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The actual status of using accreditation of vocational training providers and improvement suggestions
No full text매년 실시되는 직업능력개발훈련기관 평가의 활용 실태를 종합적으로 진단하여 개선 과제를 제시할 필요가 있을 것이다. 이와 같은 필요성에 근거하여, 이 연구에서는 훈련기관 평가를 둘러싼 관련 집단인 지방고용노동관서와 고용센터 관계자, 훈련 수강생 및 훈련기관, 사업체 교육훈련 담당자 등의 평가결과에 대한 인식과 평가결과의 활용 실태에 대해 검토하고, 국내외 평가(평가인증) 사례 및 활용 실태 등을 분석하고자 하였다. 이를 통해 직업능력개발훈련기관 평가의 전반적인 향후 개선 방향을 제시하였으며, 특히 평가를 활용하기 위한 개선 과제를 제시하고자 하였다.All the vocational training providers, which receive financial support from the Ministry of Employment and Labor, should be accredited in accordance with ‘Workers Vocational Skills Development Act’. For this study, surveys were conducted on the systems related to using training provider accreditation, and the actual state of those systems, and groups in charge of the provider evaluation. It analyzed the survey results, evaluation cases in Korea and overseas, and the actual state of using those results. Based on the analysis results, it makes improvement suggestions to use evaluation of vocational training providers.
The followings are the results of this study.
First, accreditation of training providers was carried out in order to enhance training effectiveness and its quality, and the usage of the results was various: as criteria to make decisions for government support programs, such as application for and approval of government- subsidized training courses, differentiation of training subsidy and oversight and supervision and selection of best training institutes. Also, the results were used to provide trainees with information on training providers or to enhance their training competencies. However, since the final assessment results were not broken down into a differentiated grade system, the results did not have any direct impact on providers, except for the group with the lowest grade.
Second, when reviewing evaluation results and the actual state of training for the recent three years together, it revealed some positive effects of accreditation. In general, there were more providers whose grade moved upward than downward in terms of change of evaluation grade. Also, the number of trainees tended to grow as the grade goes up, when comparing the assessment results with the number of trainees of a provider, and higher grade was translated into higher employment rate.
Third, concerning interviews with government employees in local employment and labor offices and workers at job center, trainees and providers, and those in charge of training at companies and their questionnaire survey, many of the findings suggested that the interviewees were not fully aware of the accreditation system or using the results. They clearly showed a necessity to provide information on the training provider evaluation system to those in charge of training at companies and trainees and enhance promotion to them. Even training consultants, who work for job centers that provide training consulting to job-seekers, did not know about the evaluation grade of their local training providers, which suggests that it is necessary to provide such information to training consultants in the future.
Fourth, Korean and overseas accreditation cases demonstrated that most of training related evaluations were carried out in a form of an evaluation certification or an accreditation and in the case of government-supported training programs, the results were strongly incorporated in the government subsidy programs. On top of this, it is notable that providers which were already accredited can be eliminated from the list of government-backed training courses if their employment rate is lower than a certain level.
Based on these findings, the following suggestions were made to make a better use of the accreditation results in five areas: to enhance connection between the evaluation results and support for training, to introduce a differentiated subsidy system based on the assessment results, to provide better access to such results, to introduce a system to mark best practice training providers, and to push for autonomous capacity building by trainers. At the same time, it was the most desirable way to introduce a procedure of accrediting training providers in advance before training begins in order to make the best use of the assessment in the long term.제1장 서 론_1
제1절 연구 필요성 및 목적 3
제2절 연구 내용 및 방법6
제2장 평가 및 평가활용 관련 제도 현황_9
제1절 직업능력개발훈련기관 평가제도 11
제2절 직업능력개발훈련기관 평가활용 제도 19
제3절 요약 및 시사점 24
제3장 평가와 훈련실태의 연계 검토_27
제1절 분석 개요 29
제2절 평가와 평가등급의 변화31
제3절 평가와 과정심사의 연계 38
제4절 평가와 훈련인원41
제5절 평가와 훈련성과47
제6절 훈련생 거주지와 훈련기관 지역 51
제7절 요약 및 시사점 55
제4장 평가활용 관련 의견 및 실태 조사결과 분석_59
제1절 조사 개요 61
제2절 고용센터 및 지방고용노동관서 관계자 대상 63
제3절 직업능력개발훈련 수강생 대상 76
제4절 직업능력개발훈련기관 담당자 대상 95
제5절 사업체 교육훈련 담당자 대상 108
제6절 요약 및 시사점 132
제5장 국내외 평가 및 평가활용 관련 사례 현황_137
제1절 국내 사례 현황 140
제2절 국외 사례 현황 149
제3절 요약 및 시사점 179
제6장 개선 과제_183
제1절 연구 결과의 종합 논의 185
제2절 평가 활용 강화 방안 188
제3절 평가제도 개편: 평가인증제도 검토 195
SUMMARY_199
참고문헌_203
부 록_207
1. 지방고용노동관서 훈련기관 업무담당자 조사지 209
2. 고용센터 훈련상담자 조사지213
3. 직업능력개발훈련 수강생 조사지 216
4. 직업능력개발훈련기관 조사지 221
5. 사업체 교육훈련 담당자 조사지 225
6. 조사결과 부표 23
The Measures of linkage between life-long learning and employment for the future generation
No full text. In other words, education is to find objects to be loved by children. Finding objects to love till the last day of a hundred years of age, growing ability to change the objects, and leaving the labor market open to raise their own value might be the most important tasks. Many scholars in the world presented the study result saying that Korean people''s materialism causes unhappiness to themselves. Clearly knowing about what is the happiness, and what value should be considered as important and pursued is the most important to improve Korean people''s quality of life. For this, we should provide the career design planning chart from the period of career recognition(stage of elementary school), to the period of career exploration(stage of middle school) and the period of career selection(the stage of high school). What is the most essential here is to establish system that can be actively managed by individuals and also institutionally managed by school, state and society. Moreover, it is necessary to help learners'' adaptation to the future society and development of capacity, so that learners belonging to elementary/middle/high schools can actively cope with the future society. It is also needed to provide them with not only reading environment in which they can have extensive humanistic and philosophical thinking, but also ecological learning environment for establishment of identity and self-directed learning, which might be the social heritage given from the older generation and society to the future generation.본 과제에서는 다가올 미래사회를 대비하기 위해 ‘미래세대’에서 필요로 하는 직업능력을 파악하고, 이를 토대로 ‘평생학습과 고용 연계’를 강화시키는 방안을 제시하고자 한다. 연구 목적을 구체적으로 제시하면 다음과 같다.
첫째, 미래세대가 살아갈 시대의 환경 변화를 예측하여 미래사회에서 요구되는 직업능력을 파악한다. 특히 미래 직업 트렌드, 조직 및 근무 형태, 경력 유형과 라이프스타일 등과 관련된 직업기초능력에 대해 파악한다.
둘째, 미래세대의 평생 직업능력 강화를 위한 학습-고용 연계 방안을 분석하여 실행 주체별(중앙정부, 산업체, 시·도교육청, 지자체, 학교, 그리고 기관 및 단체)로 연계 방안을 제시한다.
셋째, 미래세대를 위한 학습-고용 연계 방안과 관련한 정책적 시사점과 인문학적·철학적 담론을 제시한다.management and attitude balanced between work and quality of life in the order.
The obstacle factors of connection between lifelong learning and employment of the future generation and measures for overcoming were researched and analyzed in six aspects such as 1) the short-sighted amendment of law and institution regarding the aspect of law and institution, 2) the absence of any prediction of the future society, and securing research budget in the financial aspect, 3) in the aspect of infrastructure/facilities, discordance of equipment and facilities between lifelong learning institutes and the fields of employment, and preparing the actual field practice programs and learning programs with invited experts in each area, 4) in the aspect of providing information, the absence of portals for the future promising job groups, and strengthening/newly establishing portals that provide the latest information from domestic and foreign future research institutes, 5) in the aspect of social recognition, lack of overall recognition of the future generation and lifelong learning, and efforts to change the national-level paradigm, and 6) for other opinions, the intensified gap of investment in educational training between large enterprises and small/medium-sized companies, and correct understanding by small/medium-sized companies and expansion of investment support in educational training.
As measures of strengthening connection between lifelong learning and employment for each practical main agent in accordance with changes in the future environment and the future vocational world, we suggested ① establishing national human resources plan, strengthening the future prediction ability &positive thinking and attitude, ④ coping ability to changes and lifelong learning ability, and ⑤ self-control &career management ability, ③ professionalism &practice and concentration ability, ② converging ability &cooperation, ④ challenge ability, and ⑤ personal history management ability in the order. Regarding the type of experience and lifestyle, we had ① career design &understanding of global culture in the order. As basic job skills required for the future generation related to organization and work type, we had ① multi-business handling ability, ② open thinking, ③ Use of information technology &self-directed learning, and ⑤ coping ability to changes &problem recognizing ability, ④ analytical thinking &insight and forecasting ability, ③ cooperative &contents, ③ developing textbooks for training, and ④ developing teachers training programs.
For affluent life of the future generation, &contents for elementary/middle schools, integrated with SMART-based scientific technology, humanities and arts, and preparing measures of continuous propagation and application to the educational/industrial fields. As concrete fulfilling programs(plans), we suggest ① developing general guidelines of SMART converged talent education, ② developing SMART converged talent education programs &engineering for converged job training, fifth, expanding global joint research to form working culture possible to have cooperation between necessary talent by forming global mind, sixth, providing teachers with converged training for development of convergent curriculum to foster creative talent, seventh, rapid development of National Competency Standards(NCS) and learning modules, innovating job training suitable for industrial demands, and establishing National Qualification Framework(NQF) related to it, and eighth, developing converged talent educational program &group representing industrial world as the main agents of practicing connection between lifelong learning and employment of the future generation, third, applying to the actual business foundation process of communication skills and team work techniques in which excellent talent can cooperate and develop ideas, fourth, universities'' development/operation of joint curriculum between the field of humanities and science &career education, enhancing teachers'' professionalism for lifelong education of the future generation, and strengthening education of values, ⑥ in the level of organization and group, establishing support system for flexible movement between learning and employment, forming new consensus of employment flexibility, and carrying out consumers'' demand customized-job training.
As suggestions on policies for measures of strengthening connection between lifelong learning and employment of the future generation, we suggests first, changing into new paradigm of school educational system for fostering sustainable convergent and creative talent, second, operating TFT comprised of around 15 personnels in areas related to central government, industry, city/provincial education office, local government, unit school and organization &supporting pilot application, and carrying out consumers'' demand customized-job training, ⑤ in the level of unit school, strengthening career recognition &practical business, improving curriculum and teaching methods, and developing customized-lifelong job training programs, ④ in the level of local government, administrative/ financial supporting of enterprises in the future industry, establishing flexible working system &securing human capital, establishing corporate operating strategies suitable for changes in the type of employment, human resources management focusing on capacity, and preparing re-education system suitable for companies, in the level of industry, ③ in the level of city and provincial education office, rapid amendment reflecting the industrial trend &including it to curriculum, establishing policies to cope with changes in type of employment, and building lifelong learning-employment system, in the level of central government, ② excavating the future new growth power through strengthening the future technology prediction &let children love!&quotliterature analysis, professional FGI, Delphi research with professionals, professional council and seminars related to the connection between lifelong learning and employment of the future generation, we aimed to increase the professionalism of the study. By conducting a survey of experts'' opinions about the future environment, changes in vocational world(job trend, organization &work type, type of experience, and lifestyle), relevant basic job skills, and measures of connecting learning with employment after selecting experts in each area of lifelong education, we drew out problems and improvement measures. The professional FGI was the advanced research for Delphi research, which was the basic research of this study. In the results, first, the survey contents related to job skills required for the future generation in accordance with the changes in the future environment were completed based on the study by Jang, Joo-Hee et al(2011). Second, the survey related to basic job skills required for the future generation was completed on the basis of KRIVET basic job skills. Chapter 2 defined the future generation of this study based on domestic &foreign future studies and the study on generations by Karl Mannheim, and also described the theoretical background of this study through literature analysis on connection between lifelong learning and employment. In Chapter 3, we researched and analyzed each job competence required for the future generation in accordance with changes in the vocational world(job trend, organization &work type, type of experience, and lifestyle). As suggestions for the current government and organizations to establish the practical policies related to connection between lifelong learning and employment, Chapter 6 suggested programs(plans) that could be possibly practiced based on the results of Delphi research, and also aimed to set up the framework of forming humanistic and philosophical discussions regarding connection between lifelong learning and employment of the future generation.
The main change factors that would be encountered by the future generation included fixation of low-growth basis, intensified low-birth and aging, convergence of technologies, increase of interest in quality of life, and development of information communication technology. As job competences required for the future generation related to job trend, we had ① convergent thinking skills, ② intuition &work type, type of experience, and lifestyle) and the future environment. Chapter 4 suggested not only the current obstacle factors of connection between lifelong learning and employment, and measures of overcoming, but also the mechanism system map of connection between lifelong learning and employment. Chapter 5 suggested the measures of enhancing and strengthening networks for strengthening connection between lifelong learning and employment of the future generation by subdividing them into each practical main agent(central government, industry, city/provincial education office, unit school, and organization/group) in accordance with changes in the future vocational world(job trend, organization &Preparing for the era of centenarians does not simply mean physical wellbeing. Surviving for a century means that we should be able to adapt ourselves to rapidly changing society as decent human beings. The extended average life expectancy not only prolongs the period of participating in economy, but also changes the time and opportunity of participating in economy, expressed as double or triple cropping. Therefore, the education received when young is not good enough to survive the changed society, which means that lifelong education is not optional, but required. If such lifelong learning is no more than learning for self-contentment to simply enjoy learning or leisure, it will not be continued due to its lack of learning power and motivation. Human''s learning is more significant only when the opportunity of social participation is provided. Neglecting human resources with fully-invested education can be a huge waste of psychological and material resources. Especially, the generational conflicts of jobs caused by the era of physically healthy centenarians are rising as a serious problem in many countries including Korea. For this, the Park, Geun-hye administration is suggesting solutions for aiming for society in which national happiness and national development are in a virtuous circle, and every member of social community lives in harmony and also enjoys stable life. One of them is to establish the ''national lifelong learning system for the era of centenarians through providing various participation basis and customized educational programs of lifelong learning. The life design for rapidly changing times is only possible through connection between lifelong learning and employment. The connection between lifelong learning and employment of the future generations are the required conditions not only for economic aspect, but also establishment of healthy social atmosphere. Thus the connection between lifelong learning and employment is the task not only for the present, but also the older generation that prepares for the future.
This study defines adolescents currently belonging to elementary/middle /high schools, who will participate in economic activities in 2020～2030 as the future generation, and also seeks for the ''measures of strengthening the connection between lifelong learning and employment for the future generation''. Chapter 1, Introduction includes the objective, contents and methods of the study. Collecting opinions from experts in futurology and lifelong education through the advanced researches &제1장 서 론_1
제1절 연구의 필요성과 목적3
제2절 연구 내용9
제3절 연구 방법13
제4절 용어 정의25
제2장 이론적 배경_29
제1절 미래학과 미래세대31
제2절 평생학습43
제3절 고용 연계57
제4절 평생학습-고용 연계 관련 문헌 분석62
제5절 소결71
제3장 미래세대에게 요구되는 직업능력_75
제1절 인식 및 환경 변화77
제2절 직업 트렌드 관련84
제3절 조직 및 근무 형태 관련87
제4절 경력 유형과 라이프스타일 관련90
제5절 소결93
제4장 평생학습-고용 연계 장애 요인 극복 및 요소_101
제1절 법·제도적 측면104
제2절 재정적 측면 106
제3절 인프라·시설 측면108
제4절 정보제공 측면111
제5절 사회적 의식 및 기타 측면113
제6절 평생학습-고용 연계 요소118
제7절 소결122
제5장 평생학습-고용 연계 실행 주체별 방안_131
제1절 중앙정부133
제2절 산업체142
제3절 시·도교육청151
제4절 지방자치단체160
제5절 단위학교169
제6절 기관·단체176
제7절 소결185
제6장 결론 및 정책 제언_195
제1절 결론 및 제언195
제2절 연계 실현 프로그램(안)201
제3절 미래형 인재 양성을 위한 인문학적·철학적 담론206
SUMMARY_211
참고문헌_221
부 록_227
1. 자료Ⅰ 제1차 델파이 조사지229
2. 자료Ⅱ 제2차 델파이 조사지244
3. 자료Ⅲ 제3차 델파이 조사지289
4. 자료Ⅳ 델파이 위원들에게 제공한 기초자료 ※ CD 제
An Analysis on the Career Education Paradigm in the Era of Creative Economy
No full text창조경제 시대를 이끌어 갈 창의적 인재의 양성을 위해서는 기존의 진로교육 체계의 재점검이 요구된다. 창조경제 시대에 적응할 수 있는 인재를 양성하고, 양성된 인재가 꿈과 끼를 살릴 수 있는 일자리에 배치될 수 있는 진로지도와 진로교육이 필요한 것이다. 이에 본 연구의 목적은 창조경제와 글로벌 미래트렌드 변화와 연계된 진로교육의 정책적 현안을 분석하고, 발전적 패러다임의 전환을 통한 진로교육 시스템 개혁의 방향성과 발전전략을 제시하는 데에 있다.
즉, 국가발전 패러다임의 전환이라는 거시적 관점에서 창조경제가 가지는 의미를 살펴보고, 진로교육 시스템 개혁의 방향성과 실천적 이슈 및 현안에 대해 논의하고자 한다.As a creative economy becomes a promising trend as a new economy paradigm, training creative individuals is very important in South Korea. In this regard, the purpose of this research is to analyse the political issues of career education and to investigate into a new direction for building up the creative talented person for the coming society.
In order to articulate the subject of this study, literature survey, expert consultation, empirical analysis, and expert in-depth interviews are used.
Chapter 1, as the introduction, shows research backgrounds, purposes, main contents, and methods for subjects respectively.
Chapter 2 reveals the results of literature survey and suggests connectivity of the creative economy and career education.
Chapter 3 represents the relationship between future society and paradigm of creative economy. First verse identifies comparison on the trends in economic paradigm. Second verse lights on the future society and mega trend in terms of creative economy. third verse shows empirical testing of analysis correlation between the creative economy and labor market. Forth verse comprehensively summarizes the findings from verse 1 to 3.
Chapter 4 deals with the research on the actual conditions of career education up to now, in order to find out new issue on career education for future directions. It includes 5 key issues: higher education- oriented career pathway, provider-oriented career education, restrictive supporting system for career pathway, a lack of lifelong- learning based system, and external drawbacks that cause over-education.
Chapter 5, Specifically, investigates the current state and the new paradigm in regards to creative economy. The main method of this chapter is in-depth interviews, and interviewees are 12 persons who are specialized in economy and education. The contents of in-depth interviews are key issues of creative economy, effects on labor market and society at large, current limitation of career education, and national policy that closely corresponding to career education. To reflect all the findings, researchers try to analyse SWOT strategy.
The last chapter 6 integrates the results of findings and suggests implications for the ways to build the creative talented individuals in Korea and public policy required for future career education. Conclusively, researchers suggest that it is needed to reorganize into the system of ‘Capacity-focusing career education’, ‘lifelong-learning based career education’, ‘Fostering creative culture’, ‘Education for technology sensitivity’, and ‘system diversification at the level of localism and globalism’.제1장 서 론_1
제1절 연구배경 3
제2절 연구의 필요성 및 목적 4
제3절 주요 연구내용 및 연구 추진 방법 6
제4절 주요 용어의 정의 11
제5절 연구의 한계 및 제한 13
제2장 선행연구 및 문헌고찰_15
제1절 박근혜 정부의 창조경제 추진계획 18
제2절 창조경제 관련 선행연구 및 문헌고찰 23
제3절 진로교육 관련 선행연구 및 문헌고찰 35
제4절 창조경제와 진로교육 간의 연계성 탐색 40
제5절 소결 45
제3장 미래사회와 창조경제 패러다임_49
제1절 시대별 경제 패러다임 비교 51
제2절 창조경제 관점에서 본 미래사회와 메가트렌드 54
제3절 창조경제와 고용시장 71
제4절 소결 77
제4장 현행 진로교육 실태 및 한계_79
제1절 현행 진로교육의 실태 및 문제점 81
제2절 현행 진로교육 패러다임의 문제점 및 한계 95
제5장 창조경제 시대의 진로교육 패러다임 모색_97
제1절 전문가 심층면담 개요 99
제2절 전문가 심층면담 결과 104
제3절 소결 및 시사점 124
제6장 결론 및 정책제언_129
제1절 결론 131
제2절 정책제언 137
SUMMARY_143
참고문헌_147
부 록_157
1. 전문가 심층면담지 159
2. 창조경제 관련 메가트렌드 분석결과 178
3. 창조경제를 견인할 창의인재 양성 전략 및 추진과제 197
4. 인생 100세 시대의 평생학습시대와 진로교육 19
Measures to Secure Global Standards of Professional Qualifications in FTA
No full text본 연구의 주요 목적은 다음과 같다. 첫째, 현재 FTA에 따른 인력 이동과 자격의 국제통용성 확보와 관련된 국내외 논의 방향과 내용 등에 대해서 조사분석하였다. 둘째, 건축사, 수의사, 기술사, 회계사, 변호사, 세무사 등 6개 자격의 국제통용성 확보와 관련된 현황 및 이슈를 분석하고 단기 및 중장기 정책 방안을 제시하였다. 셋째, 한미, 한EU FTA 등 동시다발적인 FTA 체결 논의 시 수반되는 서비스 시장 개방과 관련하여 우리 자격취득자의 이익 증진과 국제적 경쟁력 확보를 이끌 수 있는 국제통용성 확보 방안을 마련하였다.The purpose of this study is to prepare measures to facilitate the movement of Korean manpower across FTA counter partners.
In order to achieve this objective, the following six professional qualifications were chosen as commonly dealt in the FTA process: architect, veterinarian, engineer, accountant, lawyer, and tax accountant. This study also aims to provide comprehensive national policies that will bring coherence to the six qualifications, which will contribute to effectively responding to the policy needs when negotiating, concluding and implementing FTA. Important contents and findings of this study could be summariged in five categories as follows:
First, after reviewing theories related to manpower movement between countries, the study presents the trends and characters of these movement based on professional levels in the aspects of economics.
Second, it also gives an explanation about service sectors for detecting these movement with recent FTAs and include some regional trade agreement issues.
Third, this study employs several research methods of reviewing reference, interviewing government officers and holding forums focused on the latest issues for the KOR-US FTA.
Fourth, Korea’s professional qualifications need to be thoroughly analysed from the global standards perspective for its higher incompatibility. Accordingly, through the in-depth review of several professional forums, interview with government officers and a seminar, disparate interests from various stakeholders have been reflected in the radar graphs, guiding us in developing relevant action plans. Each plan has been then classified and prioritized in accordance with the criteria of effectiveness and feasibility.
Fifth, based on their priorities, this study suggests 4 main policy recommendations as follows:
- To strengthen competency of private associations, 1) the skills of global negotiation would be fostered through united negotiation pathway or group2) the activities led by private professional associations could be supported by government.
- Korea professional qualification system needs to correspond with global standards. For example, Korea’s professional standards are required to match with the global standards. Specifically, there are many parts to be systemized in accordance with the global standards, such as education, internship, registration, continuing professional development, renewal, and signature &sealing.
- Global Youth Internship program needs to be geared carefully to acquire qualification and global experience. The current Global Youth Internship program for engineers should be reviewed and regarded as exemplary practice. Likewise, the greater number of such supportive programs localized in the FTA member. countries for the young engineers’ higher adaptiveness are thus imperative to be introduced in the future.
- National Information Center is considered as a good example to overcome organizational sectionalism which prevents from information exchange and efficient cooperation between related governmental institutions at the early stage. When the Center is open, many positive outcomes are expected: 1) a systematic exchange of information on qualifications with various foreign institutions and 2) securing database system which will manage both manpower and job vacancy in the inside and outside of the country.제1장 서 론_1
제1절 연구의 필요성 3
제2절 연구의 목적 7
제3절 연구의 방법 및 추진절차8
제2장 국가 간 인력 이동 이론과 전문 인력 이동_21
제1절 개요 23
제2절 국제 인력 이동의 이론적 논의 25
제3절 인력 이동의 효과 32
제4절 전문 인력의 국제 인력 이동 41
제5절 시사점 50
제3장 FTA 인력 이동과 자격의 국제통용성_53
제1절 개요 55
제2절 서비스 시장 개방과 인력이동 58
제3절 지역무역협정에서 인력이동 사례 분석 73
제4절 시사점 93
제4장 이공분야 전문 자격사의 국제통용성 관련 현황 및 이슈_99
제1절 건축사 101
제2절 수의사 126
제3절 기술사 149
제4절 시사점 181
제5장 사회분야 전문 자격사의 국제통용성 관련 현황 및 이슈_187
제1절 회계사 189
제2절 변호사 208
제3절 세무사 230
제4절 시사점 253
제6장 전문직 자격의 국제통용성 확보 방안_261
제1절 자격의 국제통용성 확보 접근방향과 유형구분 263
제2절 자격별 MRA 가능성 및 세부 추진과제 271
제3절 자격별 정책 실행 방안의 효과성 및 실현가능성 286
제4절 제언 및 기대효과 296
SUMMARY_309
참고문헌_313
부 록_325
1. 상호인정 또는 시장개방 시 고려되어야 할 자격별 세부 특성 지표 327
2. 자격별 각 실행 방안의 효과성 및 실현가능성 지표 32
A Study on Acceleration of Knowledge Start-ups through University Entrepreneurship Societies
No full text본 연구는 우리나라 대학 창업동아리 실태에 대한 분석 및 국내외 우수사례 발굴 등을 통해 학생 창업동아리 활성화 방안을 모색함과 동시에 이러한 학생들의 동아리 활동이 지식창업으로 연계될 수 있는 실천 방안을 모색하는 것을 목적으로 한다.
현재 교육부, 중소기업청 등을 중심으로 대학 창업동아리에 대한 지원을 하고 있지만 학생 창업동아리 활동을 위한 전용공간 제공은 물론 창업동아리 조직 활동 전반에 대한 체계적 지원 방안이 제대로 마련되지 못하고 있는 것이 우리의 현실이다. 이에 따라 여기서는 이러한 문제점들을 여하히 조기에 해소해 나갈 수 있을 것인가에 초점을 맞추어 새로운 대안들을 모색해 보고자 한다. 이와 더불어 대학 창업동아리를 중심으로 지식창업을 위한 컨설팅 및 멘토링 강화 방안을 위한 구체적 대안을 찾아보도록 할 것이다.1. Outline of Research
This study aims to find ways to promote knowledge start-ups through student-led entrepreneurship societies. To this end we analyzed the government policies for university entrepreneurship societies, the actual conditions of the student-led entrepreneurship organizations and the excellent domestic and foreign cases.
First, we reviewed the theoretical discussions related to the youth start-ups and the entrepreneurship societies. This study bases on the assumption that youth start-ups don’t depend on a small number of genius. That’s why we focused on the student-led organizations where students can engage in a collective creativity.
Second, we examined the actual conditions and problems of government’s policies for student-led entrepreneurship societies. The government’s policies for the university entrepreneurship societies were analyzed for each ministry, and their problems were assessed.
Third, we conducted a survey related to the university entrepreneurship societies. The 900 samples were collected and analyzed. The questionnaire focused on the prospects of youth employment and the understanding of the youth start-ups, youth entrepreneurship societies, problems and alternatives of the youth entrepreneurship societies, and mentoring systems for youth start-ups.
Finally, domestic and foreign cases that could play a role model for the invigoration of the youth entrepreneurship societies were analyzed. By studying the actual woking mechanisms of the youth entrepreneurship societies in Stanford university, MIT university, US and Aaalto university in Finland, and Hoseo University in Korea, the implications for the activation of Korean university entrepreneurship societies were derived.
2. Main Findings
First, it was certified that the lower the possibilities of employment were, the higher the possibility of planning student start-ups. In other words, there is an inverse relationship between employment and planning a start-up.
Second, it has been confirmed that if we reduce the burden of failure, the more student will take part in the youth start-ups. This means that we need to institutionalize youth start-up ecosystem that minimizes the risks for start-ups.
Third, when students possesses start-up items, the possibility of planning a new business is increasing dramatically. This certifies that start-up items critically matter for the young starters.
Fourth, students who have experienced activities of university entrepreneurship societies are much more active in planning student start-ups. Through the activities of student-led entrepreneurship societies, most of the students can hedge various risks, exchange numerous informations through mutual networking.
Fifth, the role of mentors does matter in the youth start-ups. This verifies that to accelerate the youth start-ups we need to support not only a financial help but a practical advice to solve the real problems which new starters face in the early stages of business. In this regard, government need to establish a nation-wide youth mentoring systems.
Finally, the longer the entrepreneurship societies’ membership period lasts, the higher the possibility of planning a youth start-up. The student-led entrepreneurship societies encourage the acceleration of knowledge start-ups, business incubations by serving as a meeting places where various students can meet together at any time. Through the activities of university entrepreneurship societies students can have a lived experience.
3. Policy Implications
By studying student-led entrepreneurship societies, we could derive several policy implications, which are as follows.
First, to activate the youth knowledge start-ups, we need to enact a law which supports the youth labor market formation. Currently, we are facing a serious youth unemployment problem. Nonetheless, the legal and institutional arrangements are still insufficient.
Second, finding and offering start-up items and ideas does matter. To do this, the government need to act as go-between university student and major industries to collect and distribute unsolved concepts and technological problems.
Third, to find a new idea and promote youth start-ups, we need to establish a nation-wide mentor networking systems. To achieve this goal, the incentives for the mentor professors, BI(Business Incubation) managers, scientists should be developed comprehensively.
Fourth, it is nessary to organize interdisciplinary entrepreneurship societies to maximize students’ collective creativity. Only 40% of universities have student-led entrepreneurship societies. In other words, there is still room for government intervention.
Finally, to activate youth knowledge start-ups, government funding for the youth starters need to be expanded drastically. Furthermore, it is very important to institutionalize youth start-up ecosystem that minimizes the risks for start-ups.제1장 서론 1
제1절 연구의 필요성과 목적 3
제2절 연구 내용과 방법 7
제2장 청년 창업동아리 관련 이론적 논의 11
제1절 창업 및 창조성 관련 선행연구 흐름 13
제2절 집합적 창조성과 창업동아리 17
제3절 국내의 창업동아리 실태 및 청년 지식창업 26
제3장 정부의 대학 창업동아리 지원 현황과 문제점 35
제1절 정부의 청년 창업동아리 지원 정책 현황 39
제2절 정부의 창업동아리 지원 정책의 문제점 55
제4장 대학 창업동아리 실태 분석 59
제1절 조사 개요 61
제2절 청년 창업동아리 실태 조사 결과 66
제3절 청년창업 계획의 결정요인 분석과 시사점 84
제5장 국내외 창업동아리 우수사례 분석 97
제1절 미국의 대학 창업동아리 사례 99
제2절 핀란드 알토대학 창업동아리 사례 112
제3절 국내 대학 창업동아리 사례 123
제4절 국내외 사례의 시사점 분석 139
제6장 결론 및 정책 제언 145
제1절 정부 차원의 정책과제 148
제2절 대학 차원의 정책과제 158
SUMMARY 163
참고문헌 167
부록 17
The Support Policy for Improving the Vocational Training Competency of Training Institutes
No full text본 연구에서는 직업능력개발 훈련기관의 훈련역량과 관련된 이론적 탐색과 훈련기관의 요구분석을 통해 훈련기관이 실제로 필요로 하는 훈련기관 대상 훈련역량 제고 정책방안을 도출하고, 이를 실행할 수 있도록 훈련기관 역량강화 지원모형과 운영방안을 개발하였다. 또, 훈련기관 대상 훈련역량 강화를 통한 훈련기관의 평가 및 품질관리 정책을 수립하고 이를 제도화하기 위한 추진 로드맵을 제시하였다.New training institutes increase rapidly and also, the demand of institute's information rises for helping clients choose which institutes are good for them after the introduction of Skills Development Accounts. However, detailed information needs to judge the training institutes. This is because the training centers that have insufficient competencies for operation increase in comparison with the growth of the number of training institutes. The problem is that it is difficult to use the case of supplementation for improvement of insufficient institutes even though the capacity evaluation has been implemented since 2013. That is why, this study includes drawing policy plan for capacity enhancement through the search theoretically and requirement analysis associated with the capacity. Also, the support model for improvement of the institute’s capacity was developed and this model could contribute to the improvement of the effect of policy through quality management of the Vocational Training as a road map for the actual policy implementation.서론 2
Ⅱ. 조사 및 분석 결과 7
Ⅲ. 정책 제언 14
Ⅳ. 기대효과 22
참고문헌 24
부록 2
대학생의 실제전공과 희망전공 간 불일치 실태와 과제
No full text○ 원하는 전공을 고려하여 대학을 선택한 경우는 40% 내외에 불과하며, 전공을 다시 선택할 수 있다면 다른 전공을 선택하겠다는 대학생이 절반에 달하는 상황으로, 흥미와 적성 및 취업여건을 고려한 전공 선택이 이루어지고 있지 못한 실정임.
○ 전공불일치자의 경우 전공일치자에 비해 졸업평점이나 영어성적이 낮고 대학 재학기간도 2개월 이상 긴 것으로 나타남.
○ 전공불일치자의 경우 전공일치자에 비해 취업률이 낮고, 괜찮은 일자리 취업비율이나 전공취업비율이 낮은 반면, 하향취업 비율은 높은 편임.
○ 4년제 전공불일치자는 전공일치자에 비해 취업시 임금이 10만 원 정도 낮고, 전문대 졸업자의 경우에는 그 격차가 20만원을 상회함.
○ 전공 선택 실패를 줄이기 위한 고교단계의 진로 지도 강화 및 동일 대학 내에서의 전공 재선택 기회(second chance) 보장을 위한 제도적 보완이 필
A Case Study on Recognition of Prior Experiential Learning at Higher Education Institution of Korea
No full text이 연구는 선행경험학습인정을 시범 운영하고 있는 S대학의 사례 연구를 통해 우리나라 고등교육기관에서의 선행경험학습인정 제도의 도입 가능성 및 한계를 탐색하는 데 목적이 있다. 이를 위하여 선행경험학습인정에 대한 이론적 고찰과 함께 S대학의 선행경험학습인정 사례를 분석하고 그 적용 가능성과 한계를 논의하였다. 결론에서는 선행경험학습인정제도 도입을 위해 정부차원에서 검토해야 할 과제를 제시하였다.
이 연구 결과는 고등교육기관에서 선행경험학습인정의 운영 실제를 사전에 점검함으로써 제도 도입에 따른 시행착오를 최소화하고 제도의 성공적인 운영을 위한 과제가 무엇인가를 파악하는 데 중요한 정보를 제공해 줄 것으로 기대된다.The purpose of this study was to represent the outlines of pilot project of RPL(Recognition of Prior Experiential Learning, especially workplace experience) and some of the issues that have arisen through the case study of a higher education institute in Korea. The case study has been chosen to identify the issues and investigate the problems through RPL project.
To meet the purpose of the study, the theoretical perspective of RPL was reviewed and RPL policy and implementation process of PRL project was analysed. Also the possibilities and constraints that emerged from the case study were identified and the policy tasks of government to promote RPL in higher education were proposed.
The results of the study will provide information to resolve key problems regarding RPL implementation and highlight a few significant factors facilitating the introduction of RPL in higher education institutions in Korea
The Impact of Employment Support and Career Guidance of Specialized Vocational High Schools on Job Satisfaction : With Focus on the Mediating Effect of Job and Major Congruence
No full text본 연구는 특성화고에서 이루어지는 진로지도 및 취업지원 프로그램이 직업만족도에 어떤 영향을 미치는가를 살펴보기 위하여 특성화고의 진로지도 및 취업지원과 직업만족도 사이에 직무일치도가 부분적으로 매개할 것이라는 가설을 설정하고,이를 구조방정식 모형을 설정하여 분석하였다. 이를 위하여 한국고용정보원의‘2011년 고졸자 취업진로조사(HSCOMS)’ 자료를 활용하였다.
본 연구의 분석 결과, 특성화고의 진로지도 및 취업지원에 대한 만족도가 높을수록 졸업생들의 직업만족도가 높게 나타났으며, 직무일치도가 높을수록 직업만족도가 높아졌다. 또한 특성화고의 진로지도 및 취업지원 프로그램은 학생들이 전공에부합하는 일자리로 진입하는데 유의미한 영향을 주고, 직무일치도를 매개로 직업만족도에 긍정적 영향을 미치는 것으로 나타났다.This study seeks to examine the impact of specialized vocational high schools' employment support and career guidance on graduates’ job satisfaction. Assuming a mediating effect of congruence between jobs and majors among career guidance, employment support, and job satisfaction, a structural equation model was proposed to analyze the study’s model using the "2011 Korea Employment Information Service’s High School Graduates Occupational Mobility Survey".
The study results showed a positive influence from career guidance and employment support on graduates’ job satisfaction. Also, higher congruence between jobs and majors results in higher job satisfaction. In addition, the study revealed that the career guidance and employment support programs in specialized vocational high schools have a significant effect on the students' efforts to find a job that is relevant to their majors. Job and major congruence also had positive influence on job satisfaction by acting as a mediator
[이슈분석] 초·중등 진로교육 활성화
No full text청소년들이 자신에게 적합하고 원하는 진로 설계와 준비에 집중하도록 지원해야 한다. 청소년들의 행복을 위하여 창의적 진로개발 지원 정책 과제들을 제안한다