Korea Research Institute for Vocational Education and Training
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The Demand for Vocational High School Graduates and Strategies to Improve Educational Capacity
No full text최근 산업구조 및 인력구조의 변화와 기업 채용 방식이 변화되고 있지만, 숙련 기술 및 기능 인력 양성을 담당하고 있는 전문계 고교는 이러한 변화에 적극 대응하지 못하고 있고, 그 결과 임금·근로 여건이 열악한 분야로 전문계 고졸 인력 취업 증가하면서 전문계 고교의 위상이 저하되고 있는 실정이다.
본 연구는 기업의 인사담당자와 근로자를 대상으로 전문계고졸 인력의 활용 실태를 파악하고 노동시장에서 전문계고졸 인력에 대한 수요와 근로조건의 현황을 파악하였다. 또한 근로자의 직업 경로 분석과 심층면접조사를 통해 기능직 근로자들의 직업 및 삶의 만족도와 직업 경로 단계별 장애요인과 성공요인을 분석하였다. 아울러 전문계 고등학교에 대한 설문조사 및 전문계고 교육 전문가들에 대한 델파이조사를 통해 전문계고 교육역량 관련 운영 실태를 진단하고 미래를 전망하였다.
이러한 연구의 결과를 바탕으로, 본 보고서는 선순환적 선취업 후진학 병행체계 구축, 다양한 직업교육 제공, 산업체 참여 확대, 경쟁체제 도입을 위한 규제 완화, 전사회적 노력 등의 전문계고 교육역량 강화를 위한 5대 추진방향을 제시하고, 이에 따른 11개 세부과제를 제안하고자 한다.
○ 주요내용
- 전문계고졸 인력에 대한 기업체의 활용 실태와 노동시장에서의 수요 분석
- 전문계고 교육역량 실태 분석 및 전문계고의 미래 전망
- 선발·활용·양성단계에서의 전문계고 교육역량 강화 방안1. Overview
This research aims to suggest practical strategies and a road map to enhance the educational capability of vocational high schools To attain this purpose, this research investigates the career path of vocational high school graduates. traces the change of companies' usage of vocational high school graduates and he industrial demand for the work power produced by vocational high schools, and the change of main job performance levels carried out vocational highschool graduates at workplace. In addition, a survey with human resource directors and workers is performed to understand the use of the workforce graduated from vocational high schools at each industrial sector and Delphi method with experts specialized on the vocational high school education is carried out to predict the future of vocational high schools. Finally, based on the results from these research process, the strategy and policy implications to enhance the educational capability of vocational high schools are draw on.
2. The Results from Analysis on the Demand and Use of the workforce graduated from vocational high schools
In accordance with the development of industrial structure, while the demand for craft man in traditional manufacturing sectors has decreased, the demand for engineering technologist has increased. In addition, as the awareness of decent jobs for vocational high school graduates has been changed, it is arguable that vocational high school graduates can take the decent jobs in three ways; public officials in technical post; innovative technicians in the foundation industries such as assembling and processing; license-based professionals.
In reality, it is possible for employees to make their career and life successful by developing skills and building careers in technical post. The result from the optical matching analysis on 94 workers demonstrates that the group who shows the high degree of career commitment, work-family balance, role-orientation and life satisfaction is the workers who have long-term career in technical post.
Reviewing the result from the analysis on the perception of human resource directors and the features of surveyed companies about the use of workforce graduated from vocational high schools can suggest the following four policy implications. First, the general quality of vocational education should be improved. Second, when considering the high turnover rate of vocational high school graduates within the term of one to two years after getting jobs, the personnel management practice on the human resource graduated from vocational high schools should be changed. Third, the education for character have to be focused as well as skill training and work related education program. fourth, the vocational high school education have to be linked to the college or university education, reflecting the reality that 73.5 percent of vocational high school graduates goes on to higher education institutes.
In terms of the demand for workforce graduated from vocational high schools in the labor market, the ratio of employees graduated from vocational high schools shares 17.9 percent among the total number of employees in 2009 and the demand will exceed the supply in 2018. the average monthly wage of vocational high schools graduates is 45,000 won more than general high schools graduates and the rate of increase in wage is 6.5 percent over the last five years.
3. The Educational Capability of Vocational High Schools
The purpose of vocational high school education can be summarized as developing the basic learning competency and enhancing employability in order to design routes to successful career as skilled workers. The ability to achieve this purpose refers to the educational capability of vocational high schools which consists of the teaching and learning competency, the employment support competency and the competency for academic-industrial cooperation.
To diagnose the educational capability of vocational high schools, it is necessary to the current conditions of vocational high schools. Firstly, the academic achievement of vocational high school students is lower than the basic level in most subjects. When observing their career path after graduation, the employment rate of vocational high school graduates has significant decreased, the employment rate in irregular and part time jobs has been increased and the variety of occupations for which vocational high school graduates can apply has been narrowed. To cope with the changing industrial structure and technology, vocational high schools have continued to change their education programs. However, the mismatching between the educational programs supplied by vocational high schools and the industrial demand for the human resource graduated from vocational high schools is still existing.
In addition, the result from the Delphi method demonstrates that most experts point out the weakness in the function of cultivating skilled workers and the social contempt for the speciality or vocational high schools as the reason why the vocational high school education is in crisis. With regard to the element with which vocational high schools should be equipped to improve their competitiveness, the experts participating in this Delphi survey shows the high degree of agreement about the function of college admission and employment support for cultivating industrial workforce.
4. The Tasks to Enhance the Educational Capability of Vocational High Schools
Based on the analysis on the reality of the use of the workforce graduated from vocational high schools, the demand for the workforce and the current educational capability of vocational high schools, this research suggests 11 tasks to enhance the educational capability of vocational high schools as follow.요약
제1장 서 론
제1절 연구의 필요성 및 목적 1
제2절 연구의 방법 및 절차 4
1. 연구의 방법 4
2. 연구절차 16
제2장 전문계고졸 인력의 활용과 수요 분석 결과
제1절 산업 기술 변화에 따른 전문계고졸 인력 수요 분야 19
1. 산업 구조 변화와 전문계고 학과 및 직무수준 변화 19
2. 기술 구조 변화와 전문계고 졸업 인력의 직무수준 및 일자리 변화 29
3. 전문계고졸 인력 수요 분석에 따른 시사점 68
제2절 전문계고졸 인력 활용 인식 및 기업 특성 분석 결과 75
1. 인사담당자가 인식하는 전문계고졸 인력 활용 현황 75
2. 전문계고졸 근로자가 인식하는 전문계고졸 인력 활용 현황 95
3. 전문계고졸 인력활용 기업의 특성 분석 129
제3절 전문계고졸 인력의 활용 실태와 임금 효과 139
1. 노동력 및 고용 현황 139
2. 임금 수준과 격차 153
제4절 국내외 숙련기능분야 인력 활용 및 인사관리 실태 169
1. 일본의 전문계고졸 인력 관리 실태 169
2. 우리나라 전문계고졸 인력 관리 실태 195
제3장 전문계고 교육역량 실태
제1절 전문계고 교육역량 운영 현황 실태 203
1. 전문계고 교육역량의 개념 204
2. 전문계고 교육역량 영역별 운영 실태 212
제2절 전문계고 미래 전망 결과 237
1. 델파이 조사 결과 237
2. 전문계고교 경쟁력 확보를 위한 추진과제 246
제4장 전문계고 교육역량 강화 방안
제1절 기본방향과 추진과제 251
제2절 교육역량 강화를 위한 세부 추진 과제 254
1. 선발 단계에서의 추진과제 256
2. 양성 단계에서의 추진과제 257
3. 활용 단계에서의 추진과제 288
Summary 295
참고문헌 301
부 록 30
A Survey on Korean''s Work Mentality and Ethics(2010)
No full text급격하게 변화하는 우리사회에서 한국인이 어떻게 대응하며 살아가고 있는가를 직업의식을 통해서 그려보는 것이 본 연구의 목적이었다.
4년마다 조사되는 한국인의 직업의식 조사의 핵심내용 외에 2010년 조사에서는 청년, 고령자, 여성, 외국인 근로자의 경제활동에 관한 한국인의 인식을 별도의 추가 모듈로 구성하여 조사하였다.
○ 주요내용
- 직업의식의 개념 및 구조
- 직업의식의 집단 간 차이
- 개선이 필요한 직업윤리
- 청년실업과 관련한 한국인의 의식
- 고령자의 경제활동에 대한 인식
- 여성의 경제활동에 대한 인식
- 외국인의 경제활동에 대한 인식
- 직업의식의 변화1. Introduction
Korea Research Institute for Vocational Education and Training(KRIVET) has carried out “The Survey on Koreans'' Occupational Consciousness" every four years since 1998. The Survey on Koreans'' Occupational Consciousness(2010) is the fourth survey and this study aims to inquire into the current state of Koreans'' occupational consciousness and work ethics along with the changing pattern of it. The occupational consciousness is defined in this study as people''s values, perceptions and attitudes on occupation, and it includes the perception on the importance of work, work values, professionalism, occupational status and work ethics. In addition, the perceptions on economic activity of the young & elderly, women and foreign workers were investigated. 1,500 household surveys were conducted with Korean aged 16 to 64.
2. Noticeable aspects and changes of Koreans'' occupational consciousness and work ethics in 2010
The major findings of this study with respect to the concept and structure of occupational consciousness are as follows. First, the multi-dimensionality of the perception on work-importance, that has been overlooked through the previous researches, was clearly shown in this study. The perception on the importance of work is consisted of two aspects, the normative perception of work-importance and the recognition of work-importance as one of the elements of life. The correlation of them is .24 and 23% of respondents recognize work-importance highly as an element of life, though not perceiving work-importance normatively.
Second, two factors in perception of the degree of professionality in their own occupation are identified: professionality and socioeconomic status of one''s own job. 32% of respondents think that their jobs require the specialized knowledge, professional skills, and creativity but do not guarantee high income and social status.
The major differences in the occupational consciousness by various groups, are as follows. First, as to the normative perception of work-importance, female tends to have lower figure than male. However, among employees with permanent contract, females tend to have the stronger normative perception of work-importance than male. Respondents over 40s compared to below 30s show the stronger normative perception of work-importance. However, with respect to the recognition of work-importance as one of elements of life, 30-40s age group show the highest figure.
As for work values, economic reward is perceived as the most important factor through overall age groups, however, within the young generation below 30s, interest is considered as more important factor than in other age groups.
Compared to G20 and Nordic countries, Koreans'' occupational consciousness has the pattern of that of the advanced countries, at the same time that of the developing countries. Koreans are similar to the developing countries in a sense that job security is considered as the highly important factor and that it's a shame to take monetary reward without working for it. On the other hand, Koreans show similarity with advanced countries, less people agreeing that work should be the most important issue worth of sacrificing leisure time.
45.7% of people spend more than one hour during working hours taking care of their private matters in workplace, and 11.72% more than 2 hours. 32.2% of employees think that it is acceptable to receive gifts related to business.
Changes in the Koreans' occupational consciousness and work ethics are found in the following issues. First, the range of occupational status index has been reduced from 1990 to 2010 showing tendency of regressing toward the mean. Second, The importance of income in choosing job has been increased sharply(21.5%, in 2002→36.3%, in 2009). On the other hand, the importance of job security has decreased (34.4%, in 2002→30.4%, in 2009). Since 2006, in choosing job, income has became as the most important factor, job security as the second and the intrinsic values, such as job satisfaction, self-realization and interest, have been considered less important factors, relatively.
3. Youth unemployment and occupational consciousness
More than 90% of Korean students answered that educational attainment required for taking a job desired is at least a junior college diploma. In case of failing to find a job suitable for one''s educational attainment, 36.6% of respondents answered that they will continue to look for a job and 33.9% will take the job offered regardless of mismatch with their educational level. 76.3% of respondents agreed that preparing for the civil service examination or the bar examination is risky way of preparing for the future. As to responsibility for youth unemployment, 34.0% of respondents attribute it to both society and the person.
4. Koreans'' attitude on the participation of the elderly in labor market.
Results show that the age signal for the elderly is different among age groups. Older people tend to set higher age than younger generation for the age signal of the elderly. The same pattern exists in the age limits for participating in the labor market. Koreans tend to feel uncomfortable getting service from the elderly in such job as stewardess, cashier in the department store and coffee shop. In contrast, Koreans tend to feel less uncomfortable receiving services from the elderly in the job such as guard and helper in the gas station.
5. Koreans' Attitudes on female and foreign workers
Most of Korean(85%) think that it is desirable for women to have job. The percentage of people who agree that women have to work regardless of marriage and child birth has increased sharply from 26.8%(1998) to 53.5%(2009). However prejudices against women in workplace still exist. 48.2% of Korean agree that, in general, male workers do better in work place than female workers. 33.9% agree that unmarried women tend to show better performance than married women. 52.4% of respondents think that male should have priority for the job if there isn't enough vacancy.
With regard to foreign workers, 41.3% of Korean agree that more foreign workers with simple skills will need in the future and 32.3%, for the skilled professional foreign workers. However, many Korean think that Korean should be hired first before the foreign worker when there aren't enough jobs.
6. Suggestions for the future studies
Qualitative research should be conducted for in-depth analysis of major findings in this study. Also, as for the 5th survey on the occupational consciousness in 2014, the basic module in 2006 and 2010 should be maintained, keeping changes to the minimum, in order to conduct a time-series analysis.요 약
제1장 서 론
제1절 필요성 및 목적 1
1. 연구의 필요성 1
2. 직업의식과 직업윤리의 개념 2
3. 연구의 목적 5
제2절 연구의 내용 5
제3절 연구의 방법 6
1. 설문조사 6
2. 국내외 통계 자료 재분석 15
3. 소세미나 개최 17
제2장 한국인의 직업의식 및 직업윤리의 실태와 변화
제1절 직업에 대한 태도 19
1. 일의 중요성에 대한 규범적 인식 19
2. 삶의 영역으로서의 일 중요성: 일과 여가 28
3. 직업 가치관 35
제2절 전문직업성과 직업 위세 42
1. 전문직업성 42
2. 직업위세 49
제3절 직업윤리 52
1. 직업윤리 수준에 대한 집단별 인식 차이 52
2. 업무 외 사적 활동 53
3. 업무 비리에 대한 인식 57
제4절 소결 61
제3장 청년실업과 한국인의 직업의식
제1절 청년실업 현황 65
제2절 청년층 직업의식 68
1. 대학 재학 및 졸업생의 직업관련 인식 분석 69
2. 청년층과 중장년층의 직업의식 비교 77
3. 청년층의 직업의식 변화 88
4. 청년층 직업의식 국제비교 95
제3절 청년실업과 관련된 한국인의 의식 98
1. 대학·전문대학 선택과 실업 99
2. 고학력 일자리 비중과 구직 활동 104
3. 취업 준비와 기피직종 108
4. 실업에 대한 책임과 자녀 지원 115
제4절 소결 118
제4장 고령자의 경제활동에 관한 한국인의 의식
제1절 인구의 고령화 123
제2절 고령자의 경제활동에 관한 의식 125
1. 고령화 사회의 직업의식 126
2. 고령자의 경제활동에 대한 인식 141
3. 노후의 일과 고령자 직업에 대한 견해 150
제4절 소 결 153
제5장 여성과 외국인 경제활동에 대한 한국인의 의식
제1절 문제의 제기 157
제2절 여성의 경제활동에 대한 한국인의 의식 158
1. 한국 여성의 경제활동 상황 158
2. 여성 경제활동에 대한 한국인의 인식 변화(1998～2009) 162
3. 경력 단절 여성 재취업 장애 요인에 대한 인식 168
4. 여성 경제활동에 대한 편견 171
5. 여성의 경제활동 확대 및 격차 해소 필요성에 대한 인식 175
제3절 외국인 경제활동에 대한 한국인의 의식 177
1. 외국인 근로자 현황 및 문제점 177
2. 외국인 인력의 필요성에 대한 인식 179
3. 내국인 우선 취업권에 대한 인식 182
4. 인력 교류에 대한 긍정적 인식 185
5. 외국인 경제활동 촉진 정책 실행 필요성 인식 187
제3절 소결 190
제6장 결 론
제1절 한국인의 직업의식 실태 및 변화 193
1. 한국인의 직업의식: 주목할 만한 현상들 193
2. 직업의식의 변화 199
제2절 시사점 201
제3절 향후 과제 205
SUMMARY 207
추가 기초분석 결과: 본문에 포함되지 않은 문항 분석 215
직업의식의 변화 235
여성 경제활동에 관한 의식(사회통계조사 결과) 237
한국인의 직업의식 및 직업윤리 실태조사표(취업자용) 239
2006년도 설문지에서 수정된 문항의 수정 내용 259
참고문헌 26
Research on Global Korean Networking
Get PDFThis research was designed to analyze the current situation faced by overseas Koreans, often referred to as Global Koreans, and to draw lessons from their experience. It also pursued a range of specific measures of the establishment and utilization of an integrating network in accordance with the analysis on the networking conditions of Global Koreans residing in China, the U.S.A., and Japan. To achieve this goal, we focused on analyzing the following.
First, theoretical reviews were conducted to define the concepts of Global Korean human resources, Diaspora, and transnationalism. Second, this study analyzed the situation and problems of the Global Korean network, and the governmental policies of overseas Koreans. Third, the policies and networking situations of overseas Chinese, Indians, and Israelis are analyzed, and lessons are drawn from these foreign cases. Fourth, current networking situations are explored to establish the infrastructure of a global Korean network. Fifth, policy measures are suggested to build a global Korean human resources database, to guide college students to study abroad utilizing the network, and to establish the information systems
Establishment of Vocational Education and Training Policy Information from Targeted Collaborating Countries in Asia
No full textUrgency of cooperation in TVET in conjunction with globalization in economy and diplomacy such as FTA with EU, ASEAN and other countries has been intensified because human resources are the most valuable asset for economic and social development. The Korean government has emphasized the importance of cooperation between Korea and Asian countries and enlarged the Korea’s role to play in TVET development in Asian countries.
Asian countries have recognized the role of HRD to play for national development, poverty alleviation and community cohesion. Thus, they are searching for the role model of HRD which they would follow. The Korean model of HRD would be a prospective model of HRD for Asian developing countries because Korea went through extreme poverty, destruction of Korean War and had to overcome lack of natural resource and becomes a leading country in Asia. Many Asian countries want to share the model of HRD and the experiences from Korea and other countries because they have lots of similarities. However, only little information of Asian countries’ TVET has been available.
Lack of information is the most critical barrier to improve the cooperation between Korea and the Asian developing countries. The TVET policy of government is the centerpiece of the TVET information. Korean government has played governing roles of TVET development in providing framework for HRD development. In most Asian countries, the governments have most valuable human resources and notable abilities to make a difference. In this regard, it is most recommendable to share Asian countries’ TVET policies in order to learn from each other and to make a common ground of mutual understanding.
CEDEFOP of the EU is the center of TVET policy coordination and information sharing among the EU countries. It dramatically increases effective cooperation among EU members. When we look forward the future of Asia which is the engine of global economic development, it is the time we need to figure out how to increase the mutual understanding and learn from each others’ experiences in TVET which increases HRD. In this regard, KRIVET and UNESCO decided to conduct the project which collect the TVET policy data and organize them with comparative perspectives.
We developed the framework of TVET information sharing which would cover the general information and TVET policy issues. It should be compatible to make a comparison among Asian counties. The framework of UNESCO’s TVET policy review was the reference of developing this framework. UNESCO has a plan to make the TVET policy database sooner or later. It was expected to make this paper a part of UNESCO’s TVET database.
This project was conducted as a UNESCO-KRIVET cooperative project. The project manager of this project is Dr. Kim, Young-Saing. Dr. Chung, Ji-Sun, Dr. Lee, Sang-Don, Dr. Ryu, Ki-Rak and Mr. Lim, Young-Sub contributed enormous efforts and ideas as researchers. Local reporters collected data and organized them for this project. Three interns, Ms. Gong, Min-Young, Ms. Kim, Yong-Jeong and Ms. Kueppers, Paula organized the manuscripts which were not in a consistent format. Ms. Jennifer Govan edited the manuscript’s language and checked the references. KRIVET would like to show special gratitude to the researchers, the reporters, the interns, the editor.
This project paper is not an official view of KRIVET or UNESCO, but the researcher’s and local reporters’ opinions and the collection of data.[BANGLADESH]
TVET Policy, Experience, and Trends in Bangladesh 3
TVET Systems by Target Group: Adults, Teachers, Trainers, and Enterprises 33
Governance of TVET system 51
Financing of TVET 59
Internationalization of TVET 65
New Agenda 69
[CAMBODIA]
THE NATIONAL CONTEXT OF TVET: INTRODUCTION 79
TVET SYSTEM BY TARGET GROUPS: ADULTS, TEACHERS AND TRAINERS, AND ENTERPRISES 95
GOVERNANCE OF THE TVET SYSTEM 107
FINANCING OF TVET 131
INTERNATIONALIZATION OF TVET 137
NEW AGENDA AND PLANS FOR THE FUTURE 143
[INDONESIA]
Technical Vocational Education and Training in Indonesia 153
[LAO PDR]
The National Contect of TVET 217
TVET System by Target Groups 259
Governance of the TVET system 273
Financing of TVET 285
Internationalization of TVET 295
New Agenda and Plans for the Future 301
[MONGOLIA]
Policy, Experience, and Trends of Technical and Vocational Education and Training in Mongolia 311
[PHILIPPINES]
TVET POLICY, EXPERIENCE, AND TRENDS IN THE PHILIPPINES 397
[SRI LANKA]
TVET Policies and Implementation Process of Sri Lanka 483
[VIETNAM]
TVET POLICY, EXPERIENCE, AND TRENDS 56
Measures to Improve Skills Development Accounts: Focusing on Quality Management
No full text2008년부터 시작된 직업능력개발계좌제의 당초 정책목표를 달성하면서 제도를 안착시키기 위해서는 직업능력개발계좌제를 둘러싼 각종 문제점들에 대한 개선이 지속적으로 이루어져야 할 필요가 있다.
이 연구에서는 지금까지의 직업능력개발계좌제 추진과정에서 나타나고 있는 현황들을 살펴보면서, 향후 전반적인 개선방향들을 제시하고자 한다. 정부의 훈련품질 제고 관련 주요 정책수단인 적합훈련과정의 심사 및 개설 현황에 대한 분석, 기존의 훈련기관 평가현황 분석, 외국의 훈련품질 제고 관련 사례 분석을 중심으로 계좌제의 성공을 좌우하게 되는 직업훈련의 품질개선을 위한 정책방안을 중점적으로 제시하고자 한다.
○ 주요내용
- 훈련참여 및 수료, 취업 등 직업능력개발계좌제의 추진현황 분석
- 자기부담률 조정에 따른 훈련수요의 변화 및 훈련참여자 의사 분석
- 훈련과정 심사 및 훈련기관 평가 사례 분석
- 외국 바우처제도의 품질관리 사례 분석
- 개선 방안Skills development accounts, which are used in a voucher-based training program, represented 71 percent of the total budget for training the unemployed in 2010, and will supposedly represent the whole training budget in 2011. This research examines the current conditions in the promotion of skills development accounts, and suggests future improvements.
The research details and methods are as follows. First, the current status and performance were identified through an analysis of statistical data released by the Ministry of Employment and Labor, and HRD-Net data. Second, case studies for Germany and the U.S. were conducted with regard to the evaluation of training courses and the assessment of training institutions. Third, professional conferences were held, in which officials of the Ministry of Employment and Labor, and Job Centers, experts, and training institutions participated. Fourth, interviews with those involved in training institutions were conducted to identify the problems related to the quality of training.
Based on the analysis, suggestions for future improvements were made as follows, beginning with the aspect of the trainees. First, raising the level of expenses borne by trainees who participate in training provided by training institutions to which the government has given poor ratings can be a mechanism to improve the quality of vocational training services. Second, a possible alternative to facilitate trainee awareness that the skills development account is their right is to impose a lifetime ceiling on training cost as is done in the U.S., rather than supporting training without limitation as in the current system. Third, though a trainee selection system is being prepared, such as reinforcing Commission for Account Issuance, further strengthening of standards for skills development account issuance is required to select trainees aiming at employment. It is also necessary to operate skills development accounts as a program not for all unemployed, but for the long-term unemployed for 3～6 months after registering for employment, or to selectively operate the system targeting those who are not employed. Fourth, it is known many participants pursue a kind of ‘training shopping’, and some of these participants do not complete the training. Therefore, it may be necessary to reduce the limit cost of skills development accounts and restrict training courses.
The next point is related to training institutions and training courses. First, the motivation of training institutions to prepare quality management systems needs to be reinforced. For example, it is necessary to introduce an incentive program in which additional points are given to the training institutions that adopt a quality management system such as ISO. Second, it is necessary to allow only those training institutions with certain evaluation ratings to open training courses using skills development accounts. Third, employment rate and employment retention rate should be reflected in the evaluation of the suitability of training courses for skills development accounts, in order to encourage training institutions to pursue best practices as they face increasing difficulties in guidance, management and supervision due to the expansion in the number of training institutions and courses. Fourth, suitable training courses for skills development accounts should be acknowledged according to the demand of the labor market. Fifth, the method of evaluating the suitability of training courses for skills development accounts needs to shift from the current centralized approach to an approach focusing on local employment centers. Sixth, to activate the education and training market through the co-existence of training financially supported by the government and general paid training, it is necessary to reflect the capability of conducting general paid training in the evaluation of the suitability of training courses for skills development accounts. Seventh, it is critical to introduce minimum standards in order to provide counseling for trainees in evaluating the suitability of training courses for skills development accounts, and to increase the weight of employment performance and trainee counseling in assessing training institutions.
The final point is related to the government. First, the utilization of records management needs to be enhanced. Training records of skills development accounts is managed in the Human Resource Development Training Information Network(HRD-net) of the Ministry of Employment and Labor. The utilization of the records needs to be reinforced, as those records can be an important basic background for resumesto be submitted to companies, as well as training records that are utilized in foreign countries. Second, it is necessary to examine the introduction of training accreditation to improve the prior evaluation and assessment of the suitability of training courses for skills development accounts.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
제2절 연구내용 및 연구방법 3
제3절 연구범위 4
제2장 직업능력개발계좌제 추진현황
제1절 추진실적현황 7
1. 예산집행 8
2. 계좌발급 및 훈련실적 9
제2절 자부담비율 조정 관련 사례 및 의견조사결과 16
1. 근로자자율적능력개발제도 사례(2005～2008년) 검토 16
2. 자부담비율 조정 관련 훈련생 의견조사결과 35
제3절 소결 42
제3장 직업능력개발계좌제 훈련 참여와 취업실태
제1절 분석 개요 45
제2절 계좌발급과 훈련참여 49
1. 계좌발급자 추이(’08.9～’10.5) 49
2. 3개월 훈련참여율과 첫 훈련까지의 기간(’08.9～’10.2) 54
제3절 훈련 이수와 취업 59
1. 훈련참여율과 순훈련수료율 59
2. 계좌발급 후 첫 훈련참여까지의 기간 64
3. 훈련횟수 67
4. 취업률 70
제4절 소결 74
제4장 직업능력개발계좌제 품질관리제도 현황
제1절 적합훈련과정 심사제도 77
1. 심사절차와 심사기준 77
2. 심사결과 개요 92
3. 심사의 문제와 개선방안 94
제2절 훈련기관 평가제도 97
1. 계좌제 훈련기관과 훈련기관 평가 97
2. 계좌제 훈련기관 평가 101
제3절 소결 107
1. 요약 107
2. 시사점과 개선방안 109
제5장 외국 바우처제도의 품질관리제도 사례
제1절 외국의 훈련품질관리 개관 113
제2절 독일의 품질관리 사례 116
1. 직업교육훈련품질 논의의 역사와 계좌제 훈련 품질관리체제의특성 116
2. 공급측 품질관리 124
4. 수요측 품질관리 138
5. 요약 144
제3절 미국의 품질관리 사례 147
1. 훈련생 선발: 훈련적격자 판단 147
2. 훈련기관 관리 및 훈련비 150
3. 지역별 적합직업훈련과정 선정 153
4. 적합훈련과정 선정 시 노동시장성과 관련기준 159
제4절 소결 161
제6장 논의 및 개선방안
제1절 훈련생 관련 166
제2절 훈련기관 및 훈련과정 관련 168
제3절 정부 관련 170
SUMMARY 173
직업능력개발계좌제 직업훈련참여자 설문조사지 179
제3장의 상세표 183
참고문헌 18
Research on Creation of New Jobs in Korea through Job Analysis in Advanced Countries
No full text본 연구의 내용은 다음과 같다.
먼저 이론적으로 직업구조의 변화에 영향을 미치는 요인과 우리나라 직업구조의 변화를 살펴보았다.
아울러 미래사회의 직업 전망에 따른 미래의 변화모습을 전망하여 우리나라와 외국의 직업전망에 관하여 고찰하였다.
그 중에서 신규로 나타날 직업에 관하여 고찰한 다음 우리나라와 일본과 미국의 직업사전을 비교하여 외국에는 존재하지만 국내에는 없는 직업을 추출한 다음 이를 전문가들의 검토를 받아 국내에 도입 가능한 직업을 추출하고 상세화하였다.The purpose of this study is to contribute to the creation of new jobs in Korea through the analysis of jobs in various advanced countries. To achieve the goals of this study, theoretical studies on changes in occupational structures and career prospects for the future were envisioned.
Factors affecting changes in occupational structure varies, but the most important factor is the change in industrial structure due to an economic development as well as a technological development. Therefore, considering these advanced countries and their occupational structure to analyze and gauge the future occupational structure of our country is appropriate in the present.
The future occupational structure will change to extent that careers will undergo a “job revolution” due to the changing social structure and new technology. The concept of a permanent or lifetime jobs no longer pertains; instead temporary jobs will increase and information technology-based employment systems, such as telecommuting will spread.
The United States Department of Labor carries out a large scale survey every two years to forecast future jobs by looking at the economic growth, industrial production, and employment and career resources over the past 10 years. According to this survey, one out of the four new jobs in the U.S. will be education and health care service sector jobs. In addition, depending on job placement and career management services, related occupations will emerge or expand. Also, depending on the spread of Internet services, Internet publishing and web portal data is expected to emerge.
Europe regards the growth in dependent population ratio ('08 26% → '30 38% predicted) as an important task and predicts the care, treatment and services for elders to be one of the largest job-creating industries. Jobs in this sector are so called, “white jobs.”
By 2020, depending on economic globalization, virtual services using robots and artificial intelligence will bring about more jobs. Jobs from the past will continue to exist but changes in jobs will require something new.
The Australian Government through the “New Jobs 2010 Report,” forecasted Australia’s present and future industry and employment. Despite the recent global recess, Australia has experienced an employment growth of over 1.2 million jobs over the past five years and have created new jobs (or seen an employment growth) in almost every industry.
Through Comparison in Korea’s and other developed countries’ occupational structure, new jobs with potential in Korea were examined. As a representative of advanced foreign countries, the U.S. and Japan were selected to compare the details in the list of standard occupational classifications.
Japan’s standard occupation classification system had many similarities to Korea’s, but the most distinct difference was that jobs in managing and controlling manufacturing facilities and machine assembly facilities and jobs in the assembly line were classified as two different categories. In contrast, the manufacturing and machine assembly facilities in Korea were managed and controlled by those who were already working as assembly line workers. Manufacturing workers and inspection staff exist also in Korea, but the two roles are not classified as a separate job entries.
Jobs in the United States, compared to Korea and Japan are much more diverse and subdivided. For example, financial professionals such as compliance officers, cost estimation experts, capital fundraisers, compensation/benefits and job analysis specialists, budget specialists, do not exist in Korea but do in the U.S. South Korea's occupational classification system should consider a more thorough system taking into consideration the changes in jobs. It is expected that Korea’s new jobs will most likely be found in careers in service and related industries.
From generalizing the outcomes of standard occupation classification systems of Korea, the U.S. and Japan, refinement and specialization of duties of various jobs is expected to contribute to the creation of new ones.요약
제1장 서론 1
제1절 연구의 필요성 및 목적 1
제2절 연구 내용 3
제3절 연구 방법 3
제4절 연구의 제한 4
제2장 직업구조의 변동과 전망에 대한 이론적 고찰 5
제1절 직업구조의 변화에 영향을 미치는 요인 5
1. 전자·정보기술의 발전 6
2. 세계경제의 통합 7
3. 여성의 경제참여 확대 8
4. 유엔미래포럼에서 지적한 요인들 8
제2절 미래사회의 직업 11
제3절 21세기의 일: 이중구조의 지속 13
1. 혁신부문 14
2. 주변적 부문 15
3. 직업구성의 변화 16
제4절 미래직업 고용형태의 변화 17
1. 기업 내부노동시장의 약화 18
2. 불완전고용의 증가 18
3. 재택근무의 확대 19
제5절 소결 20
제3장 한국의 직업구조의 변화 23
제1절 우리나라 고용구조의 변화 23
1. 대분류 직업별 변화 23
2. 성별 변화 25
3. 종사상 지위별 변화 26
4. 연령별 변화 27
5. 국민소득수준에 따른 변화 28
제2절 국제직업분류체계에 따른 우리나라와 외국의 직업구조 30
1. 국제표준직업분류 체계 30
2. 한국표준직업분류 체계 32
제3절 소결 34
제4장 외국의 직업 전망 39
제1절 호주 39
1. 개요 39
2. 산업·고용 트렌드 40
3. 육성해야 할 산업과 기술 45
제2절 미국 50
1. 개요 50
2. 경제 전망 50
3. 고용 트렌드 및 시사점 52
제3절 EU 56
1. 개요 56
2. 주요 내용 57
제4절 소결 73
제5장 우리나라의 성장 가능 직업과 신규창출 가능 직업 77
제1절 한국에서 예측된 미래의 유망직종 77
1. 한국직업전망서의 예측 77
2. 한국노동연구원의 예측 79
3. 한국 신지식인 보고서의 예측 80
4. 한국고용정보원의 차세대 직업 55개 80
제2절 국내외의 신규창출직업에 관한 선행연구 고찰 82
1. 진미석(2002)의 여학생 진로지도를 위한 유망직업연구 82
2. 최영순 외(2008)의 해외직업사례를 통한 사회서비스 일자리 창출방안 84
3. 과학기술기획평가원의 과학기술분야 신직업군 87
4. 한상근의 직업전망(2010) 88
5. 미국의 수자원/녹색직업 관련 신생직업 93
6. Peterson(2002); Sparling(2006)의 미래 신종직업 93
7. 박영숙이 제시한 미래 신종직업 97
제6장 국내외 직업분석을 통한 한국의 신규창출직업 추출 99
제1절 한·미·일 표준직업분류 비교 99
1. 외국의 직업분류 및 직업구조 99
가. 미국 100
나. 일본 101
2. 비교 대상 및 방법 101
3. 비교 결과 102
가. 일본의 특징 102
나. 미국의 특징 103
다. 직업 분류체계를 넘어서 사회별로 특별한 직업이 존재할 가능성 111
제2절 우리나라에 도입 가능한 직업 112
1. 선택된 직업 112
2. 직업에 대한 상세화 123
제7장 결론 125
제1절 요약 125
1. 연구의 개요 125
2. 직업구조의 변화와 미래 직업구조 전망 126
3. 미래 직업구조 전망 126
4. 향후 창출되거나 더욱 활성화 될 직업 127
가. 호주 127
나. 미국 127
다. 유럽 129
5. 직업분류를 통한 한국의 신규창출 가능 직업 분석 130
제2절 결론 133
제3절 정책제언 136
SUMMARY 137
부록 141
〔부록1〕델파이 조사 설문 143
〔부록2〕신규창출 가능한 직업 상세 153
참고문헌 16
Establishment of an Operation Model for Integrated Career Education(III)
No full text이 연구는 3차년도(2008~2010)에 걸친 경제인문사회연구회 협동 연구로서 학교 교육 과정과 연계된 진로교육 운영 모델을 연구하였고, 올해 3차년도(2010)에서는 1차년도(2008)의 기초연구와 2차년도(2009)의 교과에 통합된 진로교육 자료 및 연구를 기초로 연구학교를 운영하였다.
그 결과를 분석하여 학교 현장에 적합성 높은 교육과정과 연계된 진로교육 운영 모델 및 각 교과에 통합된 진로교육 교수·학습자료(인쇄자료, 수업동영상)를 개발하고 웹 구축 및 DVD로 제작·보급하였다.Chapter 1. Introduction
This research has an ultimate goal of establishing an operation model by integrating each subject's educational objectives and motivation in the school''s curriculum education process with ''career development capacity'' to simultaneously develop curriculum education and career competencies required in the whole process of an individual''s life.
This year's research involved proposing an operation model for curriculum integration through applying the first year (2008) of the basic research and the second year (2009) of career education materials as a pilot study, and concluding the third year of this research by completing career education teaching and learning materials.
Content and methods of this study are as follows. First, through receiving the cooperation of the Ministry of Education, Science and Technology and the Provincial Education Offices, total of 6 schools (two schools each from elementary, middle, high schools) were chosen as the ''research schools''. Monitoring measures and surveys were provided as a useful framework for an analysis of operation plans for integrated career education of the research schools, procedures, and operation results. Second, based on operation plans of research schools, curriculum-integrated career education courses were conducted intensively for 1 semester from March to the end of July in 2010. In addition to this, surveys, participant observation and interviews were carried out according to the monitoring measures of integrated career education schools. Third, analyzed the effectiveness of integrated career education and an overall adequacy of pilot schools; fourth, curriculum-integrated career education research schools proposed an operation model for integrated career education through comprehensive analysis on the results. Finally, integrated career education data were modified, developed and spread to the research schools to easily apply integrated career education in their school curricula.
Chapter2. Leading research of integrated career education in the first year (2008) and the second year (2009)
1. The first year (2008) study
The main content of the first year''s study is as follows.
First, Delphi survey targeted to researchers and field practitioners, were conducted to extract the sub-components of career development competencies. Second, based on this, expert council was organized and operated to construct competency-based integrated career education model. ① Organized an expert council(elementary schools had a separate council constructed, and tasks carried out by grade level) for five subjects(science included in elementary schools) such as Korean literature, mathematics, sociology, ethics, practical arts (technology and home economics), ② Analysed the relationship between the current curricula, ③ Created a career education-integrated educational goals, ④ Proposed performance standards and learning methods, and ⑤ Developed an integrated career education model by developing the related case studies on teaching and learning.
2. The second year (2009) study
The main content of the second year''s study is as follows. First, guidelines for teachers and students in each subject (elementary school. Korean literature, mathematics, sociology, ethics, technology and home economics), 6 printed kits, and 26 (Elementary Grade 1 -6, 1,2,3 in each 5 subjects, high school Grade 1) e-learning materials (video, animation, flash) were developed. Second, support systems of the United States, France, Finland, and Denmark were investigated. Third, operation strategy for the third year''s pilot schools and activation strategy for dissemination and proliferation were suggested.
Chapter3. Operation and the resulting performance of Integrated career education
A survey, targeted to the students who participated in the integrated career education, was conducted at the research schools for an analysis on the resulting performance of integrated career education. As a result, there was a big difference on students' recognition of the necessity of integrated career education between each grade level.
Also, due to the analysis on before and after learning motivation and a change in career development competencies, it was demonstrated that integrated career education of ethics in elementary schools and middle schools, mathematics in middle schools, and Korean literature in high schools, were a relatively effective way of teaching-learning methods in increasing motivation as well as promoting students' career development.
From research schools operating integrated career education, the following results were obtained. First, the research school teachers' recognition of integrated career education has been enhanced. Second, when put together the results of student surveys, we discovered that integrated career education courses had, by a mall margin, an effect on their increase in awareness of career education and career development competencies.
Chapter4. Proposal of an operation model for curriculum-integrated career education
1. Operation model for integrated career education in elementary schools
The five career development competencies in which integrated career education research is pursuing are ① self-understanding and positive self-concept and attitude ② understanding of the world of work and a formation of positive value and attitude ③ investigation, interpretation, application of accurate and reliable career information ④ establishment, management, practice of a career path and ⑤ participation in the lifelong study for achieving an individual''s career and life's purpose. Out of these five competence areas, elementary schools are aiming to focus on achieving the first area: self-understanding and positive self-concept and attitude; particularly emphasizing on autonomous and proactive attitude, and positive interaction with others.
Operation model for integrated career education in elementary schools are composed of the following phases: ① preparation phase for the school curriculum organization ② school curriculum organization and assessment phase ③ operation phase of the school curriculum ④ assessment of the school curriculum operation and feedback phase.
2. Operation model for integrated career education in high schools
Operation model for integrated career education in high schools are as follows.
First is to take advantage of the school education curriculum committee related to integrated career education planning of the school units. To decide whether to proceed integrated career education based on the school''s standard, and develop school education curriculum by forming an education curriculum committee.
Second, career education is integrated into the regular curriculum. It is to promote generalization and understanding of the curriculum content by utilizing specific cases found in the world of work (ex. filling out a resume and cover letter in English). The fact that certain content and principles learned through such curriculum are the important factors in our everyday lives or in the world of work, must be understood; and for this to happen, not only education-work world, education-career exploration but even education-career life relationship needs to be emphasized.
Third, realistically, career exploration or collection and analysis of career information related to education, can devise a plan for actively taking advantage of creative experience. Thus, the act of collecting and analyzing a variety of career information is a way of utilizing creative experience to secure sufficient time to study.
3. Operation model for integrated career education in high schools
The four phases involved in the operation model for integrated career education in high schools are preparation phase, development phase of learning materials, operating phase, and feedback phase. These stages are in a cyclical relationship where after the feedback phase, preparation phase is repeated again.
First, preparation phase includes identifying and sympathizing the need for integrated career education. organizing school education curriculum committee in order to materialize it, and establishing a strategy for it to be operated effectively by taking into account the characteristics of the school, students, and the region.
Second, the learning materials development stage is a stage to develop learning materials which are used in the classes (course/creative discretionary activities). In this stage, a whole framework for ''goal-teaching/ learning methods-assessment'' for integrated career education is established; and accordingly developing specific teaching materials.
Third, operating phase puts into practice the integrated career education. Teachers monitor students'' response towards the education, share their personal know-hows and information through curriculum conference, and operate by focusing on the qualitative and process evaluation for the positive activities of creative students to be practiced.
Fourth, the final feedback phase reflects the claims postulated of the participants (teachers, students, parents, local community and organizations) after operating integrated career education. Then the reflected claims are again reflected onto the next year''s school curriculum organization as a more modified/supplemented form of integrated career education.
Chapter5. Summary and Support plan
When the support plan to vitalize integrated career education is classified into three dimensions: National and Ministry of Education, Science and Technology level, provincial level, the frontline school level; they are as follows.
1. Support measures for integrated career education at national level
First, development and dissemination of career education at national level is needed. Second, the support for the construction of propulsion system of career education is needed.
2. Support measures for integrated career education at provincial level
First, the Provincial Education Offices should establish support measures for career education, reflect this plan to "operation of training course organization" in each schools, and direct and carry out the reflected measured to the frontline schools.
Second, a plan to reinforce the organization and its maintenance, to strengthen the capacity of teachers' career education guidance, and to enhance encouragement of career education study and the school''s valuation basis is needed.
Third, support through cooperation request is needed about related institutions and organizations.
3. Support measures for integrated career education at research schools' level
First, to practice career education, a lot of matters such as getting city water, guidance teachers, facility space need to be engaged together in the entire educational process and integrated operational plans to be formulated and enforced.
Second, there is a need to systematize career counseling service, and to establish various tests to be conducted on a regular basis and the utilization of written records.
Third, the systematic collection and delivery of career information is required, as well as the role and function of the Bureau of career counsel. Not only this, but also the related roles and functions of various school organizations should be given clearly.
Fourth, a plan aimed at improving career education teaching skills and, utilization of consulting experts and volunteers, and a cooperation plan between parents and the community need to be established.요 약
제1장 서 론
제1절 연구의 필요성 및 목적 1
1. 3차년도 연구의 필요성 1
2. 3차년도 연구의 목적 3
제2절 연구의 내용 및 방법 5
1. 3차년도 연구의 내용 5
2. 3차년도 연구의 방법 9
3. 연구학교 운영 추진 전략 13
제2장 1차년(2008) 2차년(2009)도 교과에 통합된 진로교육 선행연구
제1절 1차년도(2008) 연구 19
1. 연구 목적 및 방법 19
2. 연구 주요 성과 21
제2절 2차년도(2009) 연구 36
1. 연구 목적 및 방법 36
2. 연구 주요 성과 38
제3장 교과에 통합된 진로교육 연구학교 운영 및 성과
제1절 3차년도(2010) 연구학교 운영 개요 59
1. 연구학교 운영의 필요성 및 목적 59
2. 연구학교 운영 현황 61
3. 연구학교 운영 모니터링 66
제2절 3차년도(2010) 연구학교 운영 결과 분석 71
1. 연구학교 모니터링 결과 분석 71
2. 연구학교 참여 학생 설문조사 결과 분석 93
3. 연구학교 수업 참관 및 면담 결과 분석 108
제3절 소결론 119
1. 연구학교 운영 성과 119
2. 연구학교 운영 문제점 120
제4장 교과에 통합된 진로교육 학교 운영 모델
제1절 초등학교 교육과정과 연계된 진로교육 운영 모델 123
1. 2009개정교육과정과 초등학교 교과통합 진로교육 123
2. 초등학교 교육과정과 연계된 진로교육의 목표 및 내용 126
3. 초등학교 교육과정과 연계된 진로교육의 방법 128
4. 초등학교 교육과정과 연계된 진로교육 운영 모델 130
제2절 중학교 교육과정과 연계된 진로교육 운영 모델 136
1. 중학교 교육과정과 연계된 진로교육의 기본 방향 및 목표 136
2. 중학교 교육과정과 연계된 진로교육 운영 모델 138
제3절 고등학교 교육과정과 연계된 진로교육 운영 모델 143
1. 고등학교 교육과정과 연계된 진로교육의 기본 방향 및 목표 143
2. 고등학교 교육과정과 연계된 진로교육 운영 모델 147
제5장 보급 및 정책 제언
제1절 보급 151
1. 교과에 통합된 진로교육 교수 학습 자료 및 동영상 개발 151
2. 연구학교 발표회(세미나) 개최 151
3. 교과에 통합된 진로교육 웹페이지 구축 및 DVD 제작 보급 154
제2절 정책 제언 156
1. 국가 차원의 교과에 통합된 진로교육 지원방안 156
2. 시도 차원의 교과에 통합된 진로교육 지원방안 164
3. 일선 학교 차원의 교과에 통합된 진로교육 지원방안 170
SUMMARY 175
참고문헌 18
직업교육 교원 역량 강화 방안
Get PDF○ 직업교육의 활성화와 전문계고등학교의 정체성을 확보하기 위해서는 교원의 양성 및 향상 단계에서 질적인 개혁에 기초하여 직업교육 교원의 전문성과 현장을 담보하는 역량을 강화해야 함.
- 이를 위해 산업 현장성을 강조하는 교원 양성의 운영, 미래의 직업 세계 변화와 특성화 교육을 위한 교원 수급 체제의 구비, 다양한 향상교육 프로그램의 개발 등 기존의 직업교육 교원 양성과 관리 체제를 정비하는 것이 선결 과제임.
○ 전문계 고등학교를 중심으로 한 직업 교육 교원은 산업 현장의 기술 수준의 변화를 비롯하여 사회적 수요 변화에 탄력적으로 대응하여야 함. 전문계 고등학교 전문교과 교원의 역량 강화의 문제는 교직 입직 이전의 양성단계와 입직 이후의 연수단계의 측면에서 적절하게 해결해야 함.
- 전문계 고등학교 전문교과 교원의 전문성이 새롭게 재 정의되고, 이에 따라 책무성이 확대되어야 함. 또, 전문계 고등학교 전문교과 교원의 전문성 강화와 책무성 확대의 차원에서 교원 선발과 임용 시험 제도의 개선이 논의되어야 함.
○ 이에 본고에서는 주요국 직업교육 교원의 표준화된 직무 역량 기준과 이를 강화하기 위한 양성 단계 교육, 현직연수교육 및 역량 강화 정책을 살펴보고 우리나라 직업교육 교원의 역량 강화 방안을 제시하고자 함.
Ⅰ. 문제제기
Ⅱ. 직업교육 교원의 현황과 문제점
Ⅲ. 주요국 직업교육 교원 역량 강화 실태
1. 직업교육 교원의 직무수행을 위한 역량 기준
2. 직업교육 교원 양성 시스템 실태
3. 직업교육 교원 연수 시스템 실태
4. 직업교육 교원에 대한 역량 강화 정책
5. 시사점
Ⅳ. 직업교육 교원에 대한 역량 강화 방안
1. 전문계 고등학교 교원의 역량 강화를 위한 표준화 작업
2. 교원 양성 교육 시스템 개선
3. 교원 현직 교육 시스템 개선
4. 전문계고 전문 교과 교원의 역량 강화를 위한 인식 제
A Study of the Korean SAT Score
Get PDFThe purpose of this study is to empirically analyze key issues using Korean SAT score data. Analysis and policy implications of the selected issues are summarized as follows.
1. An analysis of the peer effect in the classroom with Korean SAT score data
This study empirically analyzes how the characteristics of classroom peers affect the individual student's academic performance with Korean SAT score data in 1995. The empirical results of this study are as follows:
First, the characteristics of the peer group influence an individual student's academic performance significantly. The higher average level or heterogeneity (standard deviation of score), the higher score is resulted.
Second, this negative impact of low-grade peers overwhelms any positive impact of high-grade peers on average. Thus, we need to calculate the net effect of peer effect in discussions of education reform. Social consensus is required as to how much one should weigh both effects..
2010년 기업 일자리 및 교육훈련 전망
No full text○ 조사명: 인적자본기업패널 부가조사
○ 목적: 기업 일자리 및 교육훈련에 대한 전망 조사
○ 조사기간: 2010년 1월 11일(월) ~ 2010년 1월 29일(금)
○ 조사대상: 10인 이상 525개 기업의 인사담당자
○ 조사내용:
- 2009년 하반기 대비 2010년 상반기 고용 전망
- 2010년 1년 동안 각 기업의 고용 계획
- 채용 및 교육훈련 관련 사항
Ⅰ. 2010년 고용 전망
Ⅱ. 2010년 기업체 세부 고용 계획
1. 정규직과 비정규직 고용 전망
2. 연령별 고용 전망
3. 여성인력 고용 전망
4. 직종별 인력 고용 전망
5. 분야별 인력 채용 전망
Ⅲ. 2010년 대졸 초임 전망
Ⅳ. 2010년 교육룬련과 인적자원관