Korea Research Institute for Vocational Education and Training
Korea Research Institute for Vocational Education & TrainingNot a member yet
4411 research outputs found
Sort by
A Study on Way of Accreditation for Vocational Training Institution
Get PDFThis report examines way of accreditation for vocational training institution. As know, this topic has known sensitivity topic and very difficult theme since long before. The reason why like this is that there is no clear incentive for vocational training institution in case of doing accreditation in training market.
Therefore, we need to discuss on the way and philosophy of accreditation for efficiency of accreditation policy in the training market.
In order to solve this problem, our report includes the substance of study as follows. First, this study have domestic and international previous studies about accreditation, Second, analyze the training market and the number of proper training in order to investigate the relation between accreditation and training quantity. Third, take a look theory about actual management of accreditation and mechanism between accreditation and training market. Finally, suggest direction and contents of indicators for accreditation of vocational training institution in the training market
Merging of Higher Vocational Education Institutes
Get PDFHigher vocational education institutes in Korea have been categorized as Junior College, Industrial University, Polytechnic College(within Higher Education Law), Specialized College and College in the Company(within Life-long Education Law).
Higher vocational education institutes have contributed to the development of the Korean economy by meeting the needs of manpower from industries. Expansion of these institutes have greatly increased the competitive environment for higher vocational education system in the past.
However, they do not now actively respond in recent times to the various needs from labor market, population structure, and advent of life-long learning society. Many critics point out that these institutes have almost same functions and they are not fully diversified or differentiated according to their original missions. That is why these institutes are undergoing major changes in accordance with the Government’s initiatives in recent years. They focus on specialization and restructuring of various higher education systems including junior colleges. As a reform policy of these initiatives, the present Government is trying to launch‘New Junior College System’, which will have functions of granting Bachelor’s degrees and master degrees.
Based on the current situation, this study aims at to analyze the current situation of higher vocational education institutes and to explore merging initiatives that the government needs to follow in order to cope with the changes and needs from society
The Study to Development and Management of Learning Modules Based on National Competency Standards
Get PDFThe government is developing ‘Learning Modules’ to use it as learning materials of vacational education and training course based on National Competency Standards(NCS). But since the development of learning modules have not been implemented after a long-term researches and discussions, there is difference in the level of understanding about the concept and utility of the learning modules depending on government, vocational education and training institutes and research institutes. Besides, legal and systematic foundation is at the insufficient level to develop and manage the learning modules.
The goals of the research are to review utilization of the learning modules as learning materials in vocational education and training institutes, and also to suggest basic direction to systematize development and management of the learning modules.
The research methods used to achieve the goal are as follows. Firstly, current status and problems of learning modules development and management were analyzed. Secondly, domestic and foreign cases of development and utilization of learning materials used in NCS-based vocational education and training courses were examined. Foreign cases were focused on Australia, the United Kingdom and Spain, the benchmarking target of NCS and learning modules. Thirdly, the authors who participated in learning modules development in 2013 were surveyed about the measures of learning modules development and management. ..
A Study on the skill development of Special employment workers
Get PDFThe purpose of this study is to investigate the labor market features of the special employment workers who are employed as well as self？？employed at the same time and their conditions of vocational education and training(VET) and to propose the policy support to them.
This research focus on two parts: (i) to investigate the working condition and the skill development of special employment worker who have the right to claim compensation insurance service(and so on: a statutory special employment worker), (2) to analyze the cases of patients helpers and new media artists and discuss the directions of policy support and their skills development
A Study on Cultivating Ecosystem of Entrepreneurship Education and Training in Korea’s Universities
Get PDFThis study aims to suggest ways to cultivate a reliable ecosystem of entrepreneurship education and training in South Korean universities through examining overall startup situations in Korea and benchmarking good examples of overseas. Especially we focused on finding viable alternatives to activate practical youth entrepreneurship activities.
The main findings are as fellows.
First, the most important factor in determining the level of youth entrepreneurship activities turned out to be the existence of entrepreneurial success model within the university. In addition, the degree of financial aid from the university had a major impact on youth startup activities.
Second, there exists a wide gap between expert groups and student groups in interpreting the ecosystem of entrepreneurship education and training within the universities. The expert groups have highly evaluated the ecosystem. On the contrary, the student groups who are the practical subjects of the startup ecosystem in universities have answered very negatively.
Third, among the five groups we set to comparison group, so-called world class university group was recorded the lowest score. This means that the members of the world class universities are more risk averse than others.
Fourth, the university members who participate in the government’s project, ‘Leading Universities for start-up Business’ have different opinions and ideas on their own entrepreneurial activities. Especially many students have negative views on the effectiveness of the project.
Fifth, it turned out that the most of Korean students are risk averse. They prefered stable and high-paying jobs to breaking fresh ground. Particularly Korean students are afraid of failure due to financial reasons.
Based on the main findings of this study, we proposed several policy suggestions.
First, to activate students’ entrepreneurial activities, we need to create a roll model of successful business startups in the universities. Furthermore it is needed to expand financial aid to embody startup items.
Second, we have to change financial support schemes from university headquarter-centered startup assistance to student-centered aid to promote their involvement.
Third, it is needed to strengthen entrepreneurship training to prevent entrepreneurship education from formalization or ideation. Entrepreneurship training includes various startup contests, business plan contests, entrepreneurship internships, capstone designs, prototype productions, lab startups etc.
Fourth, in this study we found out that theoretical entrepreneurship education alone could not be a catalyst or bridge to practical startups. Every entrepreneurship education is needed to be practice-oriented.
Finally, to enhance undaunted entrepreneurship sprit, we need to institutionalize startup ecosystems in the universities to encourage students to engage in trials and errors repeatedly despite failures
Research into the current state of workplace bullying and the intervention: The story of Manufacturing industry
Get PDFWorkplace bullying causes employees psychological and physical sufferings and the enterprises loss of productivity. The magnitude of the workplace bullying issues has long been recognised and researched in the Scandinavian and Western European countries, which resulted in the large body of literature and anti workplace bullying legislations in these countries.
In South Korea, Workplace bullying is receiving significant recognition from the mass media and yet, only a little of the interest has been shared by the policy makers and researchers. Although a number of studies have been conducted within South Korean context, most of them were conducted at a small scale and were unable to show the picture workplace bullying in South Korea. Where the body of literature is already small, research within the manufacturing sector has been even more scarce despite that manufacturing takes up a large part of South Korean industry and employment.
Facing these issues, this study attempted to explore into the workplace bullying in manufacturing industry. Firstly, literature review was conducted examining the research conducted within and outside of South Korea. The anti-workplace bullying legislation of Norway, Belgium, and Canada were also discussed. The review of the literature and legal legislation highlighted the lack of the research into workplace bullying and of the policy support for bullying intervention. ..
캥거루족의 실태와 과제
Get PDF대졸자 청년의 51.1%가 캥거루족이며, 부모와 동거는 하지만 용돈을 받지 않고 생활비도 드리지 않는 캥거루족의 비율이 높아 우리나라 캥거루족은 주거의존적인 특징을 보임.
캥거루족은 지난 4주간 주로 일(61.7%)을 하거나 구직 및 취업준비(20.7%)를 하는 반면, 비(非)캥거루족은 89.9%가 일을 하는 직장인임.
캥거루족 중 취업자는 65.4%, 상용직 종사자는 47.6%, 선망직장 취업자는 19.5%임. 반면 비(非)캥거루족은 취업자가 78.6%, 상용직 비율은 79.4%, 선망직장 취업자는 42.3%로 나타나, 청년층의 취업난과 양질의 일자리 부족이 캥거루족 현상의 주요 원인인 것으로 추정됨.
성적에 맞춰서 대학에 진학한 경우 절반 이상이 대학 졸업 후 캥거루족이 된 반면, 취업을 고려하여 대학에 진학한 경우 캥거루족이 된 비율이 상대적으로 낮음.51.1% of young college graduates are “parasite singles” (unmarried people still living at home with their parents and not financially independent). A high percentage of these parasite singles live with their parents but do not contribute any rent, board, or living expenses; Korean parasite singles thus tend to be housing-dependent.
Most parasite singles had worked (61.7%), or sought jobs and prepared for employment (20.7%) within the previous 4 weeks, whereas 89.9% of those of working age but not in the parasite single category were employed.
65.4% of parasite singles had jobs, with 47.6% of them in full-time employment. 19.5% of them reported that they had jobs they desired. On the other hand, 78.6% of those of working age but not in the parasite single category had jobs, with 79.4% of them in full-time employment, and 42.3% of them reporting that they had jobs they desired. It is thought that the job crunch among the younger generations and a lack of quality jobs are the main causes of the high number of parasite singles.
If students selected colleges primarily based on their academic performance, more than half of them became parasite singles after graduating from college. However, if they selected colleges that would benefit their future employment, a smaller proportion of them became parasite singles
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
인재개발 동향분석 연구사업(2015)
No full text본 사업은 인재정책 수립에 필요한 기초 정보의 제공과 더불어 관련 분야의 주요 이슈를 발굴하고 실증적으로 분석한 후 이에 근거한 실효성 있는 정책적 제언을 시의적절하게 제공하고자 함.요 약
제1장 사업 개요_1
제1절 사업의 필요성과 목적 3
제2절 사업의 주요 내용과 방법 5
제2장 사업 추진 실적_19
제1절 동향 정보 및 현안 이슈 발굴, 분석 및 제공 21
제2절 원내외 통계 업무 65
제3장 사업 평가 및 향후 추진 방향_77
제1절 사업 평가 79
제2절 향후 추진 방향 84
부 록_89
1. 「한국의 인적자원개발지표 2015」 목록 및 내용(안) 9
OECD 교육성과 지표(INES LSO) 네트워크사업(2015)
No full text○ OECD가 발간하고 있는 대표적 교육통계 자료집인 「Education at a Glance(EAG)」에 활용될 한국의 LSO 관련 통계자료를 발굴·가공하여 제공하고 검증
○ OECD INES LSO 총회(연 2회)에 참석하여 EAG 지표를 검토하고 신규 지표 개발 작업에 참여
○ OECD INES LSO 분과별 회의에서 논의된 현안을 중심으로 최근 교육의 노동시장 및 사회적 성과 관련 최근 동향을 파악하고 국제비교 위킹페이퍼와 이슈 브리프를 작성
○ OECD EAG 동향을 소개하여 교육의 노동시장 및 사회적 성과와 관련된 국제적인 관심 주제와 시각을 원내외로 공유요 약
제1장 사업 개요_1
제1절 사업의 필요성 및 목적 3
제2절 통계의 범위 및 기준 6
제3절 2015년 주요 사업 내용 8
제2장 OECD EAG 통계자료 제공과 주요 내용_13
제1절 EAG 2015의 구조 15
제2절 EAG 통계자료 제공을 위한 통계청과의 협의 17
제3절 EAG 2015 통계자료 제공 및 검증 28
제4절 EAG 2016 통계자료 제공 36
제3장 OECD INES LSO 네트워크 총회 및 분과별 활동_37
제1절 제13차 총회 및 분과별 활동 39
제2절 제14차 총회 및 분과별 활동 58
제4장 청년 니트 문제에 대한 접근-OECD 국가와 한국_81
제1절 도입 83
제2절 OECD 국가의 청년 니트 정책 84
제3절 우리나라의 청년 니트 정책 97
제5장 결 론_105
제1절 사업 내용 요약 107
제2절 당면 현안 109
참고문헌_113
부 록_115
1. 통계청 협의 자료 11