Korea Research Institute for Vocational Education and Training
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[정책 해설] 2012년 직업능력개발 정책 방향
No full textⅠ. 머리말
Ⅱ. 직업훈련 정책 환경
Ⅲ. 2012년 중점 추진 과제
1. 직업교육 개편 등 열린 고용 지원
2. 뿌리 및 신성장동력산업 전문인력 양성
3. 실업자 등 취약계층의 직업능력 제고
4. 상생협력의 대중소기업 훈련 활성화
5. 숙련기술인 우
Measures for Follow-Up Study of Meister High School Graduates
No full text정부의 핵심적 교육정책의 하나로 수행된 마이스터고 정책은 대학진학을 위주로 운영되던 직업중심 중등교육의 문제를 해결하고, 대학진학을 하지 않고도 성공할 수 있는 길을 터놓았다. 마이스터고 정책은 “선취업 후진학”을 통해 자신의 적성에 맞는 직업을 선택하고, 직업적 경험을 바탕으로 추가적인 기술 습득과 축적을 통해 해당 분야의 명실상부한 장인으로 성장시키는 것을 목적으로 한다. 하지만 국내의 현실은 대졸자와 고졸자의 임금격차, 사회적 인식의 차이 등으로 인해 정부의 정책이 성공적으로 이루어질 수 있을지에 대한 의문이 많은 상황이다.
마이스터고 정책의 효과와 효율적인 지원 정책의 수립을 위해서는 마이스터고 졸업자에 대한 추적조사가 필요하고, 이 추적조사를 통해 마이스터고 정책의 효과와 지원 방안의 모색이 필요하다. 이 연구는 마이스터고 졸업자에 대한 추적조사의 한 방안으로 마이스터고 졸업자 패널조사의 방법을 제안한다.Ⅰ. 배경 및 문제점 2
Ⅱ. 조사 및 분석 결과 6
Ⅲ. 정책 제언 27
Ⅳ. 기대효과 29
참고문헌 3
Measures to Support High School Graduate Employees with & ''Employment First, Education Later''
No full text본 연구는 고졸자 후진학과 관련한 현안을 점검하고 정책대안을 모색하고자 하였다. 이를 위해 후진학 및 평생학습과 관련한 정책관계자, 후진학 프로그램 운영자, 연구자 등과의 인터뷰를 통해 주요 쟁점에 대한 의견을 수렴하고 다양한 대안을 검토하였다.Recently, the high school educational policies have strengthened several “Employment First, Education Later” pathways for fostering vocational high school graduates to get a job, instead of going to the college. This study has the goal to examine the issues and suggest several policy measures related to “education later” policies for high school graduates.
The term, “education later”, that secondary education policies have strengthened, has not been defined clearly. In several newspapers or papers, the term of “education later” has been used as the learning pathway that employees can take a college degree while keeping employment status after graduating high school. Although this meaning has not been academically defined, the term of “education later” implies the alternative pathway for dealing with the biased path that many vocational high school graduates have tried to enroll in an university. In other words, “education later” is one of the pathways for vocational high school graduates who wish to get a job.
Related to the “education later” of high school graduate employee, there are several issues as follows: (1) how much will be the demand of “education later”, (2) what kind of demand will be presented from high school graduate employees, and (3) how can participation in “education later” programs be facilitated? Based upon these issues, this study gave some policy suggestions as follows:
First, the concept of “education later” pathway after high school graduation should be set clearly. It does not mean enrolling in an university after leaving the current company. It does imply that high school graduate employees could do work and study at the same time. Specifically, this concept has the several characteristics as follows: (1) it implies the pathway in which employees can do their study while maintaining employment status, (2) it does not necessarily aim at developing skills needed in the current job, but it embraces the learning pathways for personal growth and lifelong learning, (3) it would be based upon the learning opportunities in tertiary institutions, (4) its learning embraces various types of formal and nonformal learning related to one''s job, and (5) its learning pathway would be formed based upon learner''s needs and goals, not by the offer from an educational institution.
Second, the “education later” opportunities should be presented with the consideration of the characteristics of high school graduate employees. We should consider that high school graduate employees have different learning needs from general adult employees. For example, the “education later” learning programs should be linked with the training programs for early adjustment to work because of young age of high school graduates. In addition, the “education later” programs should contain the learning opportunities for basic skills because of the lack in many vocational students. When considering the development possibilities, there should be taken into consideration of career development of high school graduate employees. For this career development, various “education later” pathways could be developed based upon articulation or coordiation between work and tertiary education.
Third, the flexible school affairs systems should be introduced. Most of all, the accreditation of prior learning (APL) or recognition of prior learning (RPL), which recognizes one''s on-the-job experiences as some college credits, should be introduced. The flexible management systems should be introduced in the school affairs so that employees can overcome the time barriers. And, various types of higher education programs, which are focused upon industrial needs, should be developed.요 약
제1장 서 론_1
제2장 후진학의 의미 및 정책동향_7
제1절 후진학 활성화의 필요성9
제2절 후진학의 의미17
제3절 후진학의 정책동향21
제3장 후진학 유형별 현황 및 문제점_27
제1절 재직자 특별전형29
제2절 계약학과39
제3절 사내대학45
제4장 주요 쟁점 및 과제_53
제1절 주요 쟁점57
제2절 과제68
SUMMARY_77
참고문헌_81
부 록_85
1. 재직자 특별전형 운영 학교 목록 : 4년제 대학교87
2. 재직자 특별전형 운영 학교 목록 : 전문대학9
A Study on Measures for Collaboration between Large Companies and Small & Medium-sized Enterprises through Education and Training
No full text본 연구는 중소기업이 대기업과 교육훈련 지원 및 협력을 통해 역량을 강화하고 지속적인 성장 기반을 구축할 수 있도록 대기업과 중소기업 간 교육훈련 협력 체제 구축을 통해 상생할 수 있는 정책 방안을 제언하는 데 목적을 두고 수행되었다. 구체적으로 대기업과 중소기업 간 교육훈련 협력 체제 추진 실태와 문제점 및 개선 요구 사항을 조사·분석하고, 대기업과 중소기업 간 교육훈련 협력의 영향 요인 및 그 성과를 파악함으로써 중소기업과 대기업 입장에서 교육훈련 협력이 어떠한 성과로 연결되는지를 밝히고자 하였다. 또한 원청업체가 협력 중소기업의 경쟁력 강화를 위해 노력하고 있는 세 개 기업의 사례를 대기업과 중소 협력사를 중심으로 조사·분석하였다.The Korean government has emphasized the mutual collaboration between large companies and small & medium-sized enterprises (SMEs) as a major economic policy for increasing competitiveness in business. As a recent trend has been moved from inter-firm competition to network competition including large and small firms, the collaboration between big and small companies should be improved. Then, an establishment of collaborative relationship between them is critical in the areas where both companies could benefit from the cooperation. In this sense, education and training is one of vital parts for the business collaboration.
However, while the importance of cooperation in education and training is generally accepted in practice, there has been little concrete research on investigating the affecting factors and outcomes of collaboration in education and training between large companies and SMEs. In addition, it is needed to review the collaborative status in terms of education and training area including both large companies and SMEs in manufacturing industry and nonmanu- facturing industry.
Then, the purpose of this study was to suggest policy measures for large firms and SMEs to enhance collaboration in education and training. More specifically, the current research examined the problems and assessed the needs in the cooperative system of education and training between large companies and SMEs in supply chains. Additionally, this study investigated the antecedents and consequences of large and small business cooperation focused on education and training. Moreover, three case studies were conducted for large business and SMEs in supply chain respectively.
To address the research purpose, the study employed surveys of large and small business as well as case studies. Based on the results of the study, policy implications are suggested to enhance the collaborative relationship between large firms and SMEs in education and training. The policy measures are suggested for government and large and small business.요 약
제1장 서 론_1
제1절 연구 목적과 필요성3
제2절 연구의 내용5
제3절 연구의 방법6
제4절 연구 범위 및 제한점11
제2장 대기업과 중소기업 간 협력에 관한 이론적 배경_13
제1절 경영 환경의 변화와 대기업과 중소기업 간 협력의 중요성15
제2절 대기업과 중소기업 간 상생협력의 개념과 유형27
제3절 대기업과 중소기업 간 협력에 관한 이론적 관점32
제4절 대기업과 중소기업 간 협력 지원 정책 및 현황42
제3장 대기업과 중소기업 간 교육훈련 협력 실태와 교육훈련 협력의 영향 요인 및 성과 분석_57
제1절 대기업과 중소기업 간 교육훈련 협력 실태 및 요구 조사59
제2절 대기업과 중소기업간 교육훈련 협력의 영향 요인 및 성과 분석129
제3절 논의 및 시사점144
제4장 대기업과 중소기업 간 교육훈련 협력 사례 분석_147
제1절 롯데마트와 중소 협력업체의 교육훈련 사례155
제2절 SK텔레콤과 중소 협력업체의 교육훈련 사례189
제3절 파리바게뜨와 중소 협력업체의 교육훈련 사례212
제4절 종합 및 시사점235
제5장 대기업과 중소기업 간 교육훈련 협력 방안_241
제1절 정책적 과제243
제2절 기업의 과제249
SUMMARY_253
참고문헌_255
부록_261
1. 대기업과 중소기업 간 교육훈련 상생협력 현황263
2. 대기업용 설문 조사지282
3. 중소기업용 설문 조사지29
Facilitating Official Development Assistance (ODA) of Vocational Education and Training in Central Asia to the Realization of New Asia Community
No full text본 연구는 1, 2, 3차년도에 걸쳐 아세안 5개국(베트남, 캄보디아, 라오스, 인도네시아, 필리핀), 중앙아시아 3개국(카자흐스탄, 우즈베키스탄, 몽골)을 대상으로 실시한 연구결과와 국내외 사업에 대한 심층적인 분석을 바탕으로 우리나라 현실에 적용 가능한 직업교육훈련분야 PPP 활성화 방안을 마련하는 데 그 목적이 있다.The purpose of this study is to propose guidelines and policies to facilitate Official Development Assistance(ODA) through PPP in the field of Vocational Education and Training(VET) in Asia. More to the point, this study aims to propose a new model along with in-depth policies to facilitate previously government-led VET in ODA through PPP in which corporations and social partners could cooperate with each other, based on government supports.
Since Asia encompasses the various regional features, the target area of the research is divided as South East Asia(ASEAN) and Central Asia. Among these groups, five countries in ASEAN (Vietnam, Indonesia, Cambodia, the Philippines, and Laos) and 3 countries in Central Asia(Kazakhstan, Uzbekistan, and Mongolia) are chosen for target countries.
During the first year, a basic research on the 5 ASEAN countries was conducted. In the second year, the more in-depth research on the ASEAN countries and a basic research on Central Asian countries were conducted.
In the third and final year, more extensive research was carried out on the Central Asian countries keeping with conforming with ASEAN.
This report is the part of the third year study, which aims to prepare a comprehensive report aggregating implications of three-year study by using the methods as follows: analyses of academic background of PPP, cases of major donor countries, Korean cases of VET in ODA using PPP, and the surveys on corporate social responsibility (CSR) activities of Korean corporations in the target countries. Through this process, the following policy strategies in ODA are provided to facilitate ODA pertaining to VET in Asia.
First, implementing system of ODA that has been segmented should be improved through PPP based on closer cooperation among the public, private, NGO and other various actors.
Second, hardware-oriented ODA to developing countries should be changed into software-oriented assistance including consulting development strategies. In the same context, PPP is necessary to utilize specialists and resources of corporation. In order to promote corporations’ participation in PPP, government should provide incentives for corporations; build the supporting system for companies operating business in developing countries to actively be involved in Global CSR program implemented by KOICA in 2010.
Third, there is a need to encourage Korean small-medium sized companies(SMCs) in developing countries to participate in PPP. The performance of PPP program in KOICA has shown the imbalance of the participation between major companies and SMCs. The ratio of SMCs has been very low, which could imply the inferior conditions in terms of financial and human resources for CSR activities compared to major companies. Therefore, it is possible for SMCs in the same line of business to participate in PPP together as a form of consortium in which consulting institutions could play a crucial role of mediators.
Forth, the Korean government is facing with needs to strengthen the process of analyzing needs and conducting feasibility studies of PPP program in developing countries before the implementation. It is prerequisite to build the system for actively inviting the idea of PPP from private sector, which is shown in the cases of the U.S. and Germany. In addition, sufficient funding for supporting the feasibility study should be prepared. While the feasibility study is being conducted, the networks of companies working in the local level of developing countries can be fully utilized to make the study more valid.
Fifth, PPP should be used as one of the strategies for supporting the Korean SMCs to expand business into developing countries. In the JICA’s case, the goal of promoting business abroad is shared among Ministry of Foreign Affairs of Japan, JICA, Ministry of Economy, Trade and Industry, and related institutions, which supports SMCs’ business in developing countries by combining the SMC-networking system of Japan External Trade Organization (JETRO) and the ODA tool of JICA.
The following policy implications based on the five strategies above should be focused on.
First, PPP-based monitoring and evaluation(M&E) system need to be established. In the PPP-based M&E, it should be clearly stated the specific indicators and the explicit role of each partner in PPP to effectively track the performance in every stage.
Second, it is necessary that the existing ODA projects in the field of VET are changed into the PPP-based projects. The key of VET is to provide appropriate education and training to meet industrial needs in the region and to successfully transfer well-trained students into labor market by getting a job. For this process, the cooperation with Korean and local corporations in developing countries is essential as the important actor who has a need for skilled manpower in the local labor market.
Third, there is a need to foster the consulting institutions which play the role of a bridge in PPP. PPP-based VET should be based on the cooperation among diverse partners from public and private sector, which gives rise to the necessity of the pivotal role of consulting institutions in the middle of private and public sector.
Fourth, Development Alliance Korea formed by Ministry Foreign Affairs and Trade of Korea should lively function as the key channel of discussion and cooperation among diversified actors in PPP. In particular, VET could be a vital field in PPP to meet the needs of Korean public and private sector as well as those of the developing countries.
Fifth, the system to invite the idea of PPP from private sector should be established to implement feasible PPP programs relied on local needs. Also, the budget for supporting feasibility study of PPP should be secured.
Sixth, it is necessary that the government devises the strategy for support corporations to exit from the management of VET centers if they want. The broad options of involvement in PPP could encourage corporations’ participation.요 약
제1장 서 론_1
제2장 이론적 배경_7
제1절 한국형 PPP 개념과 추진 방향9
제2절 직업교육훈련분야 개발효과성 제고를 위한 PPP 중요성: CSR 융합형 PPP 관점에서33
제3장 국제사회의 PPP 현황 분석_45
제1절 국제사회 PPP 개요47
제2절 독일51
제3절 미국66
제4절 일본83
제5절 시사점99
제4장 한국 직업교육훈련 PPP 현황분석_105
제1절 한국 민관협력 ODA 현황107
제2절 한국 직업교육 ODA 현황113
제3절 한국 PPP 사업 대표사례: 직업교육훈련을 중심으로118
제4절 시사점128
제5장 아세안 5개국, 중앙아시아 3개국 진출 한국기업 CSR 및 직업교육훈련 실태조사_135
제1절 조사개요 및 현지 CSR 사례137
제2절 시사점148
제6장 직업교육훈련분야 PPP 활성화 정책추진 방향 및 전략_153
제1절 정책추진 방향155
제2절 정책추진 전략164
제7장 직업교육훈련분야 PPP 활성화 방안 및 정책제언_173
제1절 PPP 사업유형별 활성화 방안175
제2절 직업교육훈련부문 PPP 모형별 활성화 방안187
제3절 정책제언197
SUMMARY_213
참고문헌_219
부 록_225
1. KRIVET-KOICA 공동 세미나 발표자료227
2. 3개년도(2010-2012) 설문결과 분석표34
Analysis of Continuing Professional Education (CPE) for Licensed National Qualifications
No full text면허형 국가자격의 보수교육은 사회적 변화, 기술의 발전, 개인의 요구, 자격의 질적 유지·발전이라는 관점에서 매우 중요하다. 따라서 본 연구의 목적은 면허형 국가자격 취득 후 직업에 종사하면서 관련된 지식, 기술, 경험 등을 유지시킴으로써 해당 자격 취득자가 수행하는 업무의 질을 보증하고 서비스를 향상시킬 수 있도록 보수교육 제도를 개선하는 방안을 마련하는 것이다.
이를 위한 세부 목적은 두 가지로 볼 수 있다. 첫째, 면허형 국가자격의 보수교육에 대한 제도적 기반 강화이다. 면허형 국가자격의 보수교육에 대한 제도적 기반은 개별법을 통해 이루어지고 있다. 이러한 법적 기반은 자격의 발전 방향과 이를 위한 보수교육의 원칙을 반영한다고 볼 수 있다. 둘째, 국가 차원에서 면허형 국가자격의 보수교육에 대한 체계를 구축하는 것이다. 보수교육 체계를 구축함으로써 지속적이고 일관성 있게 국민의 안전과 건강 등과 직결된 분야에서의 자격 취득자의 질을 유지시킬 수 있는 방안을 모색하는 것이다.‘License’ means for legal permission to act or recognized in a specific field. The license qualifications are to minimize the uncertainty of consumers about the quality of the licensed service and to ensure the overall quality of the service. The government made mandatory regulations to receive a certain level of training before certificates it to achieve it. In addition, the acquisitors of qualification have to develop and maintain the quality of the eligible continuing professional education. Continuing professional education plays a very important role as a mechanism for qualified acquisitor''s ability to maintain or improve continuously and consistently. Generally, license is directly related to the life and safety of the people, and in particular, changes in technology, including the information and communication field.
However, in our country, CPE has not been emphasized only the positive aspects. CPE has negative aspects to misuse it for revenue-generating tool of professional association. So in 2006, the government tried to abolish CPE due to the side effects. Recently CPE will be more important according to growing internal demands for technological change and improve the quality of service, etc. And it needs to be balanced on professional partners, to be qualified in accordance with the changes of the international community and to pay for the education of international standard compatibility. This raised the need for expanding demands for the quality of qualifications, the qualifications standards of the international community, and the lifelong learning of qualification holders, etc. It has been re-emphasized the importance of CPE. Therefore, these changes reflect the CPE of licensed national certificates system as a whole.
We reviewed and identified 148 national certificates, including approximately 832 items through specific 75 laws and regulations. All 148 national qualifications are licensed certificates for permission to conduct an occupation, job or some acts. In this study, we categorized national certificates by 4 types(Business license type as like lawyer, dentist etc.; Mandatory certificate type for employment as like teacher etc.; Selective certificate type for employment as like care-giver; Permit type for act as like driver license etc.) based on the individual laws and regulations. Clearly above four types of classification rather than duplicates are also depending on the scope of the act of recognition for service providers. In 148 national qualifications, there are 66(about 45%) certificates has CPE legal conditions, and 82 not mentioned on continuing education. In 66 qualifications, 48 certificates have the obligations of CPE, 16 recommended CPE, and 2 certificates have some other clues to the obligation.
Some findings are as following. Firstly, we examined the factors that significantly affect to self-study by individual background involving education, gender, income etc. With regard to the types of qualification, Self-study is better affected by mandatory type for employment and selective type for employment than business license type. Secondly, participation in CPE is significantly affected by qualification types, education, gender, age, qualification value. And the rates of participation are higher in mandatory and selective types than business license. Finally we controlled of personal background to identify the effect of qualification types and found qualification type are significant factor of CPE.요 약
제1장 서 론_1
제1절 연구 필요성 및 목적3
제2절 연구 내용 및 방법7
제2장 면허형 국가자격 유형 분류와 보수교육_15
제1절 면허형 국가자격의 유형 분류17
제2절 보수교육의 용어 정의와 법적 용례33
제3절 면허형 국가자격의 질 관리 필요성42
제4절 소결52
제3장 면허형 국가자격 보수교육 관련 법 분석_55
제1절 면허형 국가자격 보수교육의 법적 기반57
제2절 개별법에서의 보수교육 기관64
제3절 개별법에서의 보수교육 운영71
제4절 소결80
제4장 면허형 국가자격 보수교육 실태_85
제1절 조사 개요 87
제2절 자격 취득자 조사에 따른 면허형 국가자격 특성103
제3절 면허형 국가자격의 보수교육 관리 운영 실태131
제4절 자격 특성과 보수교육에 대한 영향력 분석155
제5절 소결165
제5장 면허형 국가자격 보수교육 사례 분석_173
제1절 사례 조사 대상 자격 및 분석 틀175
제2절 면허형 자격 보수교육 사례178
제3절 비교 분석 및 시사점215
제6장 면허형 국가자격 보수교육 개선 방안 및 정책 과제_223
제1절 면허형 국가자격 보수교육 목표와 방향225
제2절 면허형 국가자격 유형별 보수교육 개선 방안233
제3절 면허형 국가자격 보수교육 정책 과제247
제4절 결론260
SUMMARY_263
참고문헌_267
부 록_275
1. 부처별 국가자격 관련 법277
2. 개별법에 나타난 해당 자격 관련 조항 및 유형 구분295
3. 개별법에 제시된 보수교육 관련 규정321
4. 실태 조사 설문지339
5. 개별 국가자격의 실태 조사 결과 371
6. 미국의 변리사 보수교육 의무 사항441
7. 미국의 수의사 보수교육 의무 사항44
직장 이동을 통한 선망직장 취업은 가능한가
Get PDF신규대졸자 중 대기업(종업원 300인 이상) 취업 비중은 4년제 대졸 20% 내외, 전문대졸 15% 내외이나, 중소기업 취업 비중은 전문대졸 50%, 4년제 대졸 30% 정도임.
2009학년도 대졸자의 출신대학별 선망직장 취업 비중을 살펴보면, 서울4년제(37.5%), 지방국공립대(28.5%), 지방사립대(24.9%) 등 출신대학에 따른 차이 존재
2007학년도 대졸자가 2008년에 중소기업 정규직으로 재직하고 있다가 2010년에 대기업 정규직으로 취업에 성공한 비율은 6.6%, 중소기업 비정규직으로 재직하고 있다가 대기업 정규직으로 취업에 성공한 비율은 2.8%로 매우 낮음.
2008년의 경제활동상태에 따른 2010년 선망직장 취업 가능성을 보면, 민간부문 선망직장 취업에는 비경활(재학 제외) (6.2%)보다 비선망직장 취업(8.4%)이 더 유리하지만, 공공부문 선망직장 취업에는 비경활(재학 제외)(7.4%)이 비선망직장 취업(3.5%)보다 유리한 것으로 나타나, 공공부문의 채용제도 개편 필요성이 제기됨.Among the newly graduates, the proportion of those finding a job in large enterprises (with more than 300 employees) is around 20% for 4-year university graduates and around 15% for junior college graduates, while the proportion of those finding work in small and medium enterprises is 50% for those junior college graduates and around 30% for 4-year university graduates.
The share of the year 2009 graduates finding a job in their preferred place of work establishments differs depending on colleges attended, with 37.5% for those who graduated from 4-year universities in Seoul, 28.5% who graduated from national/public universities in regional areas, and 24.9% for those who graduated from regional private colleges.
Among the graduates of 2007, there were 6.6% of them who had succeeded to find regular employment in large enterprises in 2010 after working full-time in small and medium enterprises in 2008, while only 2.8% found full-time employment in large enterprises after working as non-regular workers in smaller ones.
Estimating the probability of finding employment in preferred workplace within the private sector in 2010 given the employment status in 2008, those in non-preferred employment had a higher chance than those economically inactive population (excluding those in school), but the latter had more advantage over the former when finding employment in preferred workplace within the public sector, suggesting the need to improve the recruitment system of the public sector
2011년 직업훈련 참여 현황
Get PDF15세 이상 인구의 연간 교육훈련참여율은 27.5%, 직업훈련참여율은 19.1%
임금근로자의 직업훈련참여율은 남자(38.5%), 30대(40.8%), 대졸 이상(50.0%), 상용근로자(43.7%)가 높고, 여자(32.4%), 60세 이상(19.4%), 중졸 이하(17.7%), 일용근로자(7.6%)가 낮아 집단간 상당한 격차가 존재
임금근로자의 직업훈련참여율은 울산(64.6%), 대전(53.2%), 충남(52.4%), 전북(51.1%), 충북(50.5%) 등이 높고, 서울(23.1%)과 인천(23.0%) 등이 낮음.
임금근로자의 경우 근로시간이 길어질수록 직업훈련참여율이 낮아지는 경향을 보여(36~40시간 근로자, 41.3% →51시간 이상 근로자, 32.2%) 실근로시간 단축은 직업훈련 활성화에도 기여할 것으로 보임.The annual participation rate of the population aged 15 and over in education and training reached 27.5%, and in vocational training, 19.1%.
Participation in vocational training varies considerably among different groups of wage earning workers; the participation rate was high among males (38.5%), those in the 30s (40.8%), those with university degree or higher, and those regular workers (43.7%), but it was low among females (32.4%), those aged 60 and over (19.4%), those with junior high school diploma or lower (17.7%), and temporary workers (7.6%).
Among wage earning workers, the participation rate in vocational training was high in cities and provinces like Ulsan (64.6%), Daejon (53.2%), Chungnam (52.4%), Jeonbuk (51.1%), and Chungbuk (50.5%) but low in cities like Seoul (23.1%) and Incheon (23.0%).
In the case of wage earning workers, the participation rate in vocational training tends to drop as working hours increases, implying that reduction in real working hours would help promote vocational training
교육과 노동시장의 연계 관점에서 본 신정부의 핵심 정책 과제: 전문가 조사 결과
Get PDF전문가의 27.5%가 10대 정책 분야 중 일자리 창출 지원이 가장 중요하다고 인식
다음으로는 중등단계 직업교육 내실화(15.8%)와 4년제 대학의 노동시장 연계 강화(15.8%), 노동시장 양극화 해소(11.7%), 초·중등 진로교육 활성화(8.3%) 등의 순으로 나타났음.
100대 세부 과제 중에서는 청년 고용정책 강화(14.3%), 근로시간 단축(13.4%), 대학의 진로·취업지원 역량 강화(11.8%), 고용창출 우수 기업 지원 강화(11.8%), 고졸 취업문화 정착 지원(10.9%) 등의 순으로 중요하다고 생각(중복 응답)27.5% of experts perceive job creation is most important in the government’s top 10 policy priorities.
This is followed by reinforcement of secondary level vocational education (15.8%), strengthening of the linkage between labor market and 4-year universities (15.8%), easing of labor market polarization (11.7%) and expansion of career education in primary and secondary schools (8.3%).
The responding experts indicated the degree of importance of the top 100 detailed policy initiatives in the order of improvement of youth employment policy (14.3%), reducing of working hours (13.4%), strengthening of universities’ career and employment support capacity (11.8%); increase in support to enterprises with outstanding performance in employment creation (11.8%), and provision of support to induce employment of high school graduates (10.9%). (multiple responses
대학 졸업생의 노동시장 정착 과정과 전공·성별 차이
Get PDF4년제 대학 졸업자(2002년)의 생애 초기 직업경력(7년 3개월)을 보니 43.4%만이 ‘주요 일자리(3년 이상 근속한 직장)’ 를 잡는 데 성공함.
직업세계와의 연계성이 높은 전공일수록 주요 일자리를 취득할 확률이 더 높음. 공학계, 의약계의 순
대졸 청년층 직장 이동자의 약 36%가 이직 시 산업과 직업이 모두 바뀌는 ‘경력변동’ 을 경험했으며, 이학·공학계와 인문·사회계에서 이 비율이 높음.
여자는 주요 일자리 취득자 비율이 남자보다 낮으며, 주요 일자리 취득이 상대적으로 용이한 전공이라 하더라도 남자보다 그 비율이 크게 낮음.Among four-year university graduates, the proportion of those who paid their tuition with student loan varies among different income group: the lower the family income, the higher the dependency on student loan, as indicated by the figures, with 4.6% for the high income group, 8.1% for the middle income group, and 14.3% for the low income group.
Students who were dependent on parents scored 773.0 on TOEIC, while those who took out a loan scored 754.0 which is 2.46% (or 19 points in test score) lower.
Average monthly income of those who paid their tuition with a student loan is 8% (159,000 Korean Won) lower than that of those who were dependent on their parents