Korea Research Institute for Vocational Education and Training
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Future Skills Needs Analysis by Patent Analysis : Focus on Rechargeable Batteries for the Automobile Industry as Industrial Convergence
No full textThis study seeks to develop a methodology for future skills needs analysis through the patent analysis of the basis for the knowledge and knowledge network theories. A patent data analysis of rechargeable batteries for automobiles will be conducted and knowledge units will be extracted as future skills demand. Thereafter, this will be applied to curriculum analysis.
The present study raises the possibility in the theoretical debate over convergence knowledge production modes of a knowledge network analysis through patent analysis. It also analyzes detailed technological trends and knowledge and functions required in conjunction with the migration of the major rechargeable battery market to mobile, and examines the purposes of automobile and energy storage through a network analysis of rechargeable battery related patents.
In this study, skills, which is regarded as a concept compatible with knowledge, includes technology and techniques. Viewed from this standpoint, knowledge becomes an object that represents(knowledge) networks, which in turn means that the analysis of such knowledge networks can be planned. While the data structure hidden inside of patents can work as a critical “proxy meter” for identifying scientific and technological activities and the related knowledge structure, this study identifies the development and structure of knowledge by quantifying and structuring patent data...
Systematic Analysis of the Management and Operation of National Qualifications
No full textThe pursuit of a meritocratic society is predicated on the advent of a just society. In this regard, the maintenance of the national qualifications system constitutes the key to the promotion of fairness in society. This study introduces a process through which the management and operation of competency-based national qualifications can adequately reflect the needs of customers. The social values of transparency and fairness of the procedure are analyzed herein. In particular, the national qualifications are currently managed based on individual statutes and administered by several individual departments. Moreover, the national qualifications should be operated in a systematic and coherent manner.
The management and operation of national qualifications based on the National Qualifications Framework Act is identified herein as the basic direction which should be followed.
A nationwide survey on 132 national qualifications was conducted. Among them, 114 responded to the survey on the eligibility qualifications and main contents of management and operation. 53.5% of qualification is licensed, 21% is certified and 32% is recognized. More than 70% of the commissioned institutions are public institutions and more than 50% of the budget is commissions of the agencies
This research presents four recommendations. First is the establishment of national qualification governance system. Second is the systemization of national qualification management. Third is the strengthening of quality assurance system and reliability. Fourth is the establishment of information system and its utilization system
Economic Effects of Qualifications(Ⅱ) : With a Focus on the National Health and Medical Licenses Evaluation System
No full textThis study measures the effects of national licenses in the health and medical fields.
The measurement of the economic effect of high public licenses(national qualifications), and analysis of the evaluation system for various types of licenses, are carried out herein. In addition, based on the evaluation of existing national qualifications, the present study also seeks to identify problems linked to licenses in the health and medical fields and to present potential improvements.
The main goals of this study are as follows.
-Establish theories to measure the economic effects of the various license-related national qualifications.
-Revise or complement the evaluation system developed in the 1st year in order to present a simpler and more effective evaluation system.
-Present plans for verifying the evaluation(framework), and managing the quality of examples through pilot application of licenses and license-type qualification criteria. In short, present guidelines for improving national licenses and perform a comparison of the characteristics and usage of licenses in the health and medical sectors of Korea and Japan. ..
Strengthening International Competitiveness of Korean Vocational Colleges
No full textKorea’s economy has been growing rapidly. Korea recently ranked 10th in terms of the size of the economy in the world. Remarkable development of Korea’s economy has enhanced Korea’s global status higher than ever.
With the rise of Korea’s global status, there have been on-going needs to strengthen international competitiveness of vocational colleges. However they have not been actively responding to the various domestic nor international needs. This study aims to analyze the international competitiveness of Korean vocational colleges under the current circumstances and explores initiatives and tasks that the government and vocational colleges need to implement in order to cope with various demands inside and outside Korea.
This study adopted diverse research methods. References were reviewed focusing on the issues of international competitiveness of vocational colleges in Korea.
To conduct survey and interviews, categories to be analyzed were developed and selected. The main purposes of the survey and interviews were to investigate the current status of international competitiveness of vocational colleges and to draw ideas for government policies and initiatives of vocational colleges. The survey was composed using stratified random samples from vocational colleges around the country. 75 persons working in the international cooperation department of vocational colleges answered the survey, and 19 foreign students in Korean vocational colleges were interviewed with similar agenda.
A series of conferences were held with government authorities, professors of vocational colleges, and authorities from industries with a common view to developing initiatives and tasks for the government and vocational colleges...
VET System of the G20 Emerging Economies
No full textThe rise of the G20 grouping launched in 2009 shows the power of the emerging economies around the world, and in particular that of those within the G20. The so-called BRICs, namely Brazil, Russia, India and China, and countries such as Turkey, Mexico, Saudi Arabia and South Africa are all members of the G20.
This study is a follow-up to ‘The VET Institutions of the G20 Member Countries: Best Practices in Selected Countries’. The present study focuses on the vocational education and training system of five emerging economies within the G20, which are India, the Russian Federation, Turkey, Brazil and South Africa. These countries have been selected based upon their geographic location, importance within the regional economy, and their cultural and religious diversity. These five countries represent different stages of development and face diverse issues.
This study consists of five case studies, each of which describes the VET system of one of these emerging economies. Meanwhile, the results of the study, discussions of common issues, and suggestions for future development are addressed in the final chapter.
Each case study consists of the following. First, a review of the socio-economic background of each country, which serves as the background to the VET system, is analyzed at length. Second, the major features of each VET system are examined. These include the governance system(i.e. financial and administrative system), the delivery system(i.e. VET institutions), and other key ingredients of the VET such as social partnerships, qualification systems, quality of teachers, curriculum development, and career guidance. Third, the major issues each country faces with respect to building a national VET system and other human resource issues that are crucial to the sustainable growth of these countries are analyzed. ..
Internal Labor Markets and Semi-skilled Workers in the Manufacturing Industry
No full textThis study examines the employment system and firm-internal labor markets(FILM) and investigates the three main aspects of the FILM, namely making the wage system more flexible, workplace innovation, and vocational training and skill formation for craft-workers. In this regard, the study seeks to identify the direction in which firms and the government should go when it comes to personnel management and manpower policies.
At the labor market level, in addition to making the internal labor market more flexible and more efficient, there is a need to ensure that the skill development system is based on the notion of flexicurity such that functional flexibility at the firm level is combined with the social security scheme at the national level.
Increased flexibility can be brought to the wage system by linking it to ability and tasks rather than seniority. This modification at the firm level should be supported at both the policy and research levels.
Business relationships between SMEs and big firms should be altered in favor of a co-existence system. To this end, the government should implement a more progressive program to eradicate large firms unfair treatment of their subcontractors.
Firms that have established the FILM should focus on fostering core craft workers responsible for innovation at the workplace. The curriculums of vocational schools should also be adopted to reflect technical changes in the workplace. The government should support workplace innovation in SMEs that revolves around craft workers...
Increasing the Flexibility of Pathways in Secondary Vocational Education
No full textOne of the central concepts of this research is that vocational education opportunities should be equally provided to all people. The goal of this study was to seek policy measures through which to increase the flexibility of the pathways in vocational education so as to secure adequate vocational education opportunities and develop vocational learning pathways that meet the educational needs of high school students. In order to meet these objectives, this study used several methodologies, including a review of the available literature, survey of general and vocational high school students, delphi techniques involving specialists in vocational education, and discussions with professionals and practitioners.
In this research, ‘flexible pathways in vocational education’ were defined as the supporting system in which vocational education opportunities are offered to develop individualized learning pathways that reflect learners’ needs, levels, and learning pace to name but a few. Based on this meaning, flexible pathways in vocational education can be interpreted differently in general and vocational high schools...
Education and Labor Market Linkage and Outcome(Ⅲ)
No full textThis study has as its objective the introduction of policy alternatives designed to establish an effective linkage system between education and the labor market. This is to be brought about through an examination, from both the short-and long-term perspectives, of the issues of mismatch and inequality that occur during the process of linking education and the labor market. Specific research results pertaining to each of these items can be summarized as follows.
- Mismatch between majors and skill sets and labor market achievements
First, our analysis revealed that effectiveness in terms of the objective of college education equipping students with knowledge earned from their academic majors has worsened, and that the effect has decreased even more in terms of building core capacities such as general knowledge of the major, mathematical skills, and basic job skills. In particular, a recent cohort showed that the level of skill cultivation had reached serious proportions. Second, as the mismatch between majors and skills differs according to the majors, the decline in the level of absolute skill building has emerged as a more serious problem than the relative mismatch between majors and skills. Third, the results of the estimated wage effect based on the current job showed that the enumerated data for the skill level dummy, which excluded the 1982 class cohort, had a significance level of approximately 3.5%. This means that high skill levels at the time of college graduation translate into a certain wage effect during a period of time, but that this effect disappears as the time within the labor market becomes longer. ..
Foundational Research on Establishment of a Comprehensive Plan to Promote Cooperation among Industry, Education, and Research
No full text본 연구의 목적은 그동안의 산학연협력 정책 및 운영실태 분석과 산학연협력 촉진을 위한 정책수요 분석을 통하여 국가차원의 산학연협력 기본방향과 목표를 설정하고, 산학연협력 진흥 및 활성화를 위한 종합계획 수립의 기초자료를 제시하고자 한다.1. Overview
The government support for companies of research and development (R&D) has been expanding and quantitative way of doing cooperation between industry, education, and research (hereinafter referred to as “industry-education cooperation”) also diversified. A lot of best practices of industry-education 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 Highschool. 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 its basic direction and the basis of a comprehensive plan for the promotion of industry- education cooperation through analysis of industry-education cooperation policy and operational situation and the demand for policy at the national level.
The main contents of this study are as follows.
First, the analysis of the meaning and theoretical background of industry-education cooperation.
- to set up the concept and scope of industry-education cooperation
- to review the theory of industry-education cooperation
- to analyse the type of industry-education cooperation
Second, the analysis of the status of industry-education cooperation.
-to analyse related laws and policies of industry-education cooperation
- to analyse the current status of industry-education cooperation projects
- to analyse the major industry-education cooperation policy
- to analyse the needs for the industry-education cooperation
Third, the analysis of industry-education cooperation promotion- related environment.
-to analyse the trends of the workforce development through industry-education cooperation
-to analyse the trends of research and development(R&D), technology transfer and commercialization through industry- education cooperation
-to analyse the mega-trends affecting industry-education cooperation
Fourth, the policy direction for the promotion of industry-education cooperation.
- to set the long-term policy goals, and default orientation
- to develop major agenda by each area
- to suggest direction to build the infrastructure
-to present the performance analysis system of industry-education cooperation
Applied research methods in order to achieve the purposes of this study included domestic and international preliminary research and literature analysis, AHP survey, expert interviews, expert consultation, and policy workshop.
2. Means of industry-education cooperation and theoretical background
The concept of industry-education cooperation was examined through the 「Promotion of Industrial Education and Industry- Education-Research Cooperation Act」, 「Vocational Education and Training Promotion Act」, and 「Cooperative Research and Development Promotion Act」 as a legal concept. Industry-education cooperation has been referred to cooperation or co-op in accordance with the laws. Industry-education cooperation can be defined as a certain series of cooperative activities in order to achieve purpose in which participating more than two stake holders.
The range of industry-education cooperation can be figure out comprehensively through combination of the level of educational institutions primarily responsible for the workforce and the type of cooperation based on information presented in the relevant laws and previous studies.
Industry-education cooperation also includes a variety of direct or indirect program in addition to workforce development, research and development, commercialization, technology transfer and industry consultation, and joint use of resources which is descried in 「Promotion of Industrial Education and Industry-Education-Research Cooperation Act」. The extent of analysis of industry-education cooperation is different depending on the extent of which government-funded program is associated with. The laws and regulations that govern industry-education cooperation were presented in . Major policies on industry-education cooperation from the 1960s to the current were summarized based on previous studies.
「Promotion of Industrial Education and Industry-Education-Research Cooperation Act」 is narrowly defined the meaning of cooperation from the point of view of workforce development, or education and training. Other regulations that related to the industry-education cooperation are generally referring the 「Promotion of Industrial Education and Industry-Education-Research Cooperation Act」 to promote and support industry-education cooperation.
Cooperation is difficult to define clearly because it is used to multiple terms in the forms of cooperation, partnership, collaboration, etc. So it is useful to review it separately by subject, purpose, and type in the context of understanding the meaning. Motivation for cooperation as the form of partnerships between different organizations is due to the synergistic partnership effect on profit collaborative advantage.
The following research topics showed the higher frequency as the results of analysis of relevant prior research. In the field of workforce development, technical workforce system, technical workforce development relevant to regional leading industry, curriculum and textbook development showed higher frequency. In the field of R&D and commercialization, commercializing, merchandising and branding were higher. Joint use of a resource sector showed higher frequency on activation of cooperative study. Technology transfer and industry consultation sector showed same critical issues as its own title and the other field showed higher frequency on statistics of industry-education cooperation.
3. State of industry-education cooperation and needs analysis
The problems and implications of industry-education cooperation projects which were funded by government can be summarized as follows.
First, a DB that contains the information of the country''s total industry-education cooperation projects has not been set up. Research and development related DB is annually collected and maintained through NTIS, but workforce development, commercialization, and technology transfer related DB is insufficient. Second, an organization that oversees the country's total industry-education cooperation projects is not built up. Third, the unity for concept, scope and classification of industry-education cooperation is insufficient. n is needed.
The AHP survey results showed following facts. Relatively important initiatives in the AHP hierarchy model are government financial support expansion in accordance with the industry-education cooperation, interactive exchanges system(personnel, facilities, equipment, and information), the company''s participation and strengthening a sense of responsibility for industry-education cooperation(see Table 1). Initiatives would be helpful to understand stake holders’ needs to pursue primarily.
The empowerment of participants and renovation of the infrastructure are urgently needed. The characterization of industry- education cooperation projects(0.17), strengthening incentives for participation(0.17), and enhancing the expertise of the staff(0.14) showed relatively high importance. There is a need to identify sub-initiatives in this regard.
4. Policy directions to promote industry-education cooperation
Long-term policy goals and the basic direction for promotion of industry-education cooperation were suggested. Major challenges, direction of the infrastructure, and performance analysis system are also presented as the initiatives for the next government.
Industry-education cooperation is greater functioning as the propulsion direction and philosophy to create synergies through cooperation in the process of workforce development and R&D projects rather than such as an end purpose in itself. Industry-education cooperation is the common element across the training of personnel and R&D. In these aspects, the training of personnel and R&D should be linked and fused. Industrial policy, regional policy, and economic policy also should be linked. Statistics system for the evaluation of the performance of industry-education cooperation is also needed. Scattered conventional statistics and information system should be linked to secure relevant data collection.
Incentive plans should be prepared to facilitate civilian autonomous industry-education cooperation for motivation and participation. It needs to organize and analyze the existing projects through the re-conceptualization and categorization of industry-education cooperation(ministries, project, budget, type, etc.).
Industry-education cooperation system should be established for lifelong career development. Linkage between secondary level vocational education and tertiary stages, industry-education cooperation to meet in line employment after further study of vocational education, and differentiation between scientific-technical personnel and industrial technology workforce need to be considered. Role should be established by the type of institution, such as schools, universities, industry, Institute(national research institute, companies, universities), government and industrial-education collaboration.
Vision of a national industry-education cooperation was set up as ‘Industry-education cooperation to increase national competitiveness’ and basic directions were set as advancement of the industry-education cooperation through communication, maximize the efficiency of industry-education cooperation, and field-oriented industry-education cooperation.
The major challenges presented by three areas for the system to improve industry-education cooperation. A “Special Committee on industry-education cooperation” was proposed as a president council to promote infrastructure at the government-wide level from a R&D to workforce training, regional innovation, industry/education/science and technology policy. To promote industry-education cooperation at the national level, such as the “Basic Promotion Plan” of industry-education cooperation is needed.
Industry-education cooperation in the future, there is a need to consider the following points.
First, the direction of the future industry-education cooperation will have to be established linking to the School/University - Corporate - Local. Second, to devise a system is needed to nurture talent that can be tailored to meet the needs of businesses. Third, in order to attract talent through industry-education cooperation, cluster composition needs to be an attractive living environment. Fourth, division of the network, and enable diversification is needed for product development as the results of industry-education cooperation. Fifth, regional industry-education cooperation committee should lead to the cooperation strategy suitable for local conditions. Sixth, it will need to build industry-education cooperation system have a long-term roadmap.요약
제1장 서 론_1
제1절 연구의 필요성 및 목적3
제2절 연구의 내용 및 범위7
제3절 연구의 방법 및 절차10
제2장 산학연협력의 의미와 이론적 배경_15
제1절 산학연협력의 개념17
제2절 산학연협력의 범위와 유형29
제3절 산학연협력 관련 연구동향43
제4절 소결54
제3장 산학연협력의 실태 및 요구분석_57
제1절 산학연협력의 관련 법령과 정책59
제2절 산학연협력의 사업현황94
제3절 산학연협력의 관련 환경분석138
제4절 산학연협력의 요구분석150
제4장 주요국의 산학연협력 정책_189
제1절 미국192
제2절 일본199
제3절 유럽204
제4절 기타 국가218
제5절 시사점221
제5장 산학연협력 진흥의 정책방향_223
제1절 산학연협력 진흥의 중장기 정책목표 및 기본방향225
제2절 영역별 주요 과제230
제6장 결론 및 정책제언_253
제1절 결론255
제2절 정책제언258
SUMMARY_261
참고문헌_271
부 록_29
A Study on the Career Education Policy in Advanced Countries from the Perspective of the Linkage between Education and Employment Structure
No full text본 연구에서는 진로교육 정책의 방향을 도출하기 위해서 고용시장 및 교육기회와 같은 사회경제적인 구조적 관점과 연계하여 주요 진로교육 선진국의 진로교육정책을 분석하고 이를 통하여 한국의 진로교육정책에 주는 시사점을 도출하고자 한다. 진로교육에 영향을 미치는 것은 비단 고용시장과 직업구조와 같은 ‘일의 세계’ 관련 요인뿐만 아니라 대학교육 기회, 중등학교 계열화와 복잡화 등과 같은 ‘교육의 세계’ 요인도 함께 관련을 맺고 있음은 명확하다. 다만 21세기로 들어오면서 고용구조의 변화가 심화되고 있고 특히 최근의 글로벌 경제위기에 따라 급격한 고용변화가 있음을 고려할 때, 고용시장과의 연계 하에 진로교육을 살펴보는 것은 현실과 괴리되지 않고 변화에 효과적으로 대응할 수 있는 진로교육정책의 방향수립에 시사점을 제공할 수 있을 것으로 기대된다.I. Introduction
1. Objective of the study
This study has been conducted to draw some implications for career education policy in Korea throughout analysis of the career education policy in advanced countries from the perspective of the linkage between education and employment structure. Social, economical and educational systems are the foundations to career education of each countries. Based on the analysis, this project that was carried to review current career education policy of Korea and find implication could be used as a basic resource to support career education policy of the new government starting in 2013. The primary purpose of this study is to draw the direction of career education and implications, not to find the solution or policies to detailed career education policy.
2. Methodology
1) Basic statistics analysis
To review the background and policies of career education, basic statistics were analyzed such as ILO statistics of population and labour market, PISA statistics, and OECD Education at a glance. Also, domestic and foreign preceding research about case studies on the career education policy were analyzed. Domestic professionals participated to this study to review and consult the analysis frame and results on the career education policies.요 약
제1장 서론_1
제1절 연구의 필요성 및 목적3
제2절 연구내용8
제3절 연구방법11
제2장 진로교육정책 분석틀 구축_13
제1절 주요국의 진로교육정책 관련 선행연구 분석15
제2절 진로교육정책 분석틀42
제3장 영국의 진로교육_55
제1절 사회·경제적 배경57
제2절 진로교육시스템과 정책71
제3절 정책적 시사103
제4장 프랑스의 진로교육_113
제1절 사회·경제적 배경115
제2절 진로교육시스템과 정책131
제3절 정책적 시사145
제5장 독일의 진로교육_149
제1절 사회·경제적 배경151
제2절 진로교육시스템과 정책168
제3절 정책적 시사192
제6장 덴마크의 진로교육_197
제1절 사회·경제적 배경199
제2절 진로교육시스템과 정책211
제3절 정책적 시사230
제7장 미국의 진로교육_233
제1절 사회·경제적 배경235
제2절 진로교육시스템과 정책253
제3절 정책적 시사273
제8장 일본의 진로교육_279
제1절 사회·경제적 배경281
제2절 진로교육시스템과 정책299
제3절 정책적 시사315
제9장 주요국의 진로교육정책 비교분석 및 시사점_319
제1절 주요국의 진로교육 기반 분석321
제2절 주요국의 진로교육정책 비교분석332
제3절 한국의 진로교육정책을 위한 시사점344
SUMMARY_357
참고문헌_36