Korea Research Institute for Vocational Education and Training
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Merging of Higher Vocational Education Institutes
No full text본 연구는 박근혜정부의 국정과제에 따라 새롭게 구축되는 전문대학을 중심으로 유사 기능을 수행하는 고등직업교육기관의 통합 방안을 연구함을 연구의 주목적으로 설정하였다.Higher 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.요 약
제1장 서 론_1
제1절 연구의 필요성과 목적 3
제2절 연구 내용과 연구 방법론 12
제3절 용어 정의와 연구의 범위 및 제한점 18
제2장 국내외 선행 연구 분석_23
제1절 국내 선행 연구 분석 25
제2절 외국 선행 연구 분석 30
제3절 시사점 48
제3장 고등직업교육기관의 발전 역사와 현황_51
제1절 고등직업교육기관의 범위 53
제2절 고등직업교육기관의 변천과정 56
제3절 고등직업교육기관 관련 법령 내용 75
제4절 고등직업교육기관의 운영 현황과 문제점 96
제4장 박근혜정부의 전문대학 관련 주요 정책 운영 방향_115
제1절 전문대학 육성 방안의 운영 방향 분석 117
제2절 전문대학 육성 방안 관련 법령 추진 상황 121
제5장 국내외 고등교육기관 통합 사례 분석_131
제1절 국내의 통합 사례와 시사점 133
제2절 외국의 통합 사례와 시사점 147
제3절 유관기관 관계자 대상 FGI 결과 158
제6장 논의 및 정책 방안_173
제1절 논의 175
제2절 정책 방안 195
SUMMARY_211
참고문헌_21
Developing Consulting Models of University Specialization Project in Korea
No full text본 연구는 정부의 대학 재정지원사업의 컨설팅 현황에 대한 사례 분석 및 해외의 대학특성화 사례 검토 등을 통해 대학특성화 재정지원사업의 효율성을 극대화할 수 있는 컨설팅 모형의 개발과 정책 방안을 제시하는 것을 목적으로 한다. 과거에 정부가 실시한 다양한 대학 재정지원사업은 학생충원율, 전임교원 수, 취업률 등 양적 지표 개선에는 상당한 기여를 했다고 인정되나, 대학의 체질 개선 및 교육과정 개편 등 질적 개선에 대한 기여도는 다소 미흡한 것으로 평가되고 있다. 특히 선정된 사업 대상의 규모가 지역별, 학교별로 방대하여 사업 대상의 선정에서부터 사후관리까지가 효율적이지 못한 문제점이 양산되기도 하였다.
이에 대학 재정지원사업의 컨설팅을 통한 질적인 개선 노력이 그 어느 때보다 중요한 시점이다. 특히 대학특성화 사업의 경우 세분류된 사업단 및 사업별로 체계적 관리를 가능하게 할 구체적인 ‘컨설팅 모형’의 개발을 통해 이전의 재정지원사업과 차별화된 사업 추진을 도모해야 할 필요성이 있다. 이를 위해 이 연구에서는 기존의 사업 구성과 컨설팅 현황에 대한 분석을 통해 취약점을 신속하게 파악하고, 이의 보완을 통해 현실적으로 가장 적합한 컨설팅 모형을 개발하고자 하였다.This study aims to find ways to develop and apply new consulting models of university specialization project through analysing existing consulting models in Korea and benchmarking good examples of overseas. We especially focused on searching for viable alternatives to improve existing consulting models of govermment-aid project.
In this study we examined four consulting cases and derived several implications. The main findings were as fellows.
First, the policymakers should demand universities to propose their project purposes and related consulting objectives in a more concrete way. Many of the universities presented abstract objectives such as qualitative improvement of university education, offering students the best education, and improving education conditions etc.
Second, project consultings and managements were carried in a formal way. In most cases the agencies in charge of the projects executed consulting programs on their own.
Third, many of the consulting programs were conducted without detailed consulting manuals or professional techniques.
Fourth, there were no arrangements to testify consulting results and reflect them. There existed a wide gap between consulting activities and evaluation processes.
Based on the main problems of the existing consulting models, we suggested several policy proposals.
First, if each university’s business plan was stated too abstractly, the consulting corps should be authorized to amend that plan.
Second, it is very important that project managements and consultings should be separated. If the agencies managing the projects execute consulting programs autonomously, it is most likely that the consulting activities will be ineffective.
Third, it is needed to carry out the project evaluation based on the consuling results. To do this, it is necessary to document the consulting results.
Fourth, consulting itself should be specialized. This means that highly skilled professional consultants should be positioned by detailed areas.요 약
제1장 서 론_1
제1절 연구 필요성과 목적 3
제2절 연구 내용과 방법 7
제2장 대학특성화의 개념 및 정책 추진 현황_11
제1절 대학특성화의 개념 및 선행연구 검토 13
제2절 대학특성화 정책 추진 현황 23
제3절 소결 33
제3장 주요국의 대학특성화 사례 분석_37
제1절 독일의 대학특성화 사례 39
제2절 영국의 대학특성화 사례 58
제3절 시사점 63
제4장 정부 재정지원사업 관련 주요 컨설팅 사례 분석_65
제1절 대학 재정지원사업 현황 비교 67
제2절 대학교육역량강화사업 컨설팅 72
제3절 산학협력선도대학 육성사업 컨설팅 81
제4절 대학특성화 지원사업 컨설팅 95
제5절 사립대학경영컨설팅 지원사업 컨설팅 104
제6절 시사점 113
제5장 컨설팅 모형 개발 및 정책 제언_119
제1절 대학특성화 사업 컨설팅 모형 121
제2절 전문대학 특성화 사업 컨설팅 모형 155
제3절 정책 제언 179
제6장 결 론_185
SUMMARY_189
참고문헌_19
Improvement of the Vocational Training via enhanced 『Customized Employment Support』
No full text본 연구는 우리나라 고용서비스 전반을 재검토하여 효율성을 높이는 방안을 탐색하여 제시하고자 한다. 특히, 계층 단위가 아니라 구직자 개인에게 적용할 수 있는 분류(구직자 프로파일링) 기준과 근거를 도출한다. 이렇게 도출된 기법이 취업알선 현장에서 활용되어 우리나라 고용서비스 수준을 향상시킬 수 있는 구체적인 방법을 제안하고자 한다. 이를 통하여 구직자 분류가 적용되면 취업의욕이나 취업방법 고취를 위한 프로그램 수강 대상자의 선발이 가능해지는 등 우리나라의 고용안정서비스의 수준이 한 단계 높아질 것으로 기대된다. 여기에는 직업능력개발훈련이 필요한 구직자를 선별하여 직업훈련의 전반적인 효율성을 높이는 제도 개선 내용이 포함되어 있다.The government has promoted improvement and expansion of customized support packages by life cycle and step. Especially, it has strengthened the customized employment support service to address the needs of different groups including the ones disadvantaged in the job market in order to achieve the employment rate of 70% until 2017. Accordingly, it has promoted expansion of the employment support service by dividing the target groups of customized employment support into youth, older generations, women, working poor, people with handicap and discharged soldiers.
Current 「customized employment support」 service has been limited to offering typical job information considered promising to the a certain target group. Consequently, ‘crowding effect’ has occurred where job placements are limited while the number of potential workers prevail and the depression of wages was inevitable along with the competition for a placement.
Therefore, it has become highly important to select the targets of the 「customized employment support」 and tailor the service provided for them. It is necessary to establish the system to screen those who truly need vocational training and help them into stable employment.
Coming problem the above issues, the study addresses the state and problems of the current 「customized employment support」service, analyses the cases of advanced countries and drew a number of practical implications. Through a survey on the service users of the Employment Centers, their state of service use and demands are analysed. The result reveals that job seekers could be divided into: targets of the 「employment success package」, targets who lack the willingness to work, targets lacking in employment skills, and targets lacking in work skills.
The report makes recommendations to optimize the employment service by tailor-making the service provision according to the above job seekers classification. The recommendation includes the methods and procedures to objectively analyse the needs for vocational training and the practical alternatives that would allow sufficient vocational training for those in need. It also claims the need to build and analyse the data on the employment service provision and its success, and to enhance the support programmes diverse in contents and levels.
Through actualizing the policy recommendations, the standard and efficiency of Korean employment service would be greatly enhanced. Job seekers would settle into employment and achieve economic stabilities and employers would resolve the issue of labour shortage at a faster rate. In terms of national economy, the gross production will increase and provide the strong foundation for national growth. The volume of vulnerable social group would be reduced and the demand for welfare controlled, promoting sound finance. The foundation of domestic demand, which has been the weak spot of Korean economy, would also be expanded and make a great contribution to reinforcing the growth potential.요 약
제1장 서론_1
제1절 연구의 필요성과 목적 ···· 3
제2절 연구 내용 ·········· 6
제3절 연구 방법 ·········· 7
제4절 기대 효과와 활용 ······ 10
제2장 고용서비스 현황과 맞춤형 취업지원_13
제1절 고용서비스 제도 ········ 15
제2절 고용서비스 실태 ········ 23
제3절 맞춤형 취업지원서비스 ····· 47
제4절 소결 ············· 60
제3장 고용서비스와 취업역량 평가 해외 동향_63
제1절 미국 ·············· 66
제2절 호주 ·············· 77
제3절 독일 ·············· 93
제4절 캐나다 ············ 105
제5절 소결 ·············· 114
제4장 구직자 조사와 역량 평가_119
제1절 기존의 구직자 유형 분류 ··· 121
제2절 구직자 설문조사 개요 ····· 130
제3절 조사 결과 분석 ········ 137
제4절 소결 ············· 166
제5장 정책 제언_171
제1절 구직자 유형 분류와 고용서비스 강화 ····· 173
제2절 직업능력개발훈련 강화 ··········· 181
제3절 유형 분류 성과 축적과 적용 확대 ····· 186
SUMMARY_189
참고문헌_193
부 록_205
설문지 ·········· 20
HRD-Index in Korea (2009~2013)
No full text본 연구는 HCCP 자료를 이용하여 기업의 인적자원개발 수준을 보여 줄 수 있는 HRD-Index를 구축하고, 이를 이용하여 산업이나 규모별 집계 수준에서 시계열 추이를 살펴보는 것이 목적이다.The purpose of this study is to develop the Human Resource Development Index(HRD-Index) in Korea by using the Human Capital Corporate Panel(HCCP) survey data of the Korea Research Institute for Vocational Education and Training(KRIVET).
HCCP survey started in 2005 to identify the actual status of corporate human resources and the achievements of knowledge and skill formation in Korea and has conducted in every two years. It surveyed 500 firms which employed 100 and over workers. At this study the 3rd (2009) to 5th (2013) wave data are used.
HRD-Index is a index to show how much each corporate invests for their workers’ skill developments in a year. It is composed of 8 sub-indexes and 34 indicators in three parts, that is, investment, activity and environment of the HRD.
From the HRD-Index in Korea we found 3 facts as follows.
First, the HRD activities of the sample firms increased in 2011 than in 2009, but decreased in 2013 than in 2011. HRD-Index increased by 1.0 point from 47.7 point/100 point in 2009 to 48.7 point in 2011 but decreased by 1.2 point to 47.5 point in 2013. It shows that because of the financial crisis of 2007~2008 and subsequent economic recession many firms have reduced their HRD investments and activities.
Second, firms of different sizes have different trends of the HRD activities. The HRD-Index of firms with less than 300 workers decreased continuously from 43.5 in 2009 to 40.5 in 2013, while that of firms with 300-999 workers increased by 2.7 from 48.1 in 2009 to 50.8 in 2011 and then stayed in 2013. In case of firms with 1,000 and over workers their HRD-Index in 2011 is similar to that in 2009, but HRD-Index in 2013 is 58.8 which is lower by about 2.0 point than that in 2011.
Third, the HRD Investments and activities in finance and banking industry were larger than in other industries, but these days those decreased in large scale. The HRD-Indexes of finance and banking industry were very higher than those of manufacturing or service industries. All the HRD-Indexes in three industries increased in 2011 and decreased in 2013 but the HRD-Index of finance and banking industry decreased more largely than thoes of other industries in 2013.요 약
제1장 서 론_1
제1절 연구의 목적과 필요성 3
제2절 주요 연구내용 6
제2장 선행연구 검토_7
제1절 인적자원개발의 개념과 영역 9
제2절 인적자원개발과 기업 성과 14
제3절 HRD-Index(인적자원개발지수) 관련 연구 18
제4절 기타 지수(Index) 관련 연구 31
제5절 논의 41
제3장 HRD-Index 구축_45
제1절 분석 자료: 인적자본기업패널조사(HCCP) 47
제2절 HRD-Index의 구성과 지표 51
제3절 결측 대체와 표준화, 가중치 부여 방법 60
제4장 HRD-Index 활용_67
제1절 주요 HRD 지표의 현황 71
제2절 HRD-Index의 현황 78
제3절 HRD-Index와 기업 성과 87
제5장 결 론_111
SUMMARY_119
참고문헌_123
부록_13
A Study on Cultivating Ecosystem of Entrepreneurship Education and Training in Korea’s Universities
No full text본 연구는 우리나라 창업생태계 전반에 대한 분석보다는 대학 내 창업교육 및 각종 창업활동에 한정하여 창업교육훈련의 전반적 실태를 살펴보고, 국외 사례의 벤치마킹 등을 통해 우리나라에서 청년들의 창업교육만이 아니라 창업훈련을 망라하는 굳건한 창업교육훈련 생태계를 조기에 조성할 수 있는 방안을 제시하는 것을 목적으로 한다.
보다 구체적으로 이 연구는 다음과 같은 목표하에 이루어졌다.
첫째, 대학 창업교육훈련 생태계에 대한 새로운 관점을 제시해 보고자 하였다. 여기서는 기존의 이론 중심의 청년창업 논의보다는 살아 있는 체험에 근거한 실전적 창업교육훈련에 대한 새로운 논거를 제시하는 데 중점을 두었다.
둘째, 안정 위주, 스펙 중심의 직업선택 및 고용관행을 타파할 수 있는 방안을 마련하고자 하였다.This 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.요 약
제1장 서론_1
제1절 연구 필요성과 목적 3
제2절 연구 내용 8
제3절 연구 방법 및 분석틀 9
제2장 대졸 창업과 정부의 창업교육훈련 지원정책 현황_23
제1절 청년층 노동시장 이행과 창업 25
제2절 정부의 창업교육훈련 관련 지원정책 현황 31
제3절 대졸 창업 현황 59
제4절 소결 86
제3장 주요국의 대학 창업교육훈련 사례 분석_91
제1절 미국 MIT대학의 창업교육훈련 사례 분석 93
제2절 독일 엑지스트 창업교육훈련 사례 분석 110
제3절 주요국 사례의 정책적 시사점 115
제4장 대학 창업교육훈련 실태 분석_121
제1절 조사 개요 123
제2절 조사 결과 분석 131
제3절 분석의 시사점 177
제5장 정책제언_181
제1절 교내 벤처 창업 촉진으로 성공창업 롤모델 창출 183
제2절 학생 등 수혜자 중심 창업교육훈련으로 전환 185
제3절 사업계획서 경연대회 등 창업훈련의 강화 187
제4절 실전 지향의 창업교육 확충 및 창업교육의 이론화 지양 189
제5절 청년창업 단계별 정부지원 프로그램의 체계적 확충 190
제6장 결 론_193
SUMMARY_197
참고문헌_201
부 록_20
Transformation Plan of Vocational Education and Training System according with Competency-oriented Society
No full text본 연구는 능력중심사회의 개념과 특징을 구명하고, 능력중심사회에 부합하는 직업교육훈련체제 개편 방안을 도출하는 데 목적을 두었다. 구체적인 목표는 다음과 같다.
첫째, 능력중심사회의 개념과 특징(구성요소)을 구명하였다.
둘째, 능력중심사회의 구성요소 관점에서 현행 직업교육훈련체제 관련 정책 및 제도를 분석하여 추진과제를 도출하였다.
셋째, 선진국의 능력중심 직업교육훈련체제를 분석하여 우리나라 직업교육훈련체제에 주는 시사점을 도출하였다.
넷째, 능력중심사회에 부합하는 직업교육훈련체제로의 개편을 위한 추진 방향 및 과제를 도출하였다.1. Overview
The objectives of the study are to establish the definition and characteristic of a competency-oriented society, to diagnose Vocational Education and Training (VET) System related policy in the perspective of a competency-oriented society and to propose a transformation plan of VET System according with a competency-oriented society through analyzing international cases. The main contents of this study are as follows.
First, identify the definition and components. Second, diagnose policy involving VET System from the perspective of a competency- oriented society and infer questions. Third, deduce implications by analyzing competency-oriented VET System in Switzerland, Germany, and Australia. Fourth, propose a transformation plan of VET System to realize a competency-oriented society.
2. Research Method
To achieve those aims, internal and external preceding studies were analyzed and international case studies, Delphi survey, and policy seminar were implemented. Literature review was conducted in dividing into three parts: a background to emergence and definition of a competency- oriented society, system and policy involving VET System, and VET system of advanced countries. International case studies of selected countries which have constructed and operated competency-oriented VET system such as Swaziland, Germany, and Australia to benchmark were analyzed based on analysis framework developed by researchers. Delphi survey was implemented three rounds with VET experts, manpower policy makers and policy-making practitioners, manpower policy practitioners, and industrial practitioners to deduct the definition and components of a competency-oriented society and formulating project of VET system by components, and for prioritizing working projects deducted, Analytic Hierarchy Process (AHP) was applied. Policy seminar was hold for sharing the result of study, gathering opinions about improvement directions identified, and resolving differences among government departments.
3. Main Results
1) The Definition and Components of a Competency-oriented Society
This study defined a competency-oriented society as a society of being able to perform one's ability without distinction by offering fair opportunities to develop competency for everyone and implementing competency-based hiring, VET, personnel management practices, etc. by constructing national system recognizing one's ability with utilizing comprehensively various components without limiting specific components such as educational background and academic ability, etc. The components of a competency-oriented society were identified based on the theory "Social Quality" in four dimensions: socioeconomic security, social cohesion, social inclusion, and social empowerment.
2) Diagnosis of Current VET System
From analyzing VET system, some questions were suggested in respect of socioeconomic security, social cohesion, social inclusion, and social empowerment. First, in terms of socioeconomic security, three issues were diagnosed: if 1) career guidance is offered in accordance with one's talent and aptitude, 2) the opportunities to participate in a high-quality VET are assured, and 3) there is any support to work equably entering on a career in accordance with one's competency. Second, in respect of social cohesion, three topics were examined: if 1) the value of work is recognized without distinction of rank, 2) the value of competency for vocation and education and training for the competency is recognized, and 3) social discrimination exists against jobs. Third, with regard to social inclusion, two issues were discussed: whether 1) the equivalent value depending on competency is accepted comprehensively considering one's various job experience and educational experience, qualifications, etc. and 2) according to competency recognized, hiring, personnel management, and education and training are fairly conducted. Fourth, in terms of social empowerment, two topics were diagnosed: whether 1) establishing lifelong vocational competency development system, the opportunities to develop various vocational competencies are offered and 2) career interruption is minimized and there is any support for the career-interrupted.
3) Analysis in Competency-oriented VET System of Advanced Countries
To devise a transformation plan of VET System to fulfill a competency-oriented society, international cases in Switzerland, Germany, and Australia which implement competency-oriented VET System were analyzed.
Switzerland can be seen as a society recognizing competency more than educational background of which over 70 percents of high school students choose vocational education and after most students graduate high school, they get a job, so there is no big difference in their salary between high school graduate and college graduate. Germany is referred to a typical country implementing dual system because Germany attains industrial competitive advantage and excellent employment performance based on dual system which is company-led manpower system linking education with vocation/work. Australia has their own education system dividing into VET sector and higher education sector within Australian Qualification Framework (AQF). Australia issues 14 AQF qualification types in 10 levels, thereby they have through competency-oriented assessment to such an extent as that if students who have even Master's or doctoral degree want to work in relevant technical (skill) field, and they have to attain education and training qualifications again. Furthermore, the participations of industrial field are very active from education and training program development to dispatching instructors.
4) A Transformation Plan of VET System in Accordance with a Competency-oriented Society
To fulfill the definition and components of a competency-oriented society deducted in advance, this study approached in respect of how to transform VET system to realize a competency-oriented society, and consequently formulating directions and formulating project were established to transform VET system.
VET system has four functions in a competency-oriented society. First, socioeconomic security is assured through systematic career guidance service, vocational education for lifelong working, and continuous employment service. Second, with spreading a reasonable view of occupation and work ethic, easing and preventing social discrimination, and spreading the value of vocational competency development, social cohesion is ensured. Third, social inclusion is guaranteed with diversification of assessment and recognition, and diffusing competency- oriented personnel management system. Fourth, through establishing lifelong vocational competency development system and minimizing career interruption, social empowerment is ensured.
In such a competency-oriented society, 27 formulating directions were set with regard to which roles and functions VET system perform concretely and how to improve and transform in future.
5) Policy Proposal
Follow-up study for setting specific policy and system seem to be needed focusing on formulating directions and formulating project of a transformation plan of VET System, and relating to Governmental Agenda, agendas as below will formulate in priority. First, the main point of a competency-oriented society is “how to recognize one's various competencies”, so National Qualification Framework (NQF) should be established in the near future. Second, systematic career guidance service should be offered more than experience-oriented in an adolescent period. Third, adolescent should foster their right view of occupation and work ethic. Fourth, vocational education institutions should grow mindset and improve competency of entire communities to realize manpower associating jobs. Fifth, systematic efforts by government are required not to let social discrimination against academic ability occur. Sixth, better treatment should be given to skilled workers. Finally, to overcome discrimination against academic ability, qualification system is required to be set beyond the level of school.요 약
제1장 서론_1
제1절 연구의 필요성 및 목적 3
제2절 연구의 내용 7
제3절 연구의 방법 8
제4절 용어의 정의 16
제5절 연구의 제한 18
제2장 능력중심사회의 개념과 구성요소_19
제1절 능력중심사회의 개념 21
제2절 능력중심사회의 구성요소 27
제3절 소결 43
제3장 직업교육훈련체제 관련 정책 분석_45
제1절 직업교육훈련체제의 개념 47
제2절 직업교육훈련체제 관련 제도 및 정책 분석 49
제3절 현행 직업교육훈련체제의 문제점 진단 69
제4절 소결 83
제4장 선진국의 능력중심 직업교육훈련체제 분석_85
제1절 직업교육훈련체제 분석 틀 87
제2절 스위스의 직업교육훈련체제 89
제3절 독일의 직업교육훈련체제 124
제4절 호주의 직업교육훈련체제 166
제5절 소결 232
제5장 직업교육훈련체제 개편을 위한 추진과제 분석_235
제1절 추진 방향 및 과제의 도출 237
제2절 추진방향의 우선순위 결정 260
제3절 추진과제의 적절성 및 효과성 분석 267
제4절 소결 284
제6장 능력중심사회에 부합하는 직업교육훈련체제 개편 방안_289
제1절 직업교육훈련체제 개편의 기본 방향 291
제2절 직업교육훈련체제 개편을 위한 추진과제 295
제3절 결론 및 정책제언 332
SUMMARY_339
참고문헌_347
부 록_361
델파이조사 1차 조사지 363
델파이조사 2차 조사지 370
델파이조사 3차 조사지 38
A Study on the Match between Training Fields of the Unemployed and their Post-training Occupations in Korea
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The Study of Quality Management on Private Qualification System
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An Analysis on the Social Mobility in Korea using KEEP
No full text본 연구에서는 한국교육고용패널(KEEP) 자료로 출생시점 대비 고졸시점, 고졸시점 대비 대졸 이후 취업시점의 사회계층 이동성을 살펴보고, 그 결정요인과 수능성적 및 취업 이후 소득결정요인을 추정하였다. 주요 분석 결과는 첫째, 고졸시점과 취업시점의 사회계층간 이동성 추이가 출생시점과 고졸시점 간 패턴과 유사하였다. 둘째, 중등교육은 사회이동성에 도움을 주지만, 대학교육은 그렇지 못한 것으로 나타났다. 셋째, 수능점수 결정요인 추정결과, 부모교육수준, 학습 관련 변수, 개인적인 요인들이 수능성적에 영향을 주었고, 출생시점과 고졸시점간의 계층 이동성 결정요인 추정결과와 유사하였다. 넷째, 직장규모가 클수록, 근무기간이 길수록, 정규직일수록 그리고 개인적 요인과 인턴경험이 통계적으로 유의하게 취업 이후 소득을 높이는 것으로 추정되었다. 다섯째, 남자일수록, 근무기간이 길수록, 직장규모가 클수록, 정규직일수록 고졸시점과 취업시점간의 계층의 상향이동에 통계적으로 유의하게 양(+)의 효과를 주는 것으로 나타났다. 이상의 분석 결과에서 개인의 사회적 이동성 결정에는 주어진 환경요인보다 자신의 노력과 같은 후천적인 요인이 더 중요함을 시사해준다.We examined the social mobility of social classes between a birth and a high school graduation, and between a high school graduation and an employment before estimating determinants of Korean SAT score and income after getting a job, using KEEP. Empirical findings are as follows: first, a similar pattern is found in the trend of social mobility between a birth and a high school graduation, and between a high school graduation and an employment after college. Second, the secondary education exerts a positive influence on social mobility, but the higher education does not. Third, with respect to determinants of SAT score, the education level of parents, learning related variables, and personal factors impact on the SAT score, and this is similar to those determinants identified as affecting social mobility between a birth and a high school graduation. Fourth, it is found that income increases with a company size, a working period, a regular employment, personal factors, as well as an internship experience with a statistical significance. Especially, the coefficient for a regular status influences the greatest. Fifth, estimation of determinants for an upward movement in social mobility shows that a positive impact is had when it is a male, the working period is long, the company size is big, and when in regular employment with a statistical significance. These findings imply that acquired factors, like efforts made by individuals, are more important than exogenous environmental components in determining individuals' social mobility