points / 5 points)“and ”lowering the age of first employment (student apprentice 4.04 points / 5 points)”.
○ The recognition of social effects of work-learning dual system on company scale was identified to be improved field adaptability by student apprentice (company owner 4.19 points / 5 points scale)“and ”improved task handling ability by student apprentice (in-house trainer 4.43 points / 5 points scale, student apprentice 4.07 points / 5 points scale)“.
○ There cognition of social effects of work-learning dual system on individual scale was identified to be increased interest in actual job tasks (company owner 3.99 points / 5 points scale, student apprentice 3.91 points / 5 points scale)“ and ”gaining confidence on becoming a professional (company owner average 3.99 points / 5 points, in-house trainer 4.04 points / 5 points)”