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산학연협력진흥 종합계획 수립을 위한 기초 연구
No full textThe government support for companies of research and development (R&D) has been expanding and quantitative way of doing cooperation between industry, academia, and research (hereinafter referred to as “industry-academia cooperation”) also diversified. A lot of best practices of industry-academia cooperation could be found and related policy measures proposed to promote it. Industries and local governments are participating in curriculum development, operation and field training of meister high school. While outer feature is good, but qualitative advancement such as voluntary participation of interested parties and networking for cooperation is still insufficient.
The purpose of this study is to set up the basic direction and the basis of a comprehensive plan for the promotion of industry-academia cooperation through analysis of industry-academia cooperation policy and operational situation and the demand for policy at the national level.
Level of Social Capital in Korea
No full text○ 한국의 경우 정치효능감은 OECD 국가 평균을 상회하지만, 신뢰의 폭과 질, 봉사활동 참여는 평균보다 낮음.
○ 학력이 높을수록 사회적 자본 수준이 높아짐. 신뢰의 폭과 질은 중졸 이하가 각각 2.20점, 2.01점인 반면 대졸자는 2.37점, 2.31점이고, 정치효능감도 중졸 이하는 2.83점이나 대졸자는 3.19점임.
○ 청년층(16~29세)이 장년층(30~65세)에 비해 사회적 자본의 수준이 더 낮음. 신뢰의 폭과 질에서 장년층은 각각 2.36점, 2.21점인 반면, 청년층은 2.20점과 2.13점, 정치효능감에서는 장년층 3.30점, 청년층 2.85점으로 나타남.
○ 성인의 역량이 높을수록 정치효능감이 높고 봉사활동을 많이 하지만, 신뢰 수준의 차이는 확인되지 않음. 언어능력 최상위 집단은 최하위 집단에 비해 정치효능감은 2.1배, 봉사활동을 할 가능성은 2.5배 높음.○ Korea's political efficacy is higher than the OECD average, but the breadth and quality of trust, and participation in volunteer activities are below average.
○ As education levels increase, the level of social capital increases as well. With respect to the breadth and the quality of trust, people who have only received middle school education or lower scored 2.20 and 2.01, respectively, while college-educated people scored 2.37 and 2.31, respectively. With respect to political efficacy, people who have only received middle school education or lower scored 2.83 while college-educated people scored 3.19.
○ The social capital level of the younger generation (aged 16–29) is lower than that of the older generation (aged 30–65). With respect to the breadth and the quality of trust, the younger generation scored 2.36 and 2.21, respectively, while the older generation scored 2.20 and 2.13, respectively. With respect to political efficacy, the younger generation scored 3.30 and the older generation scored 2.85.
○ It is found that higher skills level among adults corresponds to higher political efficacy as well as a higher frequency of participation in volunteer activities, but differences in levels of trust are yet to be proved. The political efficacy of the top group in language skills is 2.1 times as high as the bottom group in language skills. In contrast, the top group in language skills is 2.5 times more likely to participate in volunteer activities
A Study on the Industry-Academic Cooperation Network of Upper Secondary Vocational Education
No full text본 연구는 중등직업교육기관의 산학협력을 학교와 기업이라는 서로 다른 주체들이 각 목적과 이해관계를 기반으로 관계를 맺는 일종의 연결망(network)이라는 관점에서 접근하고자 한다. 산학협력의 연결망에 집중한 접근은 거시적인 수준에서의 연결망 형태와 기능에 대한 분석을 가능케 한다. 또한 이와 같은 접근은 기존의 산학협력에 대한 미시적인 접근(단위학교와 단위기업간의 협력관계)과 거시적인 접근을 통합하고 연결하는 시사점을 얻을 수 있을 것으로 기대한다. 구체적으로는 중등직업교육기관의 산학협력 연결망의 구조 및 내용을 심층적으로 분석하는데 목적을 두고자 한다. 이를 통해 학교 및 기업의 효과적인 산학협력 체제를 제안하고, 지역 및 국가 수준의 산학협력 지원 정책에 시사점을 제공할 수 있을 것으로 기대한다.1. Overview
This study aims to explore the current status of industry-academic cooperation in terms of upper secondary vocational education. Generally vocational school need strong partnership with industry for many reasons - structuring curriculum, doing cooperative education, and school to work transition. However cooperation between industry and vocational highschool had limits. Many schools have been seeking out the business themselves, and only have weak relationship with business. The study consists of four three parts:
First, we would analyze the surface layer of the industry-academic cooperation network in terms of the job placements relationships.
Second, we would analyze the deep layer of the industry-academic cooperation network focused on Incheon and Chungnam region.
Third, we would pick out the representatives cases among the Inchoen and Chungnam region. The cases might show process of relationship building and mechanisms forming a long term relationship with each other.
2. Research Method
The main method of this study is Social Network Analysis(SNA) and in-depth interviews. To analyze the surface layer of the industry- academic cooperation network, we used the secondary data which is collected by Ministry of Education in 2011. Also we collected data from vocational high school in Incheon and Chungnam region in terms of second part of this study. The contents of in-depth interview are mechanism and process of relationship between school and business. The interviewees are vocational highschool teacher who are responsible for the industry cooperation.
3. Main Results
1) surface layer of the Industry-Academic cooperation network
This paper defines surface layer of the industry-academic cooperation network as the (1) the contents of exchange are limited the student job placement, (2) an unofficial relationships, (3) weak relationships. The main results were as follows:
First, each vocational school has relationships with many businesses. Especially number of students who were sent in business shows power function. Secondly, many schools tend to have relationships with the local businesses. Third, the network’s structures of vocational high school are totally different with meister high schools’.
2) deep layer of the Industry-Academic cooperation network
This paper defines deep layer of the industry-academic cooperation network as the (1) various exchange human and material resources, (2) an official relationships, (3) strong relationships. The main results were as follows:
First, just like the surface layer, each vocational school has relationships with many business. Secondly, many school make their relationship by contact business directly. On the contrary, introduction by outside organizations such as job placement support center is rare. Third, exchanges between schools and businesses are limited even in strong relationships. Fourth, because of the different infrastructures between Incheon and Chungnam region, the structures of the network are different from each other.
3) case study in terms of mechanism of relationships between school and business
By the in-depth interview with vocational school teachers, we identified some features as follows:
First, many school take the industry cooperation as job placement. Strong relationship with business are very rare. Secondly, infrastructures of school is not enough to support the industry cooperation. Only few teachers are responsible for the managing businesses and they are jaded from too much work. Third, many schools have difficulty with strengthen the relationships with business.
4. Policy Implications
Based on the results of this study, we would suggest several political issues. First, ‘blueprint’ for promoting the industry-academic cooperation should be made at the national level. Secondly, the ability of schools and businesses in terms of strengthen their relationships should be developed. Third, building the proper foundations to support the industry-academic cooperation should be builded by government.제1장 서 론_1
제1절 연구의 필요성 및 목적3
제2절 연구의 내용7
제3절 연구 방법10
제4절 용어의 정의27
제5절 연구의 제한29
제2장 산학협력 연결망의 이론적 배경_31
제1절 산학협력의 개념 및 이론33
제2절 산학협력 관련 법령 및 지원 정책43
제3절 연결망 관점의 산학협력 관계73
제4절 산학협력 연결망의 개념적 틀 도출87
제3장 산학협력 연결망의 표층부 분석: 현장실습 연결망을 중심으로_95
제1절 자료의 일반적 특성97
제2절 현장실습 연결망 특성 및 분포106
제3절 학교 계열별 현장실습 연결망 구조122
제4절 종합 및 시사점150
제4장 산학협력 연결망의 심층부 분석: 뿌리내린 산학협력 관계를 중심으로_153
제1절 자료의 일반적 특성155
제2절 산학협력 연결망 구조178
제3절 종합 및 시사점206
제5장 산학협력 관계 형성의 사례분석_211
제1절 학교 특성 및 산학협력 인프라213
제2절 초기 접촉 과정219
제3절 산학협력 관계의 형성 과정227
제4절 산학협력 관계의 강화 및 소멸 과정236
제6장 결론 및 정책적 제언_243
제1절 산학협력 활성화를 위한 개선과제245
제2절 산학협력 활성화를 위한 정책적 제언255
SUMMARY_267
참고문헌_271
부 록_275
1. 설문지 양식27
The Promotion of Lifelong Vocational Education in Vocational Colleges
No full text연구의 목적
연구는 연구의 필요성에 기반을 두어 일반대학과 차별화할 수 있는 고등직업교육기관으로서의 전문대학이 평생학습사회에서 평생직업교육의 기능을 수행하는 데 필요한 다양한 제도 및 프로그램 운영의 개선 방안을 탐색함을 주목적으로 설정하였다.
연구의 내용
연구에서는 결론적으로 전문대학 평생직업교육에 관한 정부의 지원 정책과 전문대학의 추진 과제를 제언하기 위하여 외국의 동향 분석, 관련 법령 분석, 정부의 정책 현황 분석, 전문대학에서의 운영 현황 조사, 산업체의 수요 조사 등을 연구 내용으로 설정하였으며, 구체적인 연구 내용은 다음과 같다.
□ 이론적 접근과 외국의 동향
평생직업교육 및 유사 용어의 개념과 연관성
선행연구 분석 외국의 관련 정책과 제도 및 프로그램 운영 동향
□ 관련 법령과 정부 정책 현황
평생직업교육 관련 법령 주요 부처의 지원사업과 박근혜정부의 국정과제
□ 전문대학의 현황과 산업체 요구 분석
학칙 분석을 통한 전문대학의 평생직업교육 현황
전문대학의 평생직업교육 현황 및 요구 분석 조사 산업체의 전문대학 평생직업교육 요구 분석 조사
□ 개선 방향과 정책 제언
개선 방향
- 정부 정책은 사회 동향과 연계성을 유지하고 있는가?
- 현황과 수요 조사가 시사하는 바는 무엇인가?
정책 제언
- 정부의 지원 정책 - 전문대학의 추진 과제A. Purpose of Study
Korean vocational colleges have contributed to the remarkable development of the economy by meeting the needs for manpower from industries. However, it does not now actively respond to the various needs from the lifelong learning society.
The concept of‘the lifelong vocational education’in this research refers to vocational learning programs and systems that could be offered for everyone in society without limitations of times and places.
The reasons why vocational colleges need to promote the lifelong vocational education could be approached from three standpoints. First, recent amendment of ‘the Higher Education Law’, which allowed for two-year vocational colleges to open bachelor degree courses, made it difficult to find the differences between four-year universities and two-year vocational colleges. This change implies that vocational colleges need to promote the lifelong vocational education for both adult learners and traditional students. Secondary, the new Korean Government, which began in 2012, announced various national agenda including lifelong education policies. Therefore, vocational colleges need to promote the lifelong vocational education so as to lead the excellent role over higher education institutes. Thirdly, socio-economic changes in the nation implies that vocational colleges need to promote the lifelong vocational education for the early retired, baby-boomers, and the old who still need jobs for their late lives.
Based on the current situation, this study aims at analyzing the current situation of the lifelong vocational education in vocational colleges and exploring initiatives and tasks that the Government and vocational colleges need to follow in order to cope with the needs from society.
B. Research Methods
This study adopts several research methods. A review of the related literature is carried out, focusing on current situation and problems of the lifelong vocational education in vocational colleges.
A series of conferences were held with government authorities, vocational educators, and authorities from industries with a view to developing initiatives and tasks for the promotion of the lifelong vocational education in vocational colleges.
To conduct surveys, categories of questions to be analyzed were developed and selected. The main purposes of the surveys were to investigate the current status of the lifelong vocational education in vocational colleges and to draw ideas for government policies and initiatives of vocational colleges. The sample size of the survey for authorities in vocational colleges were 79 cases and that of the survey for authorities in industrial firms were 64 cases.
Finally, a seminar was held to present the outcomes of this study and discuss the feasibility of the proposed initiatives and tasks.
C. Policy Recommendations
A set of initiatives and tasks are suggested to cope with the needs for the promotion of the lifelong vocational education in vocational colleges.
a. The Government needs to develop ‘Korean Lifelong Vocational Education Model’ including proper time periods, contents of learning, and target groups in accordance with typical developmental stages of Korean people in society. The vocational colleges need to implement proper programs and systems within this model.
b. The Government needs to develop ‘Korean Qualification Framework’ for maintaining the transparency and equivalence of outcomes achieved through the lifelong vocational education.
c. ‘National Coordinating Committee’ needs to be newly organized to avoid the overlapping problems among policies for the lifelong vocational education from each goveremental departments concerned.
d. The concept of the lifelong vocational education needs to be changed to cope with the changes in the Korean society. For this purpose, the Government needs to amend ‘the Vocational Education and Training Promotion Law’ into ‘the Lifelong Vocational Education Promotion Law.’
e. The Government needs to give priority to the disadvantaged in society in offering opportunities and programs of the lifelong vocational education.
f. The Government should support vocational colleges that are making efforts to reflect various needs from the labour markets into their curriculum.
g. The Government needs to develop and diffuse ‘the Standard Manual for the Lifelong Vocational Education’ so as to help those vocational colleges that start programs and systems of the lifelong vocational education in recent times.제1장 서 론_1
제1절 연구의 필요성과 목적3
제2절 연구 내용과 연구 방법론9
제3절 용어의 정의 18
제4절 연구의 범위와 한계점 19
제2장 이론적 접근과 외국의 동향_21 제1절 이론적 접근 23
제2절 외국의 동향 36
제3절 시사점 58
제3장 관련 법령과 정부 정책 현황_61
제1절 평생직업교육 관련 법령 현황 63
제2절 정부의 정책 현황 77
제3절 시사점 98
제4장 전문대학 현황과 산업체 요구 분석_103
제1절 학칙 분석을 통한 전문대학의 평생직업교육 현황 105
제2절 전문대학의 평생직업교육 현황 및 요구 분석 조사 109
제3절 산업체의 전문대학 평생직업교육 요구 분석 조사 161
제4절 요약 및 시사점 181
제5장 개선 방향과 정책 제언_207
제1절 개선 방향 209
제2절 정책 제언 230
SUMMARY_245
참고문헌_249
부 록_257
1. 전문대학의 평생직업교육 제도프로그램 운영 현황 및 요구 조사 설문지 259
2. 산업체의 전문대학 평생직업교육 제도프로그램에 대한 요구 조사설문지 26
The actual condition of vocational trainingin juvenile protection agencies and remedies
No full text본 연구의 목적은 사회적 약자인 보호소년의 직업능력을 개발하기 위해 보호소년의 직업능력개발훈련의 실태를
분석 및 진단하고, 성공적인 사회 복귀를 위한 개선 방안을 제시하는 데 있다.
<연구의 내용>
본연구에서 다루고자 하는 내용을 구체적으로 제시하면 다음과 같다.
가. 보호소년의 특성과 직업능력개발훈련
1) 보호소년의 특성
2) 직업능력개발훈련을 통한 보호소년의 교정교화의 의의
3) 소년원 직업능력개발훈련 운영 현황
나. 보호소년 특성과 직업능력개발훈련 실태
1) 보호소년 특성 파악, 보호소년의 사회정서적, 기초직업능력수준
2) 직업훈련교사 대상으로 보호소년 직업능력개발훈련 운영 실태 및 요구 분석
다. 보호소년 직업능력개발훈련 만족도 및 개선사항
1) 직업능력개발훈련 운영 만족도
2) 직업능력개발훈련 개선사항 및 취업관련 요구
라. 보호소년 직업능력개발훈련 개선 방안
1) 보호소년 직업능력개발훈련의 전제
2) 보호소년 직업능력개발훈련의 개선 방안Ⅰ. Research summary
The purposes of this research are to analysis and diagnosis the actual condition of vocational ability development training for juveniles under protection for occupational capability development of juveniles who are assorted as a socially disadvantaged group and to suggest the remedies for their successful return to normal social life.
In order to accomplish these purpose of the research, we collated the relevant literature materials by cooperation from the Ministry of justice, and we also accomplished both of complementary qualitative and quantitative researches such as interviews, FGI, and surveys for convergence of opinions and mutual agreement related to the actual condition, request, and satisfaction level of operating vocational ability development training for juveniles.
Ⅱ. Characteristics of protected juveniles and their vocational ability development training
1. The concept and characteristics of protected juveniles
？？ The juvenile law？？is the law defining protective dispositions for antisocial juveniles, and it has various regulations for juvenile protection up to date since it has been materialized as the law and system in 1958. The definition of ‘the protected juveniles’ signifies the juveniles who sent from the juvenile department of the Family Court or the juvenile department of the district Court according to the statements on？？the juvenile law？？of Article 2, section 1, and Article 32, Section 1, Item 8 to 10.
That is, ‘the protected juveniles’ calling the juveniles under protective dispositions are who under full 19 years old with antisociality or criminal tendency and committed crimes outside the range of criminal penalties when prosecutors and judges considered them for adjusting environment and correcting conducts.
The juvenile protective dispositions are assorted from No.1 to 10 disposals by judgements of the juvenile protection education institution.
No.1 disposal is for guardian care, and No.2 to No.5 disposals are for probation to be managed by probation office. As types of the strongest punitive character, No.7 to 10 disposals are for sending to training school. No. 9 disposal is for sending to the training school and getting curriculum education (including school qualification exam), personality education, or vocational ability development training for over 6 month. No. 10 disposal which is the strongest juvenile protective disposition is for sending to the training school and getting the vocational ability development training for within 2 years. People who are underage for the vocational training (the vocational ability development training is available from 15 years old) or who have insufficient academic background would get the curriculum education in school qualification exam classes. Hence, the objects of this research are protected juveniles getting the vocational ability development training in training schools under No.9(sending to a training school for short-term, less than 6 month) and No.10 (sending to a training school for long-term, less than 2 years) disposals.
The previous researches about problem behavior of protected juveniles are focused on analyzing economic and domestic factors, and those are trying to find individual factors that made the antisocial behaviors of juveniles available in these days. As the psychological factors related to delinquency actions, Bartol &Bartol (2010) suggested cognitive, developmental factors like aggression and impulsiveness, hyperactivity, and ADHD (attention deficit hyperactivity disorder) and CD (conduct disorder). Kwon Jieun (1998) considered the depression, impulsiveness, self-justification, antisocial tendency, anxiety, aggression as the causal factors of delinquency in individual aspect, and Park Hyunsun (1998) pointed out the impulsive/aggressive tendency, depressed/abandonable tendency, and developmental risk as the individual risk factors of delinquency. On this wise, several previous researchers found the individual characters occurred to delinquent teenagers including protected juveniles from depression, aggression, impulsiveness, and self-control.
The criminal trend of young offenders was reduced in the view of the crime situation, but the rate of young offenders of 16 ~ 18 years old is continuously increasing, and the rate of male is more 4 times than female offenders. In addition, it was informed that the rate of joint offenses is higher than the rate of one-man crimes, and the criminal motivation like the love of gain for supplying the entertainment expenses was multiply increased since 2010. Especially the rate of young offenders with more than four criminal records was increased from 6.9% in 2007 to 12.0% in 2011, and it can be interpreted that the juvenile delinquencies are getting habitualized.
2. Vocational ability development training in training schools
The vocational ability development training in training schools is accomplished according to the regulations of ？？The regulations for vocational ability development of laborer？？. Starting from the Anyang training school in 1973, the vocational ability development training in training schools has been operated by public vocational training institutions up to date since ‘the public vocational training centers’ were established in training schools across the country in 1974. Because the protected juveniles in training schools prepare to entry into the labor market upon their age, the training schools applied initial and upgrading training to over 15 years old protected juveniles who received No.9 or No.10 disposal for over 6 month within 1 year. The collective training is mainly executed due to the nature of reception institutions, but it is combined with on-th-job training and has a character of the mixed training.
The enforcement system of vocational ability development training in training schools make entered protected juveniles go through the courses of the entered inmate education (10 days), basic education, and enducation for returning to society in order. They get living guide and treatment evaluation during the entered inmate education period and curriculum education, vocational ability development training, personality education, medical and rehabilitation education, and special activities during basic education period. Career counseling, social adjustment guidance, self-sufficiency, and job placement is performed during the period of education for returning to society.
There are ten training schools including Seoul training school at the moment, and 8 schools are for boys and 2 schools are for girls, and those are operated as each name according to corresponding education curriculum.
Ⅲ. The characters of protected juveniles and actual condition of the vocational ability development training
1. In the aspect of vocational training teachers
As the result of the in-depth interview and FGI for vocational training teachers, it showed the they appealed the difficulty and its remedies about class operation and human, material infrastructure due to the characters of protected juveniles and training schools.
According to the character of training schools, each learner has different beginning and ending time for training courses, and also the academic level or age is different between 16 to 21 years old so that the coursed are operated as mixed training, therefore the vocational training reached to limit status difficult to systematize and operate for each age or academic level. Furthermore, many opinion stated night duties and assignment tasks of most teachers have larger part of the work than their vocational training duties.
In case of contract workers, there were great difficulties in management of protected juveniles in the aspect of following-up control, and they could not use their ability because their identifications were not managed properly. Whereupon, those were requested to expand the vocational training classes and corresponding manpower and to find the management plan of efficient vocational ability development training through the improvement of labor conditions for the teachers.
For the last, although a practice through the close connection with industrial sites for employment, it is difficult to process the practice by insufficient place for vocational training, and field practice or vocational guidance also has difficulty.
Therefore, the employment supporting by construction of human and material infrastructure for proper vocational ability development training was requested.
2. In the aspect of protected juveniles
As the result of the in-depth interviews for protected juveniles, it showed there are difficulties such as surrounding environment that makes them goes in to criminal situations, re-entering to a training school by the violation of probation, low academic level, unclear career awareness by lack of their own interest and attention to their aptitude, in-depth vocational training request, and job placement after coming out of the training school.
They had a difficulty to choose the vocational training to learn over a year within a short-term, and even they did not know their own interest or aptitude after they selected their job career, and the information about their career was not enough. Hence, the systematic vocational guidance education and counseling was requested to improve the level of awareness for their career and occupation.
Also, protected juveniles had very low academic level even if they graduated from middle school. Meanwhile, some outstanding students among the protected juveniles want to acquire one of qualifications as soon as possible and learn the improvement process for their spare time, but normally one teacher has various charges of basic and improvement course at the same time. Accordingly, it is requested to seek the management plan of vocational ability development training for each level through the reinforcement of corresponding educational manpower.
For the last, it was requested to find the environmental improvement plans for continuous job placement and healthy growth of protected juveniles as well as employment supporting such as sufficient field practices or commuting job placement so that they can get occupations and settle down stably.
3. Implications
First, as the result of interview about the individual features of training teachers from protective authorities and the backgrounds of selecting corresponding occupation, it was shown most training teachers had great difficulty to apply the proper teaching method or education to protected juveniles due to the lack of prior education that makes teachers understand the characters of protected juveniles before the training is began. Accordingly, the necessity of prior education regarding the characters of learner to the teachers in charge of vocational training for protected juveniles.
Second, most of protected juveniles were included in the age group of middle or highschool students, and all of them aware their academic level is low.
Third, it was pointed out the systematic education and guidance are necessary for the awareness level of life course and career of protected juveniles. Among the present vocational ability development training courses, the preference for bakery, hair, and welding was high.
Fourth, the vocational ability development training is affected by the frequent inflow and temporal nature due to the character of training school, and it made frequently changeable number of trainees and different academic level of trainees so that the vocational training has fundamental limitation.
Fifth, although the field practice connecting with industrial sites is important educational method for vocational training, various difficulties occurred to field practice or vocational guidance in vocational training of training schools.
Sixth, although these fundamental limit of vocational training in training schools, most of teacher and protected juveniles were satisfied with the chances for the vocational training.
Ⅳ. The satisfaction level of vocational ability development training for protected juveniles and improvement requirements
1. In the aspect in vocational training teachers
As of the year 2013, it has shown 1/3 (34.8%) of vocational training teachers in training school has less than 3 years of career, and the result of the proportion of their work status, the proportion of counseling about vocational training and assignment task (23.9%) and other administrative work (17.4%) had great part as well as vacational ability development training tasks.
For the reason thought by the teachers that protected juveniles join in the training, 56.5% of teachers considered the protected juveniles have purpose on employment/foundation (30.4%) and skill acquisition (26.1%). Nevertheless, they also thought 34.8% of protected juveniles participate for vacational training regardless of their intention because it was impossible to take curriculums.
As the difficulties in class of vocational ability development training, ‘interruption for classes by participation of protected juveniles causing problem behaviors (average 1.8)’, ‘academic level below standard of protected juveniles (average 2.0)’, ‘difficulty of study progress by continuous inflow of trainees (average 2.0)’ was appointed.
The support of employment and entering school from training schools was mainly applied for employment consultations (91.3%), special lectures (82.6%), participation in career fairs (82.6%), and inspections for employment and entering school (82.6%) in the order, and an opinion was proposed the manpower in overall training schools is insufficient. Especially the shortage rate was shown as protective manpower (73.9%), outside professional lecturer (73.9%), and regular vocational training teacher (65.2%) in above order.
Over the majority considered the present budget support from the government for vocational ability development training is not enough. The aspects especially requiring the budget support were ‘expansion of relevant facilities (32.5%)’, ‘training and supporting alternate manpower for specialty improvement of vocational training teachers (30.0%)’, ‘reinforcement of professionals and vocational training teachers (22.5%)’.
As the institutional requirements for improvement of vocational ability development training in training schools, securement of regular positioned vocational training teachers (average 4.6), intension of career counseling (average 4.2), characteristic vocational training for each training school (average 4.1), intension of personality education (average 4.1) in above order.
2. In the aspect of protected juveniles
It was found the awareness of relevant information for vocational ability development training participated by protected juvenile was generally low as the average 2 point. Especially, the awareness of suitability for ‘wage (average 2.2)’ and one’s own value, ability, interest, and character was low.
While some purposes on participation in the vocational ability development training of protected juveniles were considered as investment for their own future such as ‘employment and foundation after coming out of the training school (21.6%) and ’skill acquisition for employment (21.6%), 15.5% of responses was for ‘in order to bear the long-term of detention in the training school’.
Also, according to the survey result through the multiple response method about desired vocational ability development training other than present course, ‘bakery (22.9%)’, ‘hair design (14.7%)’,’construction machinery (operation) (12.1%)’ was preferred in above order. There were ‘barista’ or ‘fashion design’ among the other reponses.
The satisfaction levels of protected juveniles for vocational ability development training became low in order of ‘employment consultation (average 3.49),’support of exclusive administrative manpower (average 3.54)’, ‘professionalism and teaching method of outside lecturers (average 3.56)’. Also among the expectations for the vocational ability development training participating at present by themselves, ‘adaptation after returning to society and prevention of repeated crime (average 3.6)’ and ‘aid for employment (average 3.5)’ showed high rate.
The responses of requirements for improvement had high proportion as in order of ‘intension of support for certificate acquisitors after the completion of vocational ability development training (average 3.67)’, ‘reinforcement of vocational ability development training and field practice customized for corporations (average 3.62)’, ‘intention of employment supporting and consultation after the completion of vocational ability development training (average 3.58)’.
The proportion of career decision were high as in order of female (77.3%), over 19 years old people (79.7%), people graduated high school (81.9%), people having families (77.3%).
Also, the proportion of the responses for the reasons the protected juveniles can not decide their career (No.1 and 2 ranked responses) were high as in order of ‘do not know one’s own aptitude and talent (21.9%), ‘no information about career (12.4%)’.
The career information desired by protected juveniles (No.1 and 2 ranked responses) had high ratio of responses as in order of ‘financial wage (28.7%),’promising job (28.1%)’, ‘job stability (13.0%)’. Also, the difficulties of employment (entering school) considered by protected juveniles had high ratio as in order of ‘low school record (26.7%)’, ‘lack of skill or certificate (19.8%), poor family circumstances (11.5%)’.
3. Implications
First, as it is appeared 1/3 (34.8%) of vocational training teachers in training school have less than 3 years of experience, the prior education for learners, relevant systems, and specialty improvement for next new training teachers is required.
Second, as the result of examining the proportion of tasks for vocational training teachers, it is appeared the nonoccupational task other than vocational ability development training had high proportion, so in-depth discussion for setting up a role of vocational training teachers in training school.
Third, the preparation for expansion of protective authorities for protected juveniles treated with medication and customized class management plan considering the character and level of protected juveniles such as operating the prior education class for learners having academic level below standard before the beginning of the training.
Fourth, the preparation of continuous supporting plan considering the character of protected juveniles in the medium to longer term is required more than the supporting plan mainly consisted of consultation processed by vocational training teachers with low leveled expertise of employment and entering school or one-time special lecture and participation in an exhibition.
Fifth, those reinforcement of vocational training teachers and manpower in charge, securement of facilities and materials for efficiency of vocational training, and division of labor and reinforcement of manpower for making vocational teachers concentrate in vocational ability development training are required.
Sixth, clarifying the relevant supporting plans such as securing the manpower of vocational training teachers for qualitatively guaranteed vocational training in training school, consultation for employment and entering school for protected juveniles, reinforcement by development and application of systematic personality education. Also, the consideration for plans of specialized vocational training for each training school is also required.
Seventh, motivation of participation in the training through the interest and aptitude inspections for understanding of the character of protected juveniles related to occupational selection of vocational ability development training and detail information provision such as the wage of corresponding occupation.
Eighth, the preparation for motivation plan of training participation and systematic prior education through the sufficient information support about the vocational ability development training process participated by each learner at present is requested.
Ninth, the progress of vocational training process helping self-reliance of protected juveniles by vocational ability development training process in various field as well as the present vocational ability development training executed through a close examination about prospective jobs considering the character of protected juveniles is required.
Tenth, in case of newly established process of vocational ability development training, it is needed to try to inspire the motivation for training of protected juveniles by efforts for on-site-spot study of relevant work places and provision of the employment information.
Eleventh, More operational and detail support for how the process of vocational ability development training that most protected juveniles participate at present is applied to their future employment.
Twelfth, when the process of vocational ability development training is expanded for later No.9 protected juveniles, the establishment of target consciousness by preparing for induce
A Research Study on Measures to Expand Support for Specialized High Schools based on Cooperation between Government Departments, Local Governments and Industry
No full text특성화고가 도입되던 시기와 지금의 상황은 크게 달라졌다. 즉, MB정권 이전에 특성화고는 전문계고의 한 형태로서 소질과 적성을 고려하여 조기 입직을 위한 전문교육을 실시하던 학교였지만 여전히 진학중심의 교육성과를 보인데 반해, MB정권부터 추진되어 온 고졸 취업 정책(선취업·후진학, 열린고용 등)에 따라 전문계고는 특성화고로 그 명칭이 변화되었고, 취업 중심의 명품학교로 탈바꿈하고 있다. 이러한 상황 변화에 맞춰 정부부처 연계 특성화고 육성 사업도 소관 부처별 관련 산업분야에서 고졸 적합 일자리 및 직무의 발굴, 고졸 인력의 성장경로 제시 등을 통해 졸업후 취업과 연계된 프로그램 운영으로 전환되어야 한다.
또한, 지방화 시대에 맞춰 정부주도의 인력 양성은 물론 지역주도의 인력 양성 정책 및 사업이 활성화되어야 한다. 이런 점에 지자체·산업체 연계 특성화고는 매우 중요한 의미를 가지고 있지만 제대로 운영되지 못하고 있는 것이 우리의 현실이다.
본 고에서는 이를 위해 (1) 특성화고의 개념 및 정책 변화, (2) 특성화고의 운영 현황, (3) 정부부처·지자체·산업체 연계 특성화고의 문제점 등을 분석하였고, 이를 토대로 (4) 정부부처 연계 특성화고의 확대 및 지자체？산업체 연계 특성화고의 활성화를 위한 앞으로의 정책과제를 제안하였다.Ⅰ. 문제제기 2
Ⅱ. 정부부처·지자체·산업체 연계 특성화고의 현황및 문제점 4
Ⅲ. 정책제언 16
참고문헌 2
Case Study on Private Sector in Job Qualifications Based on NCS
No full text직업교육훈련 및 자격제도에 수요자인 산업계의 참여를 확대시킴으로써 기존의 제도를 ‘공급자 중심’에서 ‘수요자 중심’으로, ‘투입(income) 중심’에서 ‘결과(outcome) 중심’으로 인재개발 패러다임을 전환하는 것이다. 즉, 국가직무능력표준에 기반한 교육·훈련과 자격제도를 구축·운영함으로써 인력의 양적 및 질적 미스매치를 줄이고, 이를 통해 학력과 스펙이 아닌 실력과 능력이 존중받는 사회를 만들고자 하는 것이다.
특히, 새 정부는 취업이나 승진 시 ‘학력’, ‘스펙’, ‘출신지역’, ‘외모’ 등을 ‘능력’ 보다 중시한 인사관행 때문에 심화되었던 사회 계층 간 갈등을 개선하기 위해 능력중심 사회 구축을 위한 NCS 개발을 국정 과제로 제시하였다.
이를 위해 ① 실력중심의 스펙초월 채용시스템 정착, ② 국가직무능력표준 구축, ③ 능력중심사회 구현을 위한 직무능력평가제 도입, ④ 평생직업능력개발 체제 구축을 제시하였다. 특히, 새 정부는 취업이나 승진 시 ‘학력’, ‘스펙’, ‘출신지역’, ‘외모’ 등을 ‘능력’ 보다 중시한 인사관행 때문에 심화되었던 사회 계층 간 갈등을 개선하기 위해 능력중심 사회 구축을 위한 NCS 개발을 국정 과제로 제시하였다. 이를 위해 ① 실력중심의 스펙초월 채용시스템 정착, ② 국가직무능력표준 구축, ③ 능력중심사회 구현을 위한 직무능력평가제 도입, ④ 평생직업능력개발 체제 구축을 제시하였다.This study explored business cases of the job competency evaluation system which is based on NCS(National Competence Standard). The NCS was developed to overcome mismatch between demand and supply of labor market. The main areas of NCS utilization include education, training, qualification, and human resource management of companies. However, to apply the NCS to human resource management of companies, the job competence evaluation system is needed. The job competence evaluation system includes human resource management practices such as recruitment, selection, training, job performance management, and compensation which are based on NCS. Since the NCS is on its way to development, there would be not sufficient business cases of job competence evaluation system. Therefore, this study uses two kind of business cases: one from firms which recruited graduated from NCS pilot colleges and one from firm which developed their own human resource management practices similar to job competence evaluation system.
The job competence evaluation system is very similar to job based human resource management. As a matter if fact, the job competence evaluation system is a special form of job based human resource management system. The idea of job based human resource management is that the development of competence model which specifies individual competences to effectively pursue organizational strategy and objectives would be helpful to operate individual human resource management practices like selection, education and training, development, evaluation, and compensation. This study included a couple of company cases which introduced and operated the job based human resource management practices.
This study introduced three business cases which associated with NCS pilot colleges in that they recruited graduated from these NCS pilot colleges. The landscape and environment department of the Singu college operated the NCS curriculum for three years from 2009 and introduced many programs to support the NCS program. The design office called the ‘Sigh’ was involved with the operation of the NCS of this school and recruited many graduated from this department. Even though it is hard to find explicit practices similar to the job competence evaluation system due to the small size of the company, it can be found that the finite range of job would be helpful to operate the job competence evaluation system. The Automobile department of Aju college also participated in the NCS pilots. It also introduced and operated many programs to efficient support the NCS system. It has a very close relationship with the engine design company called ‘Tenegy’. The company recruited many graduates from the department every year and supported the college in various ways. The Pyungtaik high school is one of Meister high school and had a colse relationship with Samsung Heavy Industry company. The company recruited high school graduates from the second year of students and train them in high school and its own training center. Through the pre-meister program, students are trained to be ready to work for the company and only students who meet the qualifications company proposed can be selected into the company. Even though these qualifications are not explicitly announced to be the job competence evaluation system, they are actually very similar to it.
There are also business cases which developed their own system similar to the job competence evaluation system. The company called ‘Hyunjin material’ introduced the job competence evaluation system by itself and applied the system to selection and career development. The Foundation of Korea Automotive Parts Industry Promotion was founded to support subcontractors of Hyundai Automotive company and provided many training programs to subcontractors. It has a similar function of ‘Skillsnet’ of United Kingdom.
In the midium and small sized companies, the job competence evaluation system has not been well developed due to the small size of the firm. However, some companies actually utilized the similar system in selection and training. In the large companies, even though the name of the job competence evaluation system has not been used, they actually operated job based human resource management systems which are very similar to the job competence evaluation system. To operate the job competence evaluation system efficiently, systematic approach to the job competence evaluation system, PR and education on the system, development of job management, and the active involvement of Sector Councils are needed. If the job competence evaluation system were well developed, it can be used in the large companies, the midium and small sized companies, HRD consulting for the small and midium sized companies, and life-long learning of individual workers.제1장 국가직무능력표준의 개요_1
제1절 도입배경 및 목적 3
제2절 추진 경과 5
제3절 개발 분야 및 구성 요소 6
제4절 활용 8
제2장 역량기반 인적자원관리_13
제1절 역량기반 인적자원관리에 대한 이해 15
제2절 역량기반 인적자원관리의 활용 23
제3절 역량기반 인적자원관리 사례 40
제3장 민간분야 적용사례: 학교 연계_51
제1절 신구대학교(조경분야) 53
제2절 아주자동차대학 70
제3절 평택기계공업고등학교 79
제4장 민간분야 적용사례: 기업 자체 개발_89
제1절 현진소재(주) 91
제2절 자동차부품산업진흥재단 95
제5장 결론_101
제1절 민간부문 직무능력평가제에 대한 평가 103
제2절 민간부문 직무능력평가제 정책방안 104
SUMMARY_113
참고문헌_11
The characteristics of happy adolescents
No full text○ 대학 입시 위주의 교육제도와 획일적이고 경쟁적인 학교 분위기에 의한 학업 스트레스 등을 경험하면서, 한국의 청소년들에게는 학교 폭력, 왕따, 정신병과 자살 등 많은 극단적인 문제가 야기되고 있음.
○ 한국 청소년의 행복 수준은 10점 만점 중 평균 6.84점이며, 행복 수준 9점 이상의‘행복한 청소년’은 전체의 18%에 불과
○ 학력과 취업 여부, 사교육 등 현실에서 경쟁을 통해 얻는 요인들이 아니라 오히려 개인의 건강과 자아성숙 등과 같은 정신적인 요인들이 청소년의 행복을 결정짓고 있는 것으로 나타남.
○ 행복한 청소년들은‘가정생활 만족’, ‘건강함’, ‘자아성숙’등의 요인에서 전체 청소년에 비해 각각 11.8%p, 26.2%p, 6.5%p 높은 것으로 나타남
Analysis of the Results of the Global Skills Assessment on College Students
No full text○ 글로벌역량은 수도권 학생들이 53.4점으로 비수도권 학생들(45.1점)보다 현저하게 높음.
○ 계열별로는 이공계열 학생이 46.7점으로 인문사회계열 학생(47.4점)보다 낮게 나타남.
○ 학년별로는 4학년(52.9점), 3학년(51.0점), 2학년(47.5점), 1학년(45.1점) 순으로 나타나, 고학년일수록 글로벌역량 수준이 높음.
○ 글로벌 환경에 대한 노출 정도에 따라 글로벌역량의 격차가 나타남. 즉 글로벌 환경 노출 정도가 높은 상위 25%의 글로벌역량 수준은 50.3점인 반면, 하위 25%는 44.0점으로 큰 차이를 보임.
○ 대학생들의 글로벌역량을 강화하기 위해서는 글로벌 환경에 대한 관심을 확장시키고 관련 경험을 제공할 필요가 있음.○ The results show that students in the capital area have a significantly higher level of global skills (53.4 points)compared with students in provincial areas (45.1 points).
○ In terms of majors, the average score of students majoring in natural sciences and engineering was 46.7 points, which is lower than the 47.4 point average recorded by students majoring in humanities and social sciences.
○ In terms of the average score of each educational year, students are ranked in the order of seniors(52.9 points), juniors(51.0 points), sophomores(47.5 points), and freshmen(45.1 points),indicating thathigher the educational year, higher the level of global skills.
○ There were differences in global skills level depending on the level of exposure to the global environment. The global skills score of the top 25% of students in terms of exposure to the global environment was 50.3 points, whereas that of the bottom 25% was 44.0 points, showing a significant difference.
○ In order to enhance global skills of college students, it is necessary to help them to expand their interest in the global environment and provide them with relevant experience
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