Korea Research Institute for Vocational Education and Training
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The Determinants of Academic Achievement of Korean Vocational High School Students
No full text전문계 고등학교는 학생들의 취업률을 높이기 위한 다양한 변화를 시도하고 있다. 이러한 변화가 성공하기 위해서는 변화된 교육에 따라 학생들의 학업성취도가 높아지고, 학업성취도가 높아진 학생들이 질 높은 취업을 달성하여 우수한 산업인력이 되어야 할 것이다.
본 연구는 전문계 고등학생들의 학교 성적으로 측정한 학업성취도에 영향을 주는 요인을 파악하기 위하여 한국직업능력개발원의 「한국교육고용패널」4차년도(2007년도) 자료를 이용하여 구조방정식 모형으로 분석하였다. 연구의 결과로는, 대부분의 선행 연구 결과와는 다르게 전문계 고등학생의 학업성취도에 가정의 영향이 거의 나타나지 않았다. 반면에 교사 변수는 학생의 태도와 동기, 문제행동 등의 매개변수를 거쳐 긍정적 영향을 미쳤다. 학교 변수는 태도와 동기, 문제행동 등의 매개변수를 거쳐서 학업성취도에 부정적인 영향을 미쳤다. 사교육은 학업성취도에 영향을 주지 못하였다. 이러한 결과를 바탕으로 전문계 고등학생의 학업성취도 향상 방안을 제시하였다.The results of academic achievement studies say that the most important determinant of student’s academic achievement is social economic status of student’s family. By the way, the entering students of vocational high schools have a bad school records in their middle school and are children of low-income families. So, it will be very difficult for those students to improve their academic achievement.
The purpose of this study is to find the determinants of vocational high school student’s academic achievement in Korea. In this study, KEEP 4th wave(2007), developed by KRIVET, was used in analysis.
In the results of analysis, the influence of family factor wasn’t found. And teacher factor influenced positively through the mediation influences of attitude, motivation, and problematic behavior of students. But school factor influenced negatively through the influence of mediators. The influence of private education factor wasn’t found. The implication of this result of analysis was discussed
The Effects of Individual Background and School Factors on Employment Outcomes of College and University Graduates
No full text이 논문은 위계적 선형 모형(Hierarchical Linear Modeling, HLM)을 활용하여, 대졸자의 취업에 미치는 개인배경, 개인의 취업준비, 대학 특성, 대학의 취업지원 변인의 영향력을 분석하였다. 이를 위하여 한국고용정보원의 2008년도 대졸자 직업이동 경로조사(Graduates Occupational Mobility Survey, 2008GOMS) 자료와 각 대학이 ‘대학알리미’ 사이트에 게시한 2008년도 대학정보공시자료를 활용하였다. 분석 결과에 따르면, 성별, 가계소득, 출신고 등의 개인배경과 서열유형, 취업률, 준칙주의 여부 등의 대학 특성 변인이 영향을 미치고 있었다. 특히 고등교육기회 확대 정책의 핵심인 전문계고 출신과 준칙주의 이후 설립대학 출신자는 미취업 혹은 하위 노동시장에 진입할 확률이 높았다. 이러한 결과는 정부의 고등교육기회 확대 정책이 교육 기회의 확대라는 측면에서는 긍정적인 평가를 받을 수 있지만, 노동시장과 연계되지 못하고 대학 진학 수요를 수용하는 데에 머물렀다는 한계를 시사한다. 그리고 그 한계는 한국 사회의 가장 취약한 계층에서 드러나고 있다고 하겠다. 따라서 대학과 사회가 보다 적극적으로 협력하고, 대졸실업 문제에 대한 해결책을 함께 모색할 필요가 있다.This study identifies and estimates the effects of individual background and school factors on employment outcomes of college and university graduates. Using hierarchical linear modeling (HLM), this study analyzes data from the Graduates Occupational Mobility Survey (2008GOMS) conducted in 2008 by the Korean Employment and Information Service and University Information Data posted by colleges and universities. The results show that the background factors have significant influence on employment outcomes for college and university graduates. Specially, the two factors that lead to the universalization of Korean higher education - being a vocational high school graduate and changes in university registration policy, are shown to have negative effects on their employment outcomes. This finding suggests that while recent changes in Korea’s higher education policy can be applauded for increasing opportunity of higher education, they have a limit to causing mismatches between universities and a labor market. Moreover, it is evident that the lower class population is most prone to the negative impacts of universalization of higher education. Therefore, the society and higher education institutions need to collaborate and more aggressively approach the issue of high unemployment rates among college and university graduates
마이스터고 운영 현황과 과제
No full text○ 마이스터 고등학교(산업수요 맞춤형 고등학교)는 고교단계 직업교육의 혁신적인 모델로 제안되어, 현재 2차년도 운영 중
○ 사회 전반에 걸쳐 많은 우려와 기대를 받아온 마이스터고는 산업체와의 긴밀한 산학협력을 구축해 나가면서 가시적인 성과를 조금씩 나타냄. 그러나 안정적인 현장 착근을 위해 해결해야 할 문제점이 여전히 존재하는 것으로 평가
○ 이러한 필요성에 따라 본 고에서는 마이스터고 육성 정책과 운영 현황을 개괄적으로 살펴보고, 마이스터고를 직업교육의 중장기적 혁신 모델로 연착시키기 위한 과제를 다음과 같이 제안
- 산업체 기술변화·인력수요 변화에 따른 신속한 대응체제 구축
- 교원간 의사소통 채널 확보 및 협력체계 구축
- 교원 및 마이스터 교원 처우 개선
- 병역문제로 인한 경력단절 문제 해소
- 일-학습 병행을 위한 기반 구축
- 산학협력 증대를 위한 인센티브 확대
- 자격체계 개편을 통한 마이스터고 졸업생 역량의 신뢰성 확보
- 지역사회 자원을 활용한 win-win 전략 구축
Ⅰ. 마이스터고 도입 배경
Ⅱ. 마이스터고 육성 정책과 추진 경과
1. '한국형 마이스터고 육성계획('08.7)' 개요
2. 마이스터고 육성 추진 경과
Ⅲ. 마이스터고 운영 현황
1. 개요
2. 마이스터고 운영의 주요 특징
3. 마이스터고 운영상의 주요 개선 필요사항
Ⅳ. 향후 추진 과제와 개선 방향
1. 산업체 기술변화·인력수요 변화에 따른 신속한 대응체제 구축
2. 교원간 의사소통 채널 확보 및 협력체계 구축
3. 교원 및 마이스터 교원 처우 개선
4. 병역문제로 인한 경력단절 문제 해소
5. 일-학습 병행을 위한 기반 구축
6. 산학협력 증대를 위한 인센티브 확대
7. 자격체계 개편을 통한 마이스터고 졸업생 역량의 신뢰성 확보
8. 지역사회 자원을 활용한 win-win 전략 구
Global HR Forum 2011
No full text본 포럼의 목적은 1)선도적인 인적 자원 개발 우수사례 공유 및 실제적인 문제해결능력 배양 2)인적 자원 관련 세계적 추세 파악 및 국내 정책의 국제적 홍보를 위해 국제적 정보 교류 및 협력 채널 구축 3)본 포럼을 통해 직능원 위상 및 연구수준 고양에 있음.요 약
제1장 서론 1
제1절 글로벌 인재포럼 개최 배경 및 필요성 3
제2절 글로벌 인재포럼의 목적과 의의 4
제3절 글로벌 인재포럼의 기대효과 5
제4절 글로벌 인재포럼의 조직 운영 6
제2장 과년도 글로벌 인재포럼 사업 개요 19
제1절 글로벌 인재포럼 2006 개요 21
제2절 글로벌 인재포럼 2007 개요 29
제3절 글로벌 인재포럼 2008 개요 42
제4절 글로벌 인재포럼 2009 개요 53
제5절 글로벌 인재포럼 2010 개요 60
제3장 글로벌 인재포럼 2011 평가 71
제1절 글로벌 인재포럼 2011 개요 73
제2절 글로벌 인재포럼 2011 세션 구성 76
제3절 글로벌 인재포럼 2011 세션 논의 내용 85
제4절 글로벌 인재포럼 2011 평가 131
제4장 글로벌 인재포럼 2011 운영상 문제점 및 개선 방안 149
제1절 글로벌 인재포럼 2011 운영상 문제점 151
제2절 글로벌 인재포럼 2011 개선 방안 160
부록 165
글로벌 포럼 설문지(국 영문) 167
업무협약서(MOU): 2006년, 2007년~2009년, 2010년 177
서울 선언문 182
글로벌 인재포럼 2011 언론보도 자료 18
Teaching method for Strengthening Vocational Training Competitiveness-Study Research
No full text본 연구는 다음과 같은 연구 내용을 중심으로 추진되었다.
첫째, 직업훈련에서의 교수-학습의 의미와 그 특성 그리고 최근의 동향을 전반적으로 고찰하고자 하였다. 아울러 직업훈련 교수-학습에 미치는 관련 요소, 변인, 절차 등을 분석하였다. 이를 토대로 이 연구의 직업훈련 교수-학습 접근 방향을 수립하였고 연구 변인 및 분석틀을 도출하였다.
둘째, 현재까지의 직업훈련정책의 위치파악과 방향 정립을 위하여 직업훈련의 연혁과 정책 변화를 살펴보고 직업능력개발계좌제에 대한 도입배경과 성과를 되돌아보았다. 또한 직업능력개발계좌제 도입의 긍정적/부정적 측면들을 바탕으로 향후 정책 방향을 제시하였다.
셋째, 고용노동부 기관 평가사업 자료를 분석하고 직업훈련기관 관계자를 대상으로 운영 업무 프로세스를 도출하여 각 업무 단계별로 교수-학습의 요소, 단계가 어떻게 구현되는지를 구체적으로 파악하였다. 이를 토대로 전반적인 국내 직업훈련기관 운영현황 및 수준을 파악하고 연구 대상 선발 방향과 기준을 수립하였다.
넷째, 직업훈련기관 대상 교수-학습 사례분석을 위하여 연구 대상 선정, 조사 방법을 위한 구체적인 방향과 도구를 설계하였고, 직업훈련기관 대상을 선정하여 사례 연구를 실시하였다. 주요 분석내용은 크게 투입 요소별 관점과 교수-학습 단계별 관점에서 살펴보았다.
다섯째, 직업훈련 경쟁력 강화를 위한 훈련기관의 직업훈련 교수-학습 개선 방안으로 훈련기관 운영 측면과 수업 운영 측면에서의 전략을 살펴보았다. 또한 정부 직업훈련정책 측면에서 현행 실업자훈련정책의 개선 방안을 제안하였다.The purpose of this research is to assess the teaching·learning environment in vocational education and training programs for the unemployed. A great deal of research has been done in this area, but there has been a notable lack of research on the teaching ·learning environment in that regard. Especially conspicuous in its absence is qualitative research examining in detail the mechanisms of the vocational education and training teaching·learning environment in the actual field.
We therefore conducted a case study of 13 vocational education and training institutes that had been praised for the competitiveness of their operating programs over a number of years. The institutes were categorized into 4 fields: mechanical (3 institutes), office management (2 institutes), information technology (3 institutes), and beauty treatment/medical treatment/cooking (5 institutes). The institutes were selected according to standards and procedures devised by a panel of experts.
To devise a framework for the analysis, we undertook a literature review, an analysis of data from the institutes, and discussions with experts. In this process, the definition, characteristics and recent trends of the teaching·learning environment in vocational education and training were ascertained and confirmed. Also, related factors, including processes that influence the teaching-learning environment in this context were analyzed. Moreover a narrative of the history and direction of government policies concerning vocational education and training were presented. Throughout this process, the direction of this research was established, and research variables, tools and frameworks were delineated. We also evaluated the management status of domestic vocational education and training institutes. As the main research method, in-depth interviews of persons concerned were conducted and certain responses of the trainees were analyzed statistically.
The framework of this research was as follows. The two points of analysis were the teaching-learning input factors and the teaching-learning process. As to environmental factors, the industry, the institute, and government policy were analyzed. As to essential factors, programs, trainees, and trainers were analyzed and as to implementation factors, the teaching-learning method and teaching-learning media were analyzed. Next, we examined this content from the point of view of the teaching-learning process and performed a systematic analysis. The first process was "before class" (analysis, design, development), the second process "in class" (implementation), and the third was "after class" (evaluation).
This research was correlated with certain policy changes executed starting this year. We anticipate that this study will be important in illuminating what specific factors these policy changes have influenced. The results of the research reveal the distinct characteristics and problems of this teaching-learning environment, particularly in terms of trainee recruitment, trainers, facilities, program information and the field's intrinsic characteristics. Based on this study we suggested certain teaching-learning improvements that vocational education and training institutes themselves can carry out, and certain policy improvements the government should initiate.
The suggestions arising from this research are as follows. First, the institutes should be specialized, and should make a concentrated investment in their programs. It is also important to recruit trainers who have practical qualifications and to support continuous training as well as improve labor conditions. Next, institutes should make use of needs analysis results and apply these to the teaching-learning process. To close gaps between trainees, it is also necessary to increase interaction between trainers and trainees, and to support supplementary or enrichment programs. In addition, management experience and knowhow should be accumulated systematically and directly linked to the institutes' capabilities. The role of government should be to strengthen career counseling and information infrastructures to help trainees and others make more informed choices. Finally, it is necessary to improve policies to attract qualified institutes to the industry, and to prevent untrustworthy institutes from entering it. Moreover, the number of programs should be limited to a more reasonable level.요 약
제1장 서론 1
제1절 연구의 목적과 필요성 3
제2절 연구 내용 7
제3절 연구 방법 8
제4절 연구의 범위 및 제한점 13
제2장 실업자직업훈련 정책과 직업능력개발계좌제 15
제1절 실업자직업훈련의 연혁과 정책 변화 17
제2절 직업능력개발계좌제의 도입배경과 성과 25
제3절 시사점 48
제3장 직업훈련 교수-학습 특성 및 연구 분석틀 53
제1절 직업훈련 교수-학습의 개념적 고찰 56
제2절 직업훈련 교수-학습의 최근 동향 62
제3절 직업훈련 교수-학습의 연구 변인 및 절차 64
제4절 연구 분석틀 72
제4장 직업훈련 교수-학습 실태 분석 77
제1절 기계분야 79
제2절 사무관리분야 169
제3절 정보통신분야 207
제4절 이 미용/의료/조리분야 258
제5장 연구 결과 및 개선 방안 325
제1절 주요 연구 결과 요약 329
제2절 교수-학습 개선 방안 345
Summary 357
참고문헌 36
Improvement on Flexibility of High School Level Vocational Education Route
No full text본 연구에서는 고교 단계의 직업교육 경로를 유연화하여 충분한 직업교육 기회를 보장함으로써 고등학생의 요구나 수준에 부응하는 직업교육 학습경로를 형성하는 방안을 모색하는데 목적을 두고 있다. 이를 위하여 고교 직업교육 경로 유연성의 의미를 분석하고, 고교 단계에서의 직업교육과 관련한 요구를 파악하며, 이와 관련한 국내외 현황 및 사례를 분석하고, 이를 토대로 고교 단계 직업교육 유연성 제고를 위한 정책 방안을 제안하고자 한다.The vocational education opportunities should be equally provided to all people. This is one of the central concepts in this research. The research goal of this study was to seek policy measures for increasing flexibility of pathway in vocational education in order to secure enough vocational education opportunities and develop vocational learning pathways to meet educational needs of high school students. For these objectives, this study used several methodologies of literature review, survey with general and vocational high school students, delphi techniques with specialists in vocational education, and discussion with some professionals and practitioners.
In this research, ‘flexible pathway in vocational education’ is defined as the supporting system in which vocational education opportunities are offered to develop individualized learning pathways with accordance to learners' needs, levels, or learning pace, etc. With this meaning, flexible pathway in vocational education could be interpreted differently between in general high schools and in vocational high schools.
1. Needs for Flexible Pathway in Vocational Education
The results of surveying with general and vocational high school students give us an important clue for flexible pathway in vocational education. Main results were as follows:
First, 74.1% of general high school respondents showed that they wished to participate in vocational education programs while they were in high schools. Needs for assistance in their career decision-making is one of the main reasons why many general high school students wanted to participate in vocational education programs. Because of this necessity of career guidance, lower grade students had higher needs of participating in vocational education programs than higher grade students. This result showed that schools should make efforts to give more usefulness and instrumentation to their students' career development.
Second, 26.1% of vocational high school respondents showed that they were not satisfied with their departments or majors. 45.5% of respondents wanted to change their departments or majors somehow or other. One of significant results was that entrance motives gave an important effects to satisfaction with majors. Students who considered their aptitudes, not their middle school records, were more satisfied with their majors.
These results give some suggestions that various types of vocational education programs should be planned and managed to meet various educational needs of general/vocational high school students. Through these education programs, students should be able to make their flexible vocational education pathways. The experts of our delphi analysis showed high level of agreement in necessity and importance of flexibility in secondary vocational education. Also, they responded various measures for the flexibility in secondary vocational education. These results of delphi analysis were used as the important materials for making policy suggestions in this research.
2. Conclusions and Policy Suggestions
Flexible pathways in vocational education have several characteristics: (1) individualization of learning, (2) modularization in vocational education curriculum, (3) flexible mobility between general and vocational sector, (4) vocationalization in general education or strengthening vocational education. In addition, these individualized flexible pathways require several infrastructures: (1) career and academic counseling systems, (2) autonomy and responsibility in each school, (3) strengthening management of demand-supply in teacher manpower, and (4) systemization of vocational learning resources in community. Through the flexible pathways with these characteristics, learners are expected to build several types of vocational education paths such as (1) work preparation paths, (2) career exploration and self-development paths, and (3) alternative vocational education paths. For the flexible pathways in vocational education, this research gives several policy suggestions based on the results of this research:
First, as the short-term countermeasure, vocational course in general high schools should be normalized with (1) diversifying the types of educational institutions that manage vocational courses for general high school students, (2) diversifying subjects (e.g., giving vocational courses to 1st and 2nd grade students, as well as 3rd grade students) and types of programs (e.g., establishing vocational courses for vocational exploration, school adjustment, et al., in addition with work preparation.
Second, related regulation should be alleviated for greater mobility between general and vocational high schools. Examples are as follows: (1) establishing special programs for supplement of learning deficits of transfer students, (2) alleviating graduation requirements for transfer students, and (3) introducing the systems assessing and recognizing out-of-school learning experiences.
Third, national curriculum should be revised for the vocationalization in general high schools. Examples are (1) extending vocational-related subjects in curriculum, (2) exploring possibility of modularization in general and vocational subjects, and so on.
Fourth, related infrastructures should be strengthened for the individualized flexible pathways in vocational education.요 약
제1장 서론 1
제1절 연구의 필요성과 목적 3
제2절 연구의 내용 8
제3절 연구의 방법 9
제4절 용어의 정의 16
제2장 고교 단계 직업교육 경로 유연성의 의미 19
제1절 고교 단계 직업교육의 의미 21
제2절 직업교육 경로 유연성의 의미 30
제3절 우리나라의 관련 교육정책 및 제도 분석 47
제4절 요약 및 시사점 88
제3장 고교 직업교육 경로 유연성 요구 분석 91
제1절 일반고 재학생의 직업교육 요구분석 93
제2절 특성화고 재학생의 전공 적응 및 요구 분석 108
제3절 고교 직업교육 경로 유연성 요구 분석 127
제4절 요약 및 시사점 137
제4장 해외 관련 제도 및 사례의 분석 141
제1절 핀란드 143
제2절 스코틀랜드 178
제3절 영국 208
제4절 유럽연합(EU) 237
제5절 요약 및 시사점 251
제5장 결론 및 정책 방안 255
제1절 기본방향 257
제2절 정책 방안 263
SUMMARY 279
참고문헌 283
부록 29
A Study on Applying Job Analysis and its Analytic Technique
No full text본 연구는 최근의 직무분석 기법의 특성을 정리하고 직무분석 적용의 국외 사례를 분석하며, 직무분석 활용과 관련이 있는 수요자(교육훈련기관, 자격검정기관)의 활용 현황과 요구 등을 조사하여 그동안의 직무분석 지침서의 문제점을 분석하고 이를 개선할 수 있도록 직무분석 개정방향을 제시하는 데에 그 목적이 있다. 즉, 특성화고등학교, 전문대학 등의 직업교육훈련기관에서 인력양성을 위한 교육훈련 체계 및 프로그램 개발과 자격운영기관에서 자격기준 개발에 활용할 수 있도록 직무분석 개선 방향을 제시하여, 향후 직업교육훈련과정 개발과 자격기준 개발을 위한 직무분석 지침서의 개선에 활용할 수 있는 자료를 구안하고자 한다.1. Abstract
The aim of the study was to investigate the methodology of job analysis and their current use. By analyzing the demands and practical use of clients(i.e., Job Training Center and Certificate Authentication Institute), we aimed to offer ways to enhance the guidelines of job analysis.
The research was conducted in the following process.
Initially, we examined how job analysis was applied in real world setting and the trend of application to gain theoretical reviews regarding the methodology and interpretation of application cases. Then, we searched for cases in which job analysis was applied in the forty four parts of government institutions including the 17 bureaus and 4 committees, using key words such as job description, workforce planning, worker training and performance appraisal. Afterwards, we investigated the demands of job analysis and application guidelines in order to draw recommendations for improvement in the use of job analysis in educational system, program development, qualification system and standards of qualification examination. Finally, we summarized the characteristics and trends in the contents of generally used job analysis guidelines at Job Training Center and Certificate Authentication Institute.
2. Recommendations based on results
Recommendations made based on the results were divided in two parts: recommendations for the revision of guidelines and implications for new policy.
a. The recommendations for the revision of guidelines
For the development of job training curriculum, guidelines of job analysis should be revised as following.
Firstly, job analysis should be implemented at the national level and the standards for the levels within training curriculum should be provided. Secondly, relevant career information and potentials for career development should be provided to the attendees of the courses. Thirdly, for attendees'''' systematic learning, ways to organize the course material should be suggested. Fourthly, in order to adapt to the rapid changes in the industry and technology, the courses should contain materials to enhance core career competencies. Fifthly, the output of job analysis(e.g., task, duty, job) should be considered to decide on the course title and guidelines should be provided on how to determine the contents and aim of the course. Sixthly, for the efficiency of the training, each course should be allotted relevant course contents and sufficient time. Finally, application of job analysis mostly focused on the development of curriculum but, to ensure of the learning effect of the courses, job analysis should also be i mplemented to determine how the courses are run.
For the development of course standard, the following recommendations can be made.
Firstly, ''''The Guidelines on Course Major Development' should be provided according to the output of the job analysis so that consistency can be retained in the development of course major. Secondly, the output should be used to draw the standard of exams questions. Finally, the output should be used to draw the marking standard.
b. Implications for new policies
This study deducts 7 implications for new policies as follows.
First, jargons in the domain of job analysis should be made standardized. Secondly, the jargons should be clearly defined and their relations should also be clarified. Thirdly, Task Inventories should be drawn at national level for each job group to enable vocational training centers to conduct job analysis without much difficulty. Fourthly, achievement standard should be set for each competency units so that curriculum can be developed using NCS at each school level. Fifthly, management system at national level should be established for job analysis, data authentication and implementation plan. Sixthly, job analysis guidelines that meet governmental purposes(e.g., human resource development and competency appraisal) should be developed and distributed. Lastly, in order to achieve standardized process of job analysis, training system for job analysis facilitators should be implemented at national level and their skills should be made a good use of.제1장 서 론 1
제1절 필요성 및 목적 3
제2절 연구내용 및 방법 6
1. 연구내용 6
2. 연구방법 8
3. 연구의 제한 범위 14
제2장 직무분석 기법의 해외동향 및 사례분석 15
제1절 직무분석 유형 및 특징 17
1. 과업 중심 직무분석 기법 18
2. 작업자 중심 직무분석 기법 23
3. 혼합적 직무분석 기법 31
4. 직무분석 기법의 적합성과 실용성 33
제2절 영국의 직무분석 사례 41
1. 영국의 직무분석 41
2. 영국의 직무분석 기법 활용 사례 49
제3절 미국의 직무분석 사례 62
1. 미국의 직무분석 62
2. 미국의 직무분석 기법 활용 사례 65
제4절 소결 86
제3장 정부부처 직무분석 관련 사업 91
제1절 직무분석 결과 활용목적 설정 93
제2절 직무분석 관련 법령 · 규칙 102
1. 정부부처 · 청 102
2. 위원회 108
3. 기타 109
제3절 직무분석 관련 정부사업 114
1. 정부부처 · 청 114
2. 위원회 133
제4절 소결 137
제4장 직무분석 지침서 활용실태 조사분석 139
제1절 조사분석 개요 141
1. 조사분석 절차 및 방법 141
2. 조사분석 내용 143
제2절 직무분석 활용실태 조사분석 145
1. 설문 및 면담조사 결과 145
2. 설문조사 결과 요약 및 시사점 177
3. 심층면담조사 결과 요약 및 시사점 182
4. 소결 183
제3절 직무분석 지침서 분석 184
1. 직무분석 지침서의 구성요소 184
2. 직무분석 지침서 분석결과 193
제5장 결론 및 제언 201
제1절 결론 203
1. 직무분석의 내용 및 기법 203
2. 직무분석의 수요와 활용 207
3. 직무분석 지침서의 분석결과 시사점 209
제2절 제언 215
1. 직무분석 지침서의 개정 방향 216
2. 정책 제언 228
SUMMARY 231
참고문헌 235
부 록 253
1. 직무분석 관련 법령 · 규칙 255
2. 설문지 275
3. 설문조사 결과 301
4. 전문가 심층면담조사 내용 309
5. 전문가 심층면담조사 결과 311
6. FJA(Functional Job Analysis) 역할 척도 333
7. PAQ(Position Analysis Questionnaire) 구성 사례 34
A Study on Korea's Job Index (2011)
No full text본 연구의 목적을 정리하면 다음과 같다.
첫째, 우리나라의 직업을 객관적으로 설명할 수 있는 직업지표의 구성 요소를 도출하여 직업지표의 틀을 구성한다.
둘째, 직업지표의 틀에 따라 엔지니어· 건설· 생산 분야의 주요 직업을 대상으로 현직자 조사를 실시하여 직업지표를 구한다.
셋째, 직업지표 조사 결과를 중심으로 여성과 고령자의 취업, 기능· 기술계 직업의 위상, 신생직업 등 직업과 관련된 주요 쟁점을 토의하고 정책 제언을 이끌어 낸다.
넷째, 국민들에게 직업의 양적· 질적 속성을 풀어 소개하는 직업정보서 『2011 한국의 이공계 직업지표』를 편찬한다. 본 보고서와는 별도로 『2011 한국의 이공계 직업지표』를 연구자료로 편찬하였다.1. Purpose of Study
This study attempted to provide occupational information to support career choices by investigating and analyzing conditions and prospects of Korean major occupations. In other words, the aim of this study was to develop and disseminate useful occupational information that could be a guide when choosing a job.
An Occupational index, developed in this study, covers labor market information, such as employment, wages, and the ratio of full-time positions, as well as the qualitative properties of occupations(e.g., employment stability, career growth prospects, professionalism, etc.). Detailed objectives of this study are as follows:
First, construct the frame for an occupational index, after extracting factors which can objectively explain Korean occupational properties.
Second, according to the frame, conduct a survey of major occupations in engineering, construction, and production occupations to obtain an occupational index.
Third, discuss key issues regarding occupations, such as careers for women and the elderly, and newly created occupations, then derive a policy agenda.
Fourth, publish a 『2011Korean occupational index』 which accounts for qualitative and quantitative properties of occupations.
2. Method
This study consists of five major stages: construct the frame of the occupational index analysis, conduct a survey based on the Korean occupational index, analyze the results and issues, develop a policy agenda based on the results, and present the occupational index and policy agenda. The methods used in each stage of the study consist of data survey and analysis, experts conference, an occupational index survey, statistical analysis, and a seminar.
This project will be continued for 5 years. In this year, the first year of the project, we have carried out the index survey of engineering, construction, and production occupations and analyzed the issues regarding occupations based on the results. A questionnaire for occupation experts is composed of fundamental index items and application index items. The contents of fundamental index items consists of seven evaluation areas(2 - 6 questions respectively, total 23 questions) including compensation, employment prospects, employment stability, career growth prospects, working conditions, professionalism, and employment equality. The contents of application index items are composed of re-entry prospects, academic ability, job sameness, core competency and newborn occupations.
3. Korean occupational index
We summarized the results of the Korean occupation index focusing on the fundamental index. The fundamental index consists of basic information to understand properties of occupations and help people to choose a job. At first, we explained the results of descriptive statistics regarding the fundamental index at the present time, and described the results of cross analysis between major parts. Then we examined occupations expected to have a higher or lower occupational index 10 years later.
According to the results, petrochemical technicians and researchers currently have the highest occupational index. Computer system/network security specialists are predicted to have the highest occupational index 10 years later.
4. Analysis of occupation properties(by job classification)
FGI was used in this study to compensate for the results of the occupational index and understand the world of work profoundly. There are several characteristics in terms of occupations expected to be better 10 years later.
First, environmental issues and strict regulations will make the index high for related occupations. Engineer water pollution environmental and engineer air pollution environmental could be examples.
Second, occupations that can fulfill higher value-added business expectations showed greater prospect. Bio-engineers, food technologists, textile engineers are primary occupations that will produce higher values.
Third, among essential human resources, there are several occupations valuable because of the irrarity. As production processes have become automated, a person who has know-how about automated systems will be in high demand. Metalplaters, and chemical process/production occupations could be examples. Finally, there are occupations that will have better prospects due to automation. Growing demand for mechanical engineering occupations will continue in concert with automation trends of industries.요약
제1장 서 론 1
제1절 연구의 필요성 및 목적 3
제2절 연구방법과 연구범위 5
제3절 용어의 정의 11
제2장 한국의 직업지표 연구방법 15
제1절 선행연구 검토 17
제2절 직업지표의 구성 29
제3절 직업지표 조사 방법 33
제4절 조사 결과 타당성 검토 42
제5절 FGI 실시방법 45
제3장 한국의 직업지표 47
제1절 기초 직업지표 49
제2절 영역별 직업지표 53
제3절 주요 영역 간 교차비교 65
제4절 10년 후의 직업 전망 75
제5절 소결 102
제4장 직종별 특성 분석 107
제1절 건설 관련직 110
제2절 기계, 재료 관련직 116
제3절 화학, 섬유 및 의복 관련 관련직 130
제4절 전기 전자, 정보통신 관련직 142
제5절 식품가공, 환경 인쇄 목재 가구 공예 및 단순 생산 관련직 156
제6절 소결 168
제5장 주요 쟁점 분석 171
제1절 기업별 직무특성과 직업 173
제2절 학력과 직업 183
제3절 직업별 핵심역량 200
제4절 여성 유망직업 211
제5절 고령자 유망직업 221
제6절 신생직업 230
제6장 정책 제언 249
SUMMARY 279
참고문헌 283
부 록 289
한국의 직업지표 개발을 위한 웹 조사 화면 291
직업별 핵심역량 중요도 29
Transition and Assignment on Vocational Skills Development System for Vulnerable Social Groups
No full text본 연구의 주요 내용은 다음과 같다.
첫째, 직업능력개발훈련과 사회복지의 관계를 규명하였다. 사회복지와 교육의 관계, 사회복지제도의 개편에 따른 직업능력개발훈련의 변천과정 논의를 통하여 직업능력개발훈련의 사회복지적 의의를 규명하였다.
둘째, 직업능력개발훈련에 있어 취약계층의 범위를 규정하였다. 기존 취약계층의 논의와 직업능력개발 관계법 및 직업능력개발훈련법의 변천과정을 통하여 취약계층 직업능력개발훈련 대상 및 대상별 특징을 파악하였다.
셋째, 취약계층 직업능력개발훈련 제도의 변천과정을 분석하였다. 복지국가의 발달 이론적 측면 및 사회·경제적 배경이 취약계층의 직업능력개발훈련에 어떤 변화를 가져왔는지를 분석하고, 직업훈련 관련법의 개편 내용 분석을 통하여 직업능력개발의 변천 내용을 규명하였다.
넷째, 취약계층 직업능력개발훈련 정책과 운영 실태를 분석하였다. 현재 시행되고 있는 직업능력개발훈련 정책을 중심으로 취약계층 직업능력개발훈련 정책의 전개과정과 현황 분석, 사업 실적 및 성과와 문제점을 파악하였다.
다섯째, 취약계층 직업능력개발훈련을 위한 정책 과제를 모색하였다.The objective of this study is to seek future policy priorities for vocational training of the vulnerable populations through analysis on the changes in vocational skill development system for the vulnerable populations. Toward this end, the relationship between vocational training and social welfare was figure out, and analysis on the range of vulnerable groups, progress of changes in vocational training systems, vocational training policies and operations for the vulnerable populations was carried out.
Vocational training system in Korea is closely connected with welfare to work. That is, emphasis on the responsibilities and obligations for vulnerable populations such as recipients of unemployment benefits and households in absolute poverty to participate in vocational training is highlighted, and in connection with this, self-support vocational training and employment package support project is said to be one of the welfare-to-work programs that emphasizes the responsibilities of beneficiaries.
Vocational training policy in Korea is being promoted in terms of continuing professional development of workers, and reorganized into the right of workers to receive vocational training without discrimination. In the mean time, not only traditionally disadvantaged groups of vocational training such as past welfare recipients and the teens not attending school but also marriage immigrants and excluded groups in the labor market like non-regular workers are currently being included in the vocational training subjects, which indicates the fact that timely and effective response to vocational training for the vulnerable populations is urgently required.
However, there is an overall reduction in the number of participants in vocational training courses for the vulnerable populations, which is caused by illiteracy, burden of household duties and loss of income during training period. An absolute shortage of training subjects in turn leads to impossibility of organization of training classes and implementation of vocational training for vulnerable populations by training institutions, thereby contributing to abolition of the applicable vocational training courses.
Employment rate of disadvantaged groups is much lower, compared with average employment rae of total jobless populations taking vocational training courses, and an occupational category and period of training have a major effect on their employment. In addition, short-term training preferred by disadvantaged trainees is main cause of inefficiency of training finance since it cannot guarantee stable employment for the disadvantaged, and welfare benefits system in Korea is considered as one of the reasons to reduce the possibility of welfare recipients’ employment, and the reality is that 75% of recipients try to maintain entitlement to welfare for preservation of pension benefits.
Political issues of vocational training for the vulnerable populations are suggested as follows:
First, vocational training for the vulnerable populations is to be focused on enhancement of professional competitiveness in the labor market. For this, it is necessary to establish institutional systems to induce participation of long-term vocational training and develop vocational training models to improve employment possibilities
Second, a foundation to encourage vulnerable populations to participate in vocational training is to be established. Improvement of training effectiveness is to be made by providing them with the minimum cost of living during training period and welfare services suitable for situations. In addition, information accessibility to produce and search the latest labor market and training information is to be enhanced to make training counselling substantial.
Third, reorganization of welfare benefit systems is required. It is necessary to respond to the needs of working poor through individualization of payroll systems.
Fourth, substantiality of vocational training for the vulnerable populations is to be insured through reorganization of training cost payment standards. It is necessary to review a method of increasing self-paid burden while raising the training costs into the level of actual expenses gradually.
Fifth, cooperation system and linkage between human and material resources of local communities and government departments is to be constructed as a method for reorganization of the training delivery systems.
Lastly, it is necessary to review introduction of apprenticeship to help workers to have significant value of educational benefits and employers to enhance business competitiveness.요 약
제1장 서론 1
제1절 연구의 필요성 및 목적 3
제2절 연구의 내용 및 방법 5
제2장 직업능력개발훈련의 사회복지적 의의 9
제1절 직업능력개발훈련과 사회복지 11
제2절 직업능력개발훈련의 사회복지적 의의 19
제3장 취약계층 직업훈련제도의 변천 27
제1절 직업훈련 관련 용어 29
제2절 직업능력개발훈련 관계법 35
제3절 근로자직업능력개발법 42
제4절 취약계층 직업훈련과정의 운영 48
제4장 취약계층 직업능력개발 정책의 변천 55
제1절 국가기간ㆍ전략산업직종훈련 제도의 변천 57
제2절 지역실업자직업훈련 제도의 변천 77
제3절 자활직업훈련 93
제4절 취약계층 직업훈련 지원 사업 109
제5장 취약계층 직업능력개발훈련의 성과와 과제 125
제1절 취약계층 직업능력개발훈련의 성과 127
제2절 취약계층 직업능력개발훈련의 과제 138
SUMMARY 147
참고문헌 151
부 록 157
1. 국가기간 전략산업직종훈련 실시 등에 관한 규정
2. 지역실업자직업훈련 실시규정
3. 실업자 등 직업능력개발훈련 실시규
The Innovation of Science·Technical Education for Strengthening Nation's New Competitiveness
No full text본 연구는 향후 10년간 이러한 과학·기술 교육 부분의 신 경쟁력 구축이 필연적인 상황에서 우리 경제가 지향하게 될 과학·공학·기술·수학 교육의 중요성 인식과 확산을 위한 대응으로 과학·기술 교육의 변화 속도를 받아들이고, 이를 능가하는 인재육성정책 및 제도를 도출하는 데 목적이 있음을 밝힌다. 왜냐하면, 우리 사회에서 1970년대까지는 교육혁명의 속도가 기술발전의 속도를 앞질렀기 때문에 압축적 경제성장의 기반으로 빈부격차를 줄일 수 있었고, 신규 대졸 청년층의 경쟁력 제고로 취업률을 엄청나게 높였던 사실을 경험했기 때문이다.The purpose of this research is to reinforce human development policy (talent training policy) and system in order to accept the situation of new competitiveness of power in the field of science and technical education. As the speed of education reform surpassed the speed of technical development since the 1970s in our Korean society, Korea was able to not only decrease the gap between the rich and the poor, but also increased the college graduate employment rate. Therefore, it is necessary to acknowledge and make efforts on spreading the recognition of the importance of the education of science, engineering, technology, and math. ...요 약
제1장 서 론_1
1. 연구의 필요성과 목적 3
2. 배경 사례 4
3. 본 연구의 목적 9
제2장 과학 기술 교육의 인식 현황 11
1. 과학 기술 교육 인식현황과 개선과제 13
2. 과학 기술 교육 현황 16
3. R&D 성과 및 확산 현황 32
제3장 이론적인 배경 37
1. 신 경쟁력 정의 39
2. 과학 기술과 연계된 경제성장 실증연구 55
3. R&D 성과 확산과 과학 기술 인재양성 연계 61
4. R&D 확산 정책 및 제도 이론과 현황 64
제4장 과학·기술 인력수급 현황 및 전망(2010~2020)_69
1. 과학·기술 인력의 공급 전망 ① 71
2. 과학·기술 인력의 공급 전망 ② 77
3. 과학·기술 인력의 수요 전망 89
4. 과학·기술 인력 수급 전망 124
제5장 선진국의 과학·기술 인재정책 혁신 사례 및 시사점_139
1. 미국: R&D 확산을 위한 정책 및 제도 141
2. 영국: R&D 성과와 과학·기술 연계 161
3. 일본: 과학·기술 정책의 방향과 전략 178
4. 시사점 189
제6장 국가 신 경쟁력 제고를 위한 문제점과 정책과제_195
1. 문제점 197
2. 정책과제 205
제7장 요약 및 결론_231
1. 요약 233
2. 결론 252
SUMMARY_255
참고문헌_25