Korea Research Institute for Vocational Education and Training
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여성 유망 일자리 창출 방안
No full text○ 2009년 여성 비경제활동인구의 증가와 여성 취업자 수 감소
- 여성 비경제활동인구는 1,042만 명으로 전년 대비 28만6,000명(2.8%) 증가하면서 여성 취업자 수는 6년 만에 감소함.
○ 최근 여성의 전문직 진출이 증가하는 등 성별 격차가 점차 줄어들고는 있으나 여전히 대부분의 여성의 고용환경은 열악한 실정이며, 출산, 육아에 따른 경력단절로 인해 여성의 경제활동 참여가 낮은 실정임.
○ 현재 당면한 경제 위기 극복을 넘어서 우리나라의 경제가 지속적으로 발전하기 위해서는 여성의 경제활동 참여율을 높여야 함.
- 특히 고학력 여성의 경제활동 참여를 높이려는 노력이 필요하며, 이를 위해 여성 경제활동 참여의 장애요인을 파악하고 실효성 있는 정책적 대안을 마련해 나가야 할 것임.
○ 이에 본고에서는 여성 일자리의 현황 및 과제를 살펴보고 여성 유망 일자리 창출 방안을 제시하고자 함.
Ⅰ. 문제제기
Ⅱ. 여성 일자리 현황 및 과제
Ⅲ. 여성 유망 일자리 창출 방안
1. 유연 근무제도의 활성화
2. 지속 가능한 발전을 위한 일자리 창출형 지역 공동체의 구성
3. 기업의 여성친화정책
4. 산업별 분석을 통한 여성 유망 일자리 탐색
5. 여성을 위한 이직·전직 프로그램의 활성화
6. 선진국의 여성 취업지원 사례 벤치마
Project on Generation and Provision of Comprehensive Information on Human Resources Policy(2010)
No full text본 사업의 목적은 다음과 같음.
첫째, 기존에 생성된 NHRD.net의 유지 및 보수
둘째, 인재개발과 관련한 정보의 수집·가공·분석·제공
셋째, NHRD.net을 통한 정보제공 등에 관한 업무 수행
넷째, 국가인재개발 관련 정책수립을 위한 지원역할 수행.요약
제1장 서론 1
제1절 사업의 필요성과 목적 1
제2절 사업의 경과 2
제3절 2010년 사업의 내용 및 추진 방법 4
제2장 NHRD.net 운영실적 5
제1절 주요 개편내용 5
제2절 메일링 서비스 제공 8
제3절 지속적인 정보의 생성 제공 29
제4절 시스템 유지 관리 31
제5절 기타 사이트 운영 34
제3장 이용 현황 및 만족도 조사 37
제1절 이용 현황 37
제2절 이용자 만족도 조사 42
제3절 조사결과 분석 50
제4장 사업 평가와 향후 추진계획 53
제1절 사업 평가 53
제2절 향후 추진계획 55
부록
NHRD.net 이용자 만족도 조사(10월) 59
NHRD.net 개인정보보호방침(2010년 개정) 63
참고문헌 7
Cultivating Technological Human Resources in Response to the Greening of the Iron and Steel Industry
No full text본 연구에서는 철강산업의 녹색화에 대응한 인력양성 방안을 모색하는데 있어서, 현재의 요구에 한정하지 않고 녹색화에 대응한 향후의 인력수요 방향성에 대한 대응을 도모한다. 본 연구는 철강산업 녹색기술 전망을 수행하며 미래 숙련수요를 전망하는 한편, 세부 기술별 요구인력 수준의 성격이 다름에 따라 대응방안 마련도 차별적이어야 함을 보이고, 나아가 현재의 인력양성 현황을 진단하며, 향후 인력양성의 방향성을 제시하고자 하였다. 이와 함께 타 에너지 다소비 산업 및 제조업 일반의 녹색화에 대응한 인력양성 방안 마련을 위한 분석방법론을 모색하였다.
○ 주요내용
- 철강산업과 인력양성 현황
- 철강산업 녹색화와 관련 기술 전망
- 철강산업 인력수요 변화와 대응
- 기술 분야별 직업변화 전망
- 기술 분야별 인력양성 정보This study aims to forecast the future skills demand and to present the direction for future workforce cultivation in steel industry. Additionally, the analysis methodology presented in this study can help to plan the direction for future workforce cultivation in response to the improvement of the environmental performance, including energy efficiency, of other energy intensive industry and the manufacturing sector in general.
This study reviews the likely job changes and workforce cultivation in response to the improvement of the environmental performance, including energy efficiency, in steel industries. It follows a systematic approach in reviewing the following clusters of environmentally sustainable technologies and techniques.
(1) Alternative fuels and resources
(2) Energy efficiency processes
(3) Recycling by industry
(4) Environmentally friendly products
(5) Carbon Capture and Storage
(6) Environmental monitoring systems
This study forecasts the skills to be required according to the technology outlook based on TRM by IEA scenarios, and shows how the skills composition ratio will change. And then, the changes on related jobs and skills demand according to technology area diagnostics that newly had appeared in the participation of related technology experts, job analysis experts and training & education experts is deduced. Finally, on the basis of the outlook on this skills and job changes, the direction for education & training is presented.요 약
제1장 서론
제1절 연구의 배경 및 필요성 1
제2절 연구목적과 연구질문 5
제3절 연구방법 6
제2장 철강산업과 인력양성 현황
제1절 국내외 철강산업 현황 17
제2절 철강산업 인력 양성 관련 현황 29
제3장 철강산업 녹색화와 관련 기술 전망
제1절 기술전망의 필요성과 방법 43
제2절 국제에너지기구(IEA)의 철강산업 녹색화 전망 46
제3절 미래 기술수요 분석 56
제4절 미래 숙련수요를 위한 기술지도(TRM) 114
제4장 철강산업 인력수요 변화와 대응
제1절 기술 부문별 인력수요 117
제2절 인력구성 변화와 새로운 직업의 등장 131
제3절 철강산업 인력수급 전망 139
제4절 인력수요변화에 대한 인력양성의 방향성 145
제5장 결론
제1절 요약 및 주요 결과 151
제2절 기여와 한계 154
SUMMARY 157
기술 분야별 직업변화 전망 167
기술 분야별 인력양성 정보 175
철강산업 관련 학과 목록 205
참고문헌 20
Vocational Education and Training Policies of G20 Countries(I) : Case Studies of Selected Countries
No full text「G20국가의 직업교육훈련제도」연구는 2010년 10월 한국에서의 G20 정상회의 개최에 즈음하여 G20국가들의 향후 발전가능성의 주요 기반으로서 각 국가의 직업교육훈련(VET) 제도들을 살펴보고자 하는 의도에서 기획되었다.
「G20국가의 직업교육훈련제도(1)」은 그 첫 번째 연구로서 G20 국가 중 각기 다른 제도적 특징을 지닌 호주, 독일, 프랑스, 일본 그리고 BRICs 중 중국의 직업교육훈련제도를 상세히 소개하고 이들 국가의 직업교육훈련제도 중 벤치마킹할 만한 우수한 제도들을 도출하여 이를 소개하는데 중점을 두었다.
○ 주요 연구 내용
- G20체제와 직업교육훈련
- 호주의 직업교육훈련제도 및 우수사례
- 독일의 직업교육훈련제도 및 우수사례
- 일본의 직업교육훈련제도 및 우수사례
- 프랑스의 직업교육훈련제도 및 우수사례
- 중국의 직업교육훈련제도 및 우수사례The word ‘G20(Group of 20)’ has received great attention during the year of 2010 in Korea, partly because the 5th G20 summit has been held in Seoul in October of 2010 and Korea served as the Chair Country of G20 during the same year. G20 has come to capture the spotlight of experts and policy-makers in all the countries as a new ‘world economic order’ to replace the well-known G7. A browse of the countries on the list of G20 reveals that G20 represents a quite complex mix of countries compared to G7. Within G20, there exist so-called ‘advanced elite economies’ such as Germany, France, England, Japan, Italy, the United States and Canada, right next to emerging economies such as India, China, Brazil, Russia(so-called BRICs), South Africa, Saudi Arabia, and Turkey.
While G20 is a hetero-genious group which covers both ‘advanced’ and ‘emerging’ economies, and incorporates countries with remarkably diverse cultural, political, and economic institutions, the emergence of G20 as the world ‘premier forum’ to discuss and decide on the most critical issues of the global economy signals that a significant change is taking place in the world order.
It is in this context that the series of study in ‘Vocational Education and Training Institutions in G20 Member Countries’ are planned. The study is undertaken as a 3-year-long project. In the first year of the study, the focus will be given to examining the VET systems of advanced economies and to find their major strengths. In the second year, the focus will be placed to exploring the VET institutions of emerging economies, while trying to discover right directions toward which these institutions should evolve which will help the countries continue to grow at a high rate. In the third year, the emphasis will be given to finding a model of international cooperation through exchanging VET practices among countries both within and outside G20.
In the 1st year of the study, which is titled ‘Vocational Education and Training Institutions in G20 Member Countries(I): Best VET Practices in Selected Countries’, we selected 4 advanced economies, Germany, France, Japan, and Australia, according to the characteristics of the institutions these countries have developed. We also included China, one of the BRICs country, in our 1st year of the study since in contrast to 4 advanced economies selected, the institutions of China will show clear features as an emerging economy which could help understand institutions of other emerging economies.
The 1st year’s study covers altogether VET institutions in the 5 countries mentioned above. In this study, it is our premise that the economic and political institutions each country has developed will have a bearing on the VET institutions of the country. And we predicted that the 5 countries in our study with distinctive economic and political institutions will have distinctive VET systems. Our major goal was to reveal the major features of each distinctive VET system. Germany, along with countries such as Switzerland, Finland, Denmark and Norway, represents a classical case of corporative market economy(CME). France is considered to be a corporative market economy, yet has specific features which distinguish it from Germany and nordic countries. Japan, the only Asian country in G7, has developed its own corporative model reflecting Asian culture. Australia is selected as the only liberal market economy(LME) in our study. Australia is included in our study for two reasons. It is a liberal market economy, so are countries like the United Kingdom, Canada, and the United States. At the same time, Australia is known to have developed a successful VET system among LMEs. China is not an advanced economy, but with its remarkable economic performance during the past decade, has grown to be the second largest economy among G20 countries and in the world.
Major contents of the study can be summarized as follows. For each country, we tried to describe key elements of VET institutions of each country; We examined types of their VET institutions at each ISCED level; we looked at both initial(IVET) and continuing VET(CVET) institutions; we also explored special VET topics such as VET teachers, VET curriculums, and the role of social partnerships in VET. For each country, we also described features in each county''s VET system that could be considered to be the best practices in VET. Then, we tried to find implications from VET institutions and best요약
제1장 서 론
제1절 연구의 배경 1
1. 연구의 필요성 1
2. 연구의 목적 5
제2절 연구의 내용 및 방법 9
1. 연구의 내용 9
2. 연구의 방법 12
제2장 G20과 직업교육훈련제도
제1절 G20체제 소개 15
1. 글로벌 거버넌스와 G20 15
2. G20 체제 소개 24
3. 주요 통계로 본 G20 33
제2절 G20 주요국의 직업교육훈련(VET) 제도 연구 45
1. 직업교육훈련(VET) 제도의 특수성 및 복합성 45
2. G20 국가의 VET 제도 모형에 관한 이론적 논의 49
3. G20 주요 5개국의 직업교육훈련제도 연구 55
제3장 호주의 직업교육훈련제도
제1절 배경 67
1. 정치와 사회 67
2. 경제 및 노동시장 70
3. 교육체계 75
제2절 호주의 직업교육훈련제도 81
1. 호주의 직업교육훈련제도의 주요 특성 81
2. 고교단계 직업교육훈련 83
3. 고등교육 단계에서의 직업교육훈련 92
4. 평생직업교육훈련 96
5. 국가 정책동향 99
제3절 우수사례 103
1. 호주의 훈련질관리제도(AQTF) 수립의 배경 104
2. 호주의 훈련질관리제도 110
제4절 요약 및 시사점 120
1. 요약 120
2. 시사점 121
제4장 독일의 직업교육훈련제도
제1절 배경 124
1. 사회 문화 124
2. 경제 및 노동시장 125
3. 교육 체계 127
제2절 독일의 직업교육훈련제도 137
1. 독일의 직업교육훈련제도의 특성 137
2. 고교단계 직업교육훈련 139
3. 고등교육단계 직업교육훈련 146
4. 평생직업교육훈련 150
5. 최근의 정책동향 159
제3절 우수사례 164
1. 마이스터 학교 164
2. 훈련협약 166
3. 직업훈련통합 이원화 학위과정 168
4. 사회적 파트너 시스템 사례 170
5. ‘학습 지역-네트워크지원 사업’ 172
제4절 요약 및 시사점 173
1. 요약 173
2. 시사점 175
제5장 프랑스의 직업교육훈련제도
제1절 배경 180
1. 프랑스의 사회문화 180
2. 경제 및 노동시장 182
3. 교육체계 184
제2절 프랑스의 직업교육훈련제도 189
1. 프랑스의 직업교육훈련제도 개괄 189
2. 고교단계의 직업교육훈련 191
3. 고등교육 단계 직업교육훈련 193
4. 평생직업교육훈련 196
5. 국가 정책동향 208
제3절 우수사례 214
1. 사회적 파트너십 214
2. 숙련수요와 공급의 매칭 218
제4절 요약 및 시사점 222
1. 요약 222
2. 시사점 225
제6장 일본의 직업교육훈련제도
제1절 배경 228
1. 사회 문화 228
2. 경제 및 노동시장 231
3. 교육체계 236
제2절 일본의 직업교육훈련제도 251
1. 개괄 251
2. 중등교육단계의 직업교육훈련 252
3. 고등교육단계 직업교육훈련 254
4. 평생직업교육훈련 259
5. 국가 정책동향 265
제3절 우수사례 269
1. 청년층 취업지원정책 269
2. 기업 내 교육훈련 272
제4절 요약 및 시사점 275
1. 요약 275
2. 일본 VET 제도가 주는 시사점 278
제7장 중국의 직업교육훈련제도
제1절 배 경 281
1. 중국의 사회문화 281
2. 경제 및 노동시장 283
3. 교육체계 288
제2절 중국의 직업교육훈련제도 294
1. 중국의 직업교육훈련제도 개괄 294
2. 고교 단계 직업교육훈련 300
3. 고등교육 단계 직업교육훈련 309
4. 평생직업교육훈련 318
5. 국가 정책동향 319
제3절 우수사례 320
1. 공무원 인적자원개발 320
2. 재취업을 위한 노동시장 정책 321
3. 교육개혁 323
4. 고등교육 발전과 세계 일류대학 만들기 324
5. 농업교육 및 농촌 노동력 이동 훈련 강화 325
6. 11차 5개년 계획을 위한 전략적인 직업교육정책 325
7. 기타 우수 사례 326
제4절 요약 및 시사점 330
1. 요약 330
2. 시사점 333
제8장 결론 및 향후 과제
제1절 요약 및 시사점 338
1. 국가별 VET 제도의 주요 특성과 과제 338
2. 주요국의 VET 제도 모형의 종합적 논의 350
제2절 향후 과제 355
1. 주요국의 VET 동향의 변화 355
2. 유럽 및 주요국의 교육체계 통합 노력 358
Summary 361
참고문헌 37
Exploring Improvement Plans for Career Education Curriculum in Response to the 2009 Curriculum Reform
No full text본 연구에서는 2009 개정 교육과정(교육과학기술부 고시 제2009-41호) 총론 발표에 이어 2011년 각론 개정 고시를 앞둔 시점에서 총론의 방향과 진로교육의 환경 변화에 대응한 교육과정의 개선 방향을 제안하는 데 목적이 있다.1. Research Goals and Methodologies
The 2009 Revised National Curriculum, especially the Creative Experience Activities, is considered as one of main influencers upon school career education. However, the school career education has been stressed until the 7th National Curriculum, which this emphasis was not realized in the field. For this reason, at the time when the 2009 Revised National Curriculum is about to be enforced, it is so important how our school can design and implement the career education into the curriculum. The goal of this study was to suggest the directions for revising the career education curriculum in order to respond to the general guidelines of the 2009 Revised National Curriculum and the environmental changes in career education. For this goal, this study used the following methodologies: literature reviews, discussion with some professionals and practitioners, and organizing the advising committee.
2. Directions for Revising the Career Education Curriculum
For the active implementation of career education within the 2009 Revised Curriculum, several basic principles were set up as follows:
First, the National Curriculum should present the basic directions of managing career education in order to implement the core function for realizing the human vision in the National Curriculum.
Second, each school''''s autonomy should be fully respected, and the basic infrastructure should be established to give a sufficient career education service for meeting each student''''s needs.
Third, the systematic and comprehensive approach, including managing career education program through discrete subjects, developing experience-centered career education activities, integrating career education and the academic subjects with cross-curricular approach, and presenting career education service through extra-curricular activities, should be applied into the school curriculum.
Fourth, the National Curriculum should present the kind guidelines for the active management of career education programs within each school.
Fifth, the National Curriculum should aim for developing career development competencies.
Based upon these basic principles, specific directions for revising career education curriculum are as follows:
First, the core career development competencies should be stressed as the key concepts in the National Curriculum. In other words, the basic principles and directions of delivering career education in each school need be presented in the Common Considerations in Each School of the current National Curriculum.
Second, the career development competencies should be specified, standardized, and systematized with level according to the school stages.
Third, the delivering career education programs through discrete subject (i.e. the Career and Vocation subject) should be emphasized. For this directions, the contents system should be articulated between junior high school and high school.
Fourth, the National Curriculum should present the basic directions and guidelines for the integration of academic subject with career education.
Fifth, career education in the National Curriculum should have the position as the key link between school and further education or employment.
Sixth, in the Creative Experience Activities of the 2009 Revised National Curriculum, experience-based career education programs should be strengthened.요약
제1장 서 론
제1절 연구의 필요성 및 목적 1
제2절 연구 내용 및 방법 3
1. 연구 내용 3
2. 연구 방법 3
3. 연구 범위 4
제2장 국가 교육과정과 진로교육
제1절 제7차 및 2007 개정 교육과정에서의 진로교육 5
1. 독립된 교과를 통한 방법 10
2. 특정 교과에 일부 단원으로 편성하는 방법 17
3. 교과에 통합(infusion)하는 방법 20
4. 창의적 재량활동 및 특별활동을 활용한 교과외 활동을 통한 방법 23
5. 교과과정에서 운영되는 진로교육 유형별 특징 및 장 단점 비교 27
제2절 2009 개정 교육과정과 진로교육 31
1. 2009 개정 교육과정의 특성 31
2. 2009 개정 교육과정에서의 진로교육 33
제3장 진로교육의 최근 국내 동향
제4장 외국의 진로교육 교육과정 동향 분석 및 시사점 도출
제1절 미국 53
1. 동향 및 특성 53
2. 미국의 진로개발지침 54
3. 주 단위의 진로교육 교육과정 사례 - North Carolina주 58
제2절 영국 62
1. 영국의 교육 시스템과 국가 교육과정 62
2. 영국의 진로교육 체제와 국가 교육과정과의 관계 66
3. 시사점 74
제3절 핀란드 75
1. 핀란드의 교육 시스템과 국가 교육과정 75
2. 핀란드의 진로교육 체제와 국가 교육과정과의 관계 84
3. 시사점 94
제5장 진로교육 교육과정 개선 방향
제1절 기본방향 95
제2절 개선 방향 96
Summary 105
참고문헌 10
Research on Knowledge Technology Entrepreneurship for Youth
No full text본 연구는 글로벌 경기침체 속에서 청년층의 고용위기 상황을 타개하기 위한 대안 중 하나로 대학(원)생 등이 직접 참여할 수 있는 지식기술 창업 방안을 제시하는 것을 목적으로 추진되었다. 이를 위해 정부의 관련 정책의 현황과 개선방안, 청년 지식기술 창업 실태조사, 국내·외 사례 등에 대한 분석을 실시하였다.
연구결과 창업교육을 경험하거나 창업동아리 활동을 경험한 학생들이 실제로 창업계획을 수립할 가능성이 높은 것으로 밝혀졌다. 특히 학생들 주변에서 창업에 성공한 사람이 있으면 창업을 계획할 확률이 그렇지 못한 사람보다 4배 이상 높은 것으로 나타났다. 그리고 서울 이외 지역의 학생들은 서울 소재 대학생들보다 창업에 더욱 적극적인 태도를 보여주었다.
향후 청년층의 창업의욕 고취 및 청년창업 지원사업의 효율적 추진을 위해 대학에서는 대학 교육과정을 통한 체계적 창업교육 실시, 학생창업보육센터 설립을 통한 창업동아리 활동의 활성화 등을 추진해 나가야 한다. 그리고 정부차원에서는 청년창업 지원 사업의 연계성 강화, 청년 지식기술 창업 성공 역할모델의 발굴 및 확산, 산학융합단지의 구축 및 활성화 등의 정책방안을 실행해 나가야 할 것이다.
○ 주요내용
- 청년 지식기술창업의 개념과 이론적 논의
- 정부의 청년창업 지원 사업 실태분석
- 우리나라 청년 지식기술창업 실태조사
- 국내·외 청년 지식기술 창업 성공사례 및 시사점
- 대학 및 정부 차원의 청년 지식기술창업 활성화 방안1. Outline of Research
The purpose of this research is to suggest a recipe for knowledge and technology start-ups that the youth such as college students and graduate school students can directly take part in, as one of alternatives for breaking through the serious crisis of youth unemployment during a global economic depression. This Research was intended not only to suggest an alternative solution to the present problem of youth unemployment, but also to establish a proposal for training and cultivating the creative and innovative start-ups that will lead the prospective ‘Creative Economy’ focused on knowledge and technology. To this end, the following matters were analyzed.
First, the concepts of ‘youth’ and ‘knowledge technology’ were defined, and then the present status of the youth start-ups was analyzed based on the KOSIS(Korean Statistical Information System) data of the Small and Medium Business Administration(SMBA). Then, Korean and foreign theoretical perspectives on the youth start-ups were reviewed, and the direction for this research was sought.
Second, the government’s policies for the youth start-ups were analyzed for each ministry, and their problems were searched and assessed synthetically. Considering the reality that the government has promoted the diversity of start-ups and job creation policies, the government analyzed the effectiveness of its youth start-ups support policy as one of the alternatives for expanding youth employment.
Third, the actual conditions of college students, professors and business incubator center occupants related to the youth knowledge and technology start-ups were analyzed. A survey on actual conditions was conducted focused on the general status of youth employment, the awareness of the youth start-ups, start-up education, start-up activity, problems of youth employment, and recipes for the invigoration of the youth start-ups.
Fourth, Korean and foreign cases that could function as role models for the invigoration of the youth knowledge and technology start-ups in Korea were analyzed. By analyzing the actual conditions of the youth knowledge and technology start-ups and the start-up activity support system in Silicon Valley, US and Otaniemi, Finland that have led a second IT revolution focused on the Smartphone, the implications for Korean circumstances were derived, and then were utilized to form policy initiatives.
Finally, based on the foregoing analysis and implications, detailed agendas for invigorating the youth start-ups in Korea were examined. Here, the initiatives for youth start-ups and the invigoration of students’ business incubation clubs through a lived experience-based start-up education, successful start-up role model development and expansion and buildup of an industry-academia fusion complex were suggested.
2. Method of Research
The methods used in this Research can be summarized as follows.
First, a review of the literature on youth knowledge technology start-ups was conducted.
Second, a field survey of college incubation centers and students’ business incubation clubs was carried out.
Third, through a questionnaire survey, the actual conditions of the youth knowledge technology start-ups were analyzed.
Fourth, the current situation of knowledge technology start-ups in major countries was examined, and then implications were drawn.
Fifth, an expert advisory meeting was held almost every month beginning in March. Through the invitation of experts related to the start-ups or on-site visits, opinions were gathered regarding the actual conditions and the direction of start-ups.
Finally, a seminar was held at COEX on November 17 in order to improve the awareness of the significance of youth knowledge technology start-ups.
3. Results of Analysis of Actual Conditions of Youth Knowledge Technology Start-ups
First, it was certified that the older people were, the more people had negative perceptions of the youth start-ups. This is probably because older people consider a company as only ready to ‘start up’ when they have plenty of money, an infrastructure such as a factory, and a business item. On the other hand, younger people think that one can start a company with a business item alone. They have a positive attitude regarding the start-ups.
Second, it has been confirmed that the success of a family member or relative in a business start-up has a very important effect on the decision regarding a youth start-up. By analyzing a population of 800 college(graduate school) students through a binary logistic multiple regression analysis model, it was found that when the students had family members or relatives who had succeeded in a previous start-up, the number of students who were likely to plan to start a business was 4.232 times higher than the number of students who did not.
Third, when students plan to start a business, the most promising business for them are all in the knowledge technology field, including idea-oriented start-ups, Internet shopping malls, entertainment & culture & sports-related service businesses, knowledge contents, and information/communication. In particular, as new media such as smartphones and social service networks have rapidly spread, start-up businesses with only ideas are newly emerging.
Fourth, start-up education has significantly affected the actual start-up process. Students who experienced start-up education were more active in establishing a prospective start-up plan. 83% of students responded that start-up education was helpful in reinforcing the student’s will to start a business.
Fifth, only one of ten students in Korea has experience in a business incubation club, and it is indicated that students involved in a business incubation club were very highly likely to actually establish a start-up plan.
Finally, prestigious universities in Seoul have showed a conservative attitude toward start-ups. This is due to the fact that students of prestigious universities in Seoul tend to prefer stable employment. Korean students have a negative attitude about business start-ups, and as a result the start-up support system hasn’t been properly organized and arranged.
4.Implications of Korean and Foreign Youth Knowledge Technology Start-up Success Stories
By analyzing Korean and foreign success stories, we could derive several policy implications, which are as follows.
First, to activate the youth knowledge technology start-ups, there must be a system or social culture that minimizes the risks for start-ups. In order to solve risk-averse problem, there must be an expanding system that allows people to socially share the risks of start-up together in Korea, like in the US and in Finland. There also must be a well-organized system that enables young business starters to make second and third attempts after the experience of failing in business, without a huge monetary burden throughout the pre-incubation phase that includes start-up education, idea gathering, business incubation and venture start-up.
Second, in all of the Korean and foreign success stories, the new technology development and the youth start-ups have been achieved through cross-fertilization between dense high-tech industrial complexes and colleges. In particular, the fusion complexes, in which academia and industry are in close quarters, have provided a diversity of research & development and incubation support programs. Furthermore, these complexes encourage the activation of various business ideas, business incubation and patent technology development by serving as ‘Meeting Places’ where students, researchers and entrepreneurs can meet together at any time.
Third, it is a fact that universities worldwide have provided diverse start-up education programs to develop the challenging and enterprising spirit of entrepreneurs. In Silicon Valley, US and in Finland, innovation entrepreneurs have been intentionally developed based on a philosophy that ‘the entrepreneur is not born, but is trained through education’. This means that students’ challenging spirit and the enterprising spirit of entrepreneurship cannot be fostered without education in the spirit of entrepreneurship.
Fourth, various start-up support programs must be systematically organized by start-up phase. In Finland, the government and universities have provided active support for all phases, ranging from idea-gathering to active business incubation. Even Silicon Valley, US, has promoted learning activity for actual information & human networking and information sharing and new technology and management techniques through the regional chamber of commerce and venture capital. Finland has a well-organized system that allows students to directly start a business at a lab based on the innovation ecosystem, and has concentrating on expanding the exchange among students. In this course, the business incubation clubs have been given innovative support.
5.Policy Agendas for the Invigoration of Youth Knowledge Technology Start-ups
Based on the analysis conducted for this Research, the government should consider the following initiatives to encourage young people to pursue start-ups, and to efficiently promote the youth start-up support project.
First, it is necessary to reinforce the connectivity of the government’s youth start-up support projects. To accelerate the youth start-ups and to improve the effects of the promotion of the government’s start-up support policies, it is important to reinforce the connectivity among the youth start-up support projects by building up an organic and systematic cooperation system among the competent ministries and central-regional governments.
Second, systematic start-up education based on vivid experiences must be provided. Through analyzing the actual conditions of Korean youth start-up education, it was found that only 20% of respondents had experienced start-up education, while the remaining 80% answered that they had never experienced start-up education. This contrasts with the situation of the US, which includes start-up education in the regular school curriculum of colleges, or the case of Finland, which has concentrated on fostering the innovative entrepreneurs through start-up education ranging from the elementary, middle and high school level to the graduate school level.
Third, it is important to find and promote successful role models for the youth start-ups. In our analysis of actual conditions, one of the most interesting findings was that the number of students who were likely to plan to start a business was 4.232 times higher than the number of students who were not, when the students had a relative or family member who had already operated a successful business. This tells us that the cultural factor has a very significant influence on deciding whether youth are likely to pursue a business start-up. That is, the possibility that college (graduate school) students will take part in start-up activity is affected the most by how many family members or relatives students have who had a successful start-up.
Fourth, the government should facilitate the development and invigoration of industry-academic fusion complexes. Silicon Valley in the US, Otaniemi in Finland and Kista in Sweden, which is not mentioned in this Research, have expanded the industry-academic fusion complex, improving the spatial accessibility to reinforce permanent and direct contact between industry-university-research.
Such an industry-academic fusion complex will work as a system that enables students to make new endeavors without the huge burden of risk in the pre-incubation phase, including start-up education, idea gathering, business incubation club activity, incubation and venture start-up, after experiencing failure. In the present situation, the most reasonable way to reduce the risk of a youth start-up in Korea is to guarantee the lab start-up. Accordingly, it is urgent to make this link, in order to connect young people’s ideas to the business of commercialization through the buildup of the industry-academic fusion complex.
Fifth, it is necessary to expand support for the nationwide invigoration of business incubation clubs. In Alto University, Finland, ‘Alto Club for Spirit of Entrepreneurship’ was organized, and strives to form an entrepreneurial ecosystem at the school. Alto Club is directly led by students, and promotes the spirit of entrepreneurship and supports the students start-up efforts at school. The basic philosophy of Alto Club is ‘Success breeds new success and activity.’ At Hoseo University, Korea, the student business incubation club’s activities have been pursued the most actively through the student business incubation center. The student business incubation center of Hoseo University is operated by the student business incubation club. It has also actively supported the business incubation activity by providing club operation costs and incentives to good clubs for exploratory research on feasibility.
Finally, for the invigoration of the youth start-ups, a diversity of support initiatives must be pursued in addition to the above policies. It is necessary to build up a DB of start-up information promoted by each ministry and local government in order to improve the efficiency of prospective youth start-up support projects. Customized support can be provided by start-up phase, and the benefit to the user will be improved by forming a DB on all processes of start-up support projects, including start-up education, company foundation, prototype development and commercialization and market development.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
1. 연구의 필요성 1
2. 연구의 목적 3
제2절 연구의 내용 및 방법 4
1. 연구의 내용 4
2. 연구 방법 5
제2장 청년 지식기술 창업 관련 이론적 논의
제1절 청년 지식기술 창업의 개념과 현황 11
1. ‘청년 지식기술 창업’의 개념 정의 11
2. 청년 고용 및 창업의 현황과 특성 14
제2절 청년 창업 관련 이론적 논의 28
제3장 정부의 청년 창업 지원 사업 실태 분석
제1절 정부의 청년 창업 지원 사업 현황 41
제2절 청년 창업 지원 사업의 운영 실태 43
1. 창업 교육 사업 43
2. 창업 경진 대회 사업 52
3. 사업화 지원 54
제3절 정부의 청년 창업 지원 사업 종합 평가 59
제4장 우리나라 청년 지식기술 창업의 실태 분석
제1절 조사 개요 61
제2절 청년 지식기술 창업 실태 조사 결과 65
1. 청년 고용 일반 현황 65
2. 청년 창업에 대한 인식 68
3. 창업 교육 실태에 대한 인식 76
4. 창업 동아리 활동 및 창업 장애 요인에 대한 인식 80
제3절 청년 창업 계획의 결정 요인 분석 82
제4절 분석의 시사점 86
제5장 국내외 청년 지식기술 창업 사례 및 시사점
제1절 해외의 청년 지식기술 창업 사례 91
1. 미국 스탠포드대학과 UC 버클리대학의 청년 지식기술 창업 사례 91
2. 핀란드 알토대학의 산학 융합형 청년 지식기술 창업 사례 105
제2절 국내의 청년 지식기술 창업 사례 122
1. 학생창업보육센터를 통한 청년 지식기술 창업 성공 사례 122
2. 산업 단지 내 산학 캠퍼스를 통한 청년 지식기술 창업 성공 사례 136
3. 텐어클락의 청년 지식기술 창업 성공 사례 146
제3절 국내외 사례의 정책적 시사점 158
제6장 청년 지식기술 창업 활성화를 위한 정책 과제
제1절 대학 차원의 정책 과제 164
1. 대학 교육 과정을 통한 체계적 창업 교육 실시 164
2. 학생창업보육센터 설립을 통한 창업 동아리 활동의 활성화 166
제2절 정부 차원의 정책 과제 168
1. 정부의 청년 창업 지원 사업의 연계성 강화 168
2. 청년 창업 성공 역할 모델의 발굴 및 확산 169
3. 산학 융합 단지 구축을 통한 청년 창업 활성화 171
4. 기타 청년 창업 활성화를 위한 정책 방안 173
제7장 결론
SUMMARY 177
부록 설문지 187
참고문헌 20
A Study of the Various Domains and Factors Pertaining to Core Competencies
No full text모든 직업 활동에서 근간이 되는 직업기초능력은 비단 사회적 요구로만이 아니라 기업에서도 중요하게 인식하고 있어 직업기초능력 설정 및 활용을 위한 다양한 연구로 연결되었다. 그러나 지금까지의 연구는 적용 대상 및 목적에 따라 직업기초능력의 영역과 수준을 다르게 설정하였고, 많은 연구 성과에도 불구하고 학교급별로 도출된 직업기초능력의 접근방법과 항목(영역, 요소, 세부요소), 성취기준이 각각 상이하게 제시되는 등 하나의 체계적인 틀을 이루지 못하여 혼란스럽다는 지적에 따라 직업기초능력의 모형을 구안해야 한다는 필요성이 제안되었다
따라서 이 연구에서는 한국직업능력개발원에서 학교급별로 개발된 직업기초능력 모형을 비교·분석한 후 이를 종합하여 KRIVET 모형을 개발하고, 하나의 기본 틀을 기초로 학교급별 직업기초능력 영역과 요소를 연계할 수 있도록 하는데 목적을 두고 연구를 진행하였다.
직업기초능력의 개념 및 영역(안), 직업기초능력의 요소 및 세부요소(안)의 도출과정과 도출된 내용에 대해 4차례의 델파이 조사 분석을 통해 최종 확정한 결과, KRIVET직업기초능력 모형에서 직업기초능력은 '대부분의 직무유형과 직무수준에서 일을 수행하는 데 필요한 기본적이고 공통적인 지식, 기술, 태도'라고 정의되었고, 모형은 3개의 영역, 8개의 요소, 24개의 세부요소로 구성되었다. 또한 도출된 KRIVET 직업기초능력 모형을 기준으로 고등학생과 전문대학생, 대학생과 근로자 직업기초능력 모형을 비교하고, 직업기초능력 모형 활용을 위한 정책과제를 제시하였다.
○ 주요내용
- 국외 직업기초능력 모형 사례 현황 분석
- 국내 기관별 직업기초능력 모형 사례 현황 분석
- 직업기초능력 영역 및 요소 개발
- 직업기초능력 모형 활용을 위한 정책 과제The purpose of this study is developing KRIVET Core Competency Model(KCCM) after comparing and analyzing competency models developed by KRIVET for each level of education(high schools, universities) and based on this basic frame, linking domains and factors of each competency model
So, we searched examples of competency models developed in Korea and abroad. We also confirm the model as doing four times Delphi research and holding meetings of experts with domestic and abroad competency models for each level of education.
A foreign competency model is classified by three types, for teenagers, labors in industries, and adults from life long education aspects. A competency model for adults from lifelong education aspects contains EFF of America and lifetime competencies of OECD. It also shows that competency model is magnified to match with demand of industries, and has a feature of being a educational program for training or connection with function as well as qualification.
We can basically look into competency models for each organization as dividing into objects or aspects. Dividing into objects is divided for teenagers and adults. In case of teenagers, including NYPI(National Youth Policy Institute), KEDI(Korean Educational Development Institution), KICE(Korea Institute of Curriculum and Evaluation), models focus on school education. For adults, models focus on industries and lifelong educations, KRIVET model, focusing on industries, defines core competencies and suggests domain setting and levels. KEDI (Korean Educational Development Institution) and KICE(Korea Institute of Curriculum and Evaluation) study on abilities of lifelong education for adults as well as industries.
The basic model of KRIVET competency model is completed by 4 times of delphi research for the concept of core competencies, domains and contents for the process of drawing factors and details of factors. As a result of this research, KRIVET competency models is defined as basic common knowledges, skill and attitude necessary for performing most types of jobs and levels of jobs, and a basic model is composed of 3 domains, 8 factors, 24 details of factors. KRIVET competency model drawn from the basic model is designed by applying competency models for vocational high school, college, university students and labors
An application of this competency model suggests development plans focused on a design of development and operating systems for core competencies. Development plans for an educational training program suggests an application focused on each objects(level of schools).
We also look into consideration factors of level setting and developing a standard of achievement for each details of factors and schools as development plans for a standard of fulfillment of core competencies, and complete the work with contents of examples for application plans of developing tools of core competencies and application plans of developing a verification standard for qualification.요 약
제1장 서론 1
제1절 필요성 및 목적 1
제2절 연구내용 3
1. 국외 직업기초능력 모형 개발사례 고찰 3
2. 국내 직업기초능력 모형 개발현황 분석 4
3. KRIVET 직업기초능력 모형 개발 4
4. 직업기초능력 활용을 위한 제언 5
제3절 연구방법 5
1. 관련 문헌 및 자료 분석 6
2. 학교급별 연구진 협의회 7
3. 델파이 조사 분석 7
4. 전문가협의회 8
제4절 연구의 범위 9
제2장 국외 직업기초능력 모형 개발사례 고찰 11
제1절 미국 12
1. SCANS(Secretary's Commission on Achieving Necessary Skills) 12
2. EFF(The National Institute for Literacy's Equipped for the Future) 14
3. O*NET(Occupational Information Network) 17
4. ETA(Employment & Training Administration competency model) 19
제2절 영국 23
제3절 호주 26
1. Mayer 교육위원회 26
2. ACCI(Australian Chamber of Commerce and Industry) 30
제4절 캐나다 33
제5절 OECD 37
1. OECD의 DeSeCo(Definition and Selection of Competencies) 37
2. OECD 성인 직업기초능력 조사 40
제6절 소결 44
제3장 국내 기관별 직업기초능력 모형 개발현황 분석 49
제1절 직업기초능력 모형 개발사례 49
1. 한국직업능력개발원 49
2. 한국청소년정책연구원 67
3. 한국교육개발원 75
4. 한국교육과정평가원 79
5. 노동부 83
6. 기업체 역량 모델링 88
제2절 직업기초능력 요소 및 성취기준 비교 94
1. 직업기초능력 요소 94
2. 직업기초능력 성취기준 100
제3절 소결 101
제4장 직업기초능력 영역 및 요소 개발 105
제1절 직업기초능력 영역(안) 도출 106
1. 직업기초능력 개념 및 범위 106
2. 직업기초능력 영역 109
3. 직업기초능력 요소 및 정의(안) 도출 111
제2절 델파이 조사 115
1. 조사개요 115
2. 조사결과 123
제3절 KRIVET 직업기초능력 모형 155
1. 모형 155
2. 대상별 적용방안 158
제5장 직업기초능력 모형 활용을 위한 정책 과제 167
제1절 직업기초능력 성취기준 개발방안 168
1. 직업기초능력 수준설정 시 고려사항 168
2. 직업기초능력 하위요소별 성취기준 개발 170
3. 학교급별 직업기초능력의 적용방안 174
제2절 직업기초능력 진단평가도구 개발 시 활용방안 176
1. 고등학생과 전문대학생 직업기초능력 진단평가도구 개발 및 활용 176
2. 대학생 직업기초능력 진단평가도구 개발 및 활용 181
제3절 직업기초능력 교육훈련 프로그램 개발방안 183
1. 고등학교와 전문대학에서의 활용 183
2. 직업훈련기관에서의 활용 185
제4절 직업기초능력 운영체계 구축 방안 187
1. 기본원리 187
2. 관리 운영체계 187
3. 자격검정기준 개발 시 활용방안 192
SUMMARY 195
대한상공회의소 종합직무능력(K-Test) 199
제1차 델파이 질문지 201
제2차 델파이 질문지 219
제3차 델파이 질문지 245
제4차 델파이 질문지 267
Spencer & Spencer 역량모델의 수준별 고려사항과 행동요소 289
KSS 수준별 고려사항 295
KRIVET 직업기초능력 모형 수준별 성취기준(안) 297
참고문헌 31
핀란드 오타니에미 사이언스파크의 산학융합형 ICT 창업보육 모델
No full text이 연구는 첨단과학기술단지와 연구중심대학 사이의 물리적 접근성에 기초하여 세계적 수준에서 개방형 혁신을 선도하고 있는 핀란드 오타니에미 사이언스파크와 혁신형 융합대학인 알토대학을 중심으로 산학융합단지가 어떠한 방식으로 운용되고 있는지를 살펴보는 것을 목적으로 한다. 특히 핀란드의 산학융합형 창업보육 모델을 개관하고, 모델의 구체적 운용 메커니즘, 그것의 한국적 시사점을 살펴보도록 할 것이다.Ⅰ. 서론 1
Ⅱ. 핀란드 산학융합형 창업보육 모델 개관 3
Ⅲ. 오타니에미 사이언스파크의 산학융합 프로그램 분석 11
Ⅳ. 결론 및 시사점 18
참고문헌 2
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