Korea Research Institute for Vocational Education and Training
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Human Capital Corporate Panel Survey (2010)
No full text○ 본 패널조사는 ‘기업’과 ‘근로자’에 대한 횡단면 및 시계열 형태를 혼합한 패널 자료로 우리나라 기업들의 인적자원 실태와 숙련형성, 그리고 기업 성과로의 영향에 대한 연구와 정부의 기업 정책 기초 자료 축적을 목적으로 추진되고 있음.
- 본 조사와 관련된 기업 정책은 직능원의 기능과 부합되는 정책으로서 "한국형 직업능력개발 모델 구축"과 기업의 "고숙련 조직의 구축"임.
- 또한, 교과부의 기능통합과 맞물려 진행되고 있는 "HRD와 R&D의 연계" 정책 등이 있음.
○ 이를 위해 인적자본기업패널은 "기업의 인력 현", "기업의 인적자원 개발 및 관리 현황", "기업의 연구개발 현황", "근로자의 교육훈련 참여현황 및 숙련수준" 등을 조사하여 기업과 근로자에 대한 횡단면 및 시계열 형태를 혼합한 패널자료 구축 및 활용을 목표로 함.In the global economy, the quantity and quality of human resources possessed by a corporate is a key indicator for its competitiveness. Human resources of firms are playing an ever more important role as firms face with such changes as rapid technological progress and changes in consumer demand.
The Human Capital Corporate Panel Survey(HCCP) has been launched with an object to build up panel data which enables to measure the level of human resources of firms both at the firm level and the worker level as well as to measure the relationship between the level of human resources and the performance of firms.
In 2005, we performed a pilot study and surveyed the panel firms to create the 1st wave data. In 2006, we held the 1st HCCP academic conference and released the 1st wave data. In 2007, survey design was complemented and the 2nd wave survey was conducted. In 2008, we held the 2nd HCCP academic conference and released the 1st～2nd wave data. In 2009, we complemented survey design and conducted the 3rd wave survey.
In 2010, We cleaned the data by various error checking methods for several months. And we convened the 3rd HCCP academic conference in order to activate using the HCCP data. We ended data cleaning, and arranged the survey sheet and layout. With completion of the 3rd wave data, release of 1st～3rd data is planned in the end of December.
We gave the services to the firms from which the HCCP data were made. And we repaired the HCCP homepage. We let the researchers and officers look into the 3rd wave survey, and gathered opinions about the survey. On their opinions, we are now fixing the sampling principals and survey questions for the 3rd wave.요 약
제1장 2010년도 사업 개요
제1절 사업의 필요성 및 목적 1
제2절 2010년까지의 사업 추진 실적 2
제3절 2010년도 사업의 주요 내용 5
제2장 3차(2009)년도 본조사 및 부가조사
제1절 3차(2009)년도 본조사 결과 7
제2절 부가조사 진행 및 결과 13
제3장 데이터 클리닝 및 자료 공개
제1절 데이터 클리닝 19
제2절 2차 자료(Secondary Data) 23
제3절 데이터베이스 구축 및 자료 공개 25
제4장 제3회 학술대회
제1절 학술대회 준비 27
제2절 학술대회 개최 30
제3절 학술대회 마무리 36
제5장 기초분석보고서 발간 및 자료 활용
제1절 기초분석보고서 발간 39
제2절 자료의 활용 50
제6장 패널 유지관리 및 홈페이지 개편
제1절 패널 유지관리 53
제2절 홈페이지 개편 55
제7장 4차(2011)년도 조사 설계
제1절 표본설계 59
제2절 설문지 개발 64
제3절 부가조사 수행 66
제8장 향후 계획
제1절 4차(2011)년도 본조사 준비 69
제2절 홍보 및 자료 활용의 확대 70
SUMMARY 73
학술대회 보도자료 77
학술대회 홍보자료 81
학술대회 발표논문 요약문 91
기초분석보고서 상세 목차 117
부가조사 설문지 127
부가조사 분석자료 : e-HRD Review 13-2호 131
참고문헌 15
A Study on School-to-Work for University Graduates in Korea
No full text대졸 청년의 노동시장 이행을 파악하기 위해 대졸 청년의 노동시장 구조, 대학생의 사교육, 대학생의 취업준비 노력과 대학의 취업지원 노력, 대학을 졸업하고 전문대나 폴리텍 등 직업교육을 다시 받고 있는 졸업생들, 전공별 혹은 학교특성별 노동시장 성과를 살펴 보았다.
대졸 청년의 고용문제는 수요가 부족해서가 아니라 2003년부터 공급이 과잉이어서 발생하였다. 대학생의 사교육이 적지 않았고, 그러한 사교육의 취업 효과는 없었지만, 취업 준비 노력은 노동시장 이행에 유의하게 작용하였다. 대학은 취업지원을 위해 총장이나 학과 교수들이 적극적이어야 하며, 취업전담교수제나 취업지원조직에 대한 투자를 늘려야 한다. 전문대나 폴리텍으로 재입학한 학생들의 만족도가 높았으며, 이는 우리나라 대학 교육에 근본적인 문제가 있음을 의미한다. 대학졸업자의 노동시장 이행 성공은 대학의 수준, 전공, 대학의 성적 등 전통적인 인적자본 요소들에 의존한다.Now the problems of employment for university graduates come from the oversupply of university students which were resulted in more schooling prophensity in Korea. Prophensity for more schooling is ongoing by the raising efficiency for human capital accumulation, and the jobs longevity''s enlargement. So the policies for university graduates employment should focus on the use of the supply of more schooling, and the industry changing policy adapt to the enlargement of the university education expansion. And in Korea there is not enough costs, especially psychological costs for the university education, so the policy on the raising the psychological costs are needed urgently, which will have to be the core of the reforming the university education system. If the psychological cost for the university education will be greater than thesy days, then the number of entering the university will be reduced and the problems come from the oversupply of university education will be disappeared.
The oversupply of university students is making the signaling effect of university degree dull. So the university students are trying to get some special signal to represent themselves as special. That is the ''filing up spec''. But the effect of filing up spec is not working in graduates'' achieving career development and job finding. For degrees to work efficiently in labor market, the education of university will be upgraded fully for it to become appropriate signal. This reforming on the university education will make the students not get some spec in vain but get good score in their majors, and eventually achieve good job and career development.
On the other hand, the university students'' efforts for being ready to get a job would have good results in their labor market outcomes. Korea''s GOMS(Graduates Occupational Movement Survey) data show us that the more efforts student make, the easier they get jobs, and the better jobs they would have. That results mean that the education to prepare for getting his or her job are needed. The universities should provide the class for jobs and job careers to the new entrants, let them build up the plan for job career and be ready for getting a job.
The university students used fully the assistances for getting a job prepared by universities. So the activities for getting job assistances by universities should be enlarged and systemized. This is the way to lessen the private education for the filing-up specs which are not efficient in labor market. Universities should go into the real problem for the getting job assistances, and the president and professors play active role for their student''s future employment, and should enlarge the professors taking part in the job assistance and the classes for job career, and the investment for staff line for job assistances.
The policies about job assistances in the university have to be consistent. The employment of the graduates is the serious problem, so that the critical rule for the assessment on the university and the professors has to be changed to meet the problem. The employment achievement results has to be materialized among the assessment for the university. And the guideline for the executing government aid money should be changed greatly for the aid to be executed efficiently.
In Korea there are many graduates who reentered the vocational education institute like polytechnical universities or junior universities after graduate. This fact means that there is fundamental problem in Korea''s university education. In other words, there was so much oversupply of university graduates, who did not have right skill to the industry and did not learn and achieve the skill adapt to the industries in their education in university. So there should be needed the policies to upgrade the university education in quality in order to provide the right skill to the students. The graduates who reentered into vocational education institute felt satisfaction in class and studying, so it must be strengthened to teach well job world and guide career choice in high schools.
The factors for successful transition to work of university graduates are the level of the university, major, and grades which are related with the fundamental human capital. So, the university education should be strengthened more, and the knowledge of major should be enriched fully to accumulate the human capital.
University department and major would be decided in high school times, and high school department would be decided in middle school times, so that the effective career counseling should be concentrated in middle school years. Student should choose his or her life career among the academic career or job orientation career. Now in Korea, students who have bad grades go into the vocational high school usually, so the vocational education system has been deteriorated in itself. We need to decrease the number of vocational high school student and to focus the assistance into small number of good students.
In sum, the problem of transition to work of university graduates comes from the excess of supply which is results for students'' overheated choosing of university education. The employment policy for university graduates should relate the reform of the university, especially to raise the quality of university education and to decrease the university student''s number. Pulling up the level of quality of the university education means that raising up fully the psychological costs of higher education would be resulted in decreasing the choosing the university education. It is not desirable to solve the problem of university reform in market. It need for government to involve actively in the reform of university. Government should provide directly consulting to the universities with problems. The system of opening university data should enforced and validation assessment for university should be introduced right away. The data on university and assessment have to be related the government assistance into the university. The merger and acquisition should be leaded, while the campus of university also should be sold for profit and become assets.
At last for university graduates employment, the relationships between firms should be focused. In Korea, large companies appropriate the added value which small subcontract firms produce, so that small firms are difficult to grow well enough. And small firms don''t have good working conditions and good vision, so they don''t created decent jobs for university graduates. Government should set up the fair trade system between large firms and small subcontract firms, which will make small firm grow and develop technology. The co-living relation of large firms and small subcontract firms will not only put out firms'' competitiveness, but also make small firms create lots of decent jobs, so the problem of university graduates employment will be solved naturally.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
제2절 선행연구 3
제3절 연구의 내용과 방법 6
제2장 대졸 청년 노동시장 문제의 구조적 요인
제1절 청년층의 고학력화의 이론 11
제2절 청년고용과 경제활동상태의 추이 22
제3절 청년층 산업수요 분석 28
제4절 과잉 학력 및 전공-직종 미스매치 분석 32
제5절 소결 41
제3장 대학생 취업준비 노력의 실태분석
제1절 대학생 취업의 문제 45
제2절 취업준비활동 실태조사 개요 49
제3절 취업준비활동 조사결과 51
제4절 대졸 청년층 취업노력성과 분석 73
제5절 소결 85
제4장 대학의 취업지원 우수사례 분석
제1절 대학의 취업지원 우수사례의 선별 91
제2절 연구 방법 93
제3절 취업지원 우수대학의 조건 95
제4절 향후 개선방향 116
제5절 소결 121
제5장 대학졸업자의 직업 관련 재교육 선택과정과 과제
제1절 머리말 123
제2절 대졸 미취업자 규모의 증대 126
제3절 대졸 청년 미취업자의 진로와 각종 정책 129
제4절 대졸 미취업자의 직업 관련 재교육 선택 131
제5절 소결: 정책과제 159
제6장 대학-노동시장 이행분석-전공계열별 차이를 중심으로-
제1절 머리말 165
제2절 전공선택 및 대학 수준과 인적자본의 축적 167
제3절 GOMS 자료와 전공선택 및 대학수준 173
제4절 전공선택 결정요인 178
제5절 전공계열 및 대학수준의 노동시장성과 186
제6절 소결 204
제7장 결론
제1절 연구의 요약 207
제2절 시사점 및 정책대안 211
SUMMARY 217
부록 223
참고문헌 26
Analysis on Lifelong VET for the Minority Group as a Strategy to Achieve Social Cohesion(II)
No full text취약계층에 대한 평생학습의 보장과 직업능력개발은 핵심적인 사회통합 전략으로 추진되고 있다. 본 연구는 취약계층 평생직업교육훈련의 사회통합효과를 분석하고 취약계층을 위한 평생직업교육훈련의 정책적 함의를 모색하였다.
연구 목적을 달성하기 위해서 사회통합의 이론적 논의를 통하여 평생직업교육훈련과 사회통합의 관계를 규명하는 한편 사회통합지표를 선정하여 취약계층 평생직업교육훈련의 사회통합효과를 분석하였다.
연구결과 취약계층의 평생직업교육훈련은 사회적 자본 수준, 경제적 성과, 비경제적 성과 및 사회통합 모두에 긍정적인 영향을 끼치고 있으나 전반적으로 그 수준은 그다지 높지 않음을 보여 주였다.
○ 주요내용
- 평생직업교육훈련과 사회통합에 대한 논의
- 외국의 취약계층 평생직업교육훈련 사례
- 사회통합 측정지표
- 취약계층 평생직업교육훈련의 사회통합효과Ⅰ. Summary
1. Purpose and Subject of Study
Lifelong learning is a means to improve economic activities and the quality of life in social, cultural, and individual dimensions, and it is performed through organized activities such as education. In particular, providing active lifelong learning for the vulnerable group and developing their vocational skills is being pursued as a core strategy for social cohesion.
The purpose of this study is to establish policies on lifelong vocational education and training(VET) for the disadvantaged through the analysis of the effects of lifelong VET on social cohesion. In this study, we identified relations between lifelong VET and social cohesion through theoretical discussion, and selected social cohesion indicators to analyze the effects of lifelong VET for the vulnerable group on social cohesion and seek proper VET policies.
The term "disadvantaged" has a very comprehensive meaning, however, we studied four groups among them: the working poor, the disabled, North Korean defectors, and marriage immigrants. We also made a survey of ordinary people to compare their level of social cohesion to that of the vulnerable group.
2. Measurement Indicators of Social Cohesion
This paper defined lifelong VET as official and unofficial education and training programs to develop and improve individuals' vocational skills over lifetime and it is mainly focused on unofficial programs.
Among terms to refer to social unity, including social cohesion, social inclusion, and social integration, we selected "social cohesion" as the most comprehensive concept of social unity and defined it as members of a community feeling the sense of belonging as part of the community, adapting to life in the community and having the feeling of satisfaction.
Accordingly, this study assumed relations between lifelong VET and social cohesion as follows. Lifelong VET develops human and social capital, and developed human and social capital leads to economic and non-economic achievements. In particular, we assumed that bigger economic and non-economic achievements would result in higher level of social cohesion.
This study selected human and social capital as primary effects, economic and non-economic achievements as secondary effects, and social cohesion as the ultimate effect of lifelong VET. Human capital means career and qualifications of individuals while social capital means individuals' trust, networks, and level of participation. Economic achievements refer to chance to participate in economic activities and increased wage income while non-economic achievements refer to individuals' sense of purpose and values about life, and positive perception of themselves. Social cohesion, the ultimate effect, means sense of satisfaction, belonging, and adaptation about life in a community.
Ⅱ. Effects of Lifelong VET on Social Cohesion
This study defined the effects of lifelong VET as developed human and social capital, economic and non-economic achievements, and social cohesion. However, we tacitly assumed that lifelong VET has positive effect on human capital hence focused only on its effects in the other three aspects, excluding human capital. The analysis in each aspect concentrated on the difference between vulnerable group who has participated in lifelong VET programs and ones who haven't. This study also looked into the effects of their participation in the VET programs on their level of social cohesion, and the effects of lifelong VET for the vulnerable group through comparison with ordinary people.
1. Marriage Immigrants
Lifelong VET for marriage immigrants is mostly focused on adult education programs to teach them basic Korean language skills, not on vocational skills. Moreover, in many cases, marriage immigrants could not join VET programs due to family caring, lack of Korean language skills and lack of information. To earn information on VET, marriage immigrants mostly rely on human networks such as family and neighbors or they search for information on their own.
Social capital, educational effect(individual level), non-economic effect, and level of social cohesion among marriage immigrants were relatively low compared to ordinary people, but the statistical significance of their participation in lifelong VET and the frequency of participation is yet to be studied on. Their educational effect(vocational and social levels) was significantly higher than those of ordinary people and the importance of frequency of their participation in lifelong VET programs was statistically higher than educational effect(individual level) and non-economic effect.
2. North Korean Defectors
In terms of the effect of North Korean defectors' participation in VET on social capital, we found that they had higher level of trust than ordinary people. We also found that North Korean defectors who took part in TVET programs had high level of networks and participation, but the level was lower than that of ordinary people. The frequency of participation didn't have significant effect on social capital.
In terms of the effect of participation in VET on economic and non-economic achievements, and social cohesion, ordinary people earned higher wage income than North Korean defectors. Those who participated in VET had higher level of sense of purpose, values, and satisfaction in social cohesion. Regarding the sense of purpose and values, it developed as the frequency of participation increased, and ordinary people were more satisfied with social cohesion than North Korean defectors.
3. Working Poor
We found that 44% of the working poor who took part in VET had purposes that are directly related to their job. The schedules of VET programs were an important factor in selecting from VET courses and majority selected private educational institutes, community centers, or welfare centers rather than professional VET institutes. This indicates that the access to VET institutes is a very significant factor for the working poor. Most of working poor who have not received any VET had not searched or tried to search for information on VET. Most of the working poor relied on individual networks for information and the biggest problem for them was that they had no time to take part in VET while working to earn a living.
In case of the working poor, the level of social capital such as trust, networks, and social participation was relatively low in most measurement indicators regardless of their participation in VET. Moreover, in terms of economic and non-economic achievements and level of social cohesion, the working poor were in identically poor conditions. They were more pessimistic than ordinary people not only in terms of overall social cohesion but of subjective attitudes such as sense of purpose for life. In particular, ordinary people who have participated in VET showed higher level of social cohesion compared to non-participants, but it was not the case with the working poor. The participation in VET didn't have significant effect on social capital and social cohesion level, but the participation frequency was an important factor when the research was limited to participants of VET.
4. The Disabled
Only one-fourth of the disabled took part in VET programs and more than half of them received VET at unprofessional institutes including welfare centers and community centers. This indicates that access to VET programs is very important to the disabled. While the VET participation of the disabled has allowed them to improve mental health and social interactions, there have been negative evaluations on its economic effects such as income or job security. The main issues of the VET for disabled are contents of VET programs and lack of expertise in unprofessional institutes. Despite the positive effects of VET for the disabled, there are negative recognitions that VET for the disabled is mostly focused on placing them in simple jobs and efforts to introduce them to various jobs are insufficient.
Most of the disabled acquired information on VET through individual networks. Only 3% of them relied on public job centers. This is because many disabled do not have the knowledge to find information they need and lack computer skills, Hence, it is most important for the institutions to strengthen the skills of the disabled in acquiring information. One of the biggest obstacles to receiving VET for the disabled is that VET programs are difficult and VET institutes are too far from home. This raises the issues on basic academic standards and access to VET, considering that 40% of the education contents were in levels of middle school diploma or lower. It supports the need to provide tailored VET for the disabled by considering each person's conditions.
Overall, non-economic achievements and level of social cohesion among the disabled was relatively lower compared to the non-disabled, but their participation in VET contributed significantly in enhancing their social capital and non-economic achievements, excluding wage incomes. The frequency of participation in VET did not have much impact, which proves that one-time VET experience cannot improve economic or non-economic achievements of the disabled, and suggests that VET needs to be provided through all life stages. This also shows that economic activities are the most important factor in achieving social cohesion, and that social cohesion begins with guarantee of job security. Therefore, VET should develop job skills in order for them to enter the job market and strengthen job security through continuous improvement of job performance in accordance with upgrade of the task levels even after employment.
Ⅲ. Policy Suggestion
The study revealed several reasons that undermine participation in lifelong VET. The reasons are financial problems while receiving VET: lack of proper VET programs, lack of computer skills, and a high number of people who don't know how to find related information. In addition, the study found that it is essential to train and secure professionals who can work as a bridge in social cohesion for marriage immigrants, North Korean defectors and the disabled.
Meanwhile, the analysis of the effects of VET on social cohesion found that lifelong VET for the vulnerable had positive effects on social capital: economic earnings, non-economic achievements, and social cohesion. However, the effects were not sufficient. The study showed that VET is more effective in improving non-economic achievements rather than economic achievements.
Based on the study results, we suggest policies to promote lifelong VET's contributions to social cohesion.
First, lifelong VET for the vulnerable group should focus on strengthening their competitiveness in the job market as stable economic activities are the first step to achieving social cohesion. To realize this goal,, there should be an institutional measure to encourage them to join long-term and sustained VET programs so that they can get VET that enables them to get real jobs. The contents of lifelong VET programs should not only increase participants'''''''' chances to get a job but also to increase their wage incomes. At the same time, lifelong VET should encourage the disabled to take part in VET programs that are directly related to job skills, and also should introduce them to a wider choice of lifelong education programs. By doing so, it will provide repetitive opportunities to diversify the working fields of the vulnerable group, which will eventually improve their intangible social capital.
Second, the evaluation on effectiveness of VET for the vulnerable group should be conducted from a long-term perspective. It is very suggestive to Korea that the U.S., which encourages active participation in low-income jobs through short-term VET, is criticized for not properly dealing with the vicious cycle of poverty. Meanwhile Sweden, which guarantees sufficient training period with stable financial support the program, is obtaining successful outcomes. Support in VET for the disabled needs to be expanded to encourage them to join continuously in long-term VET programs and help resolve their social exclusion through such efforts. One of the possibilities could be to increase beneficiaries of the skills development account system, which is currently limited to unemployed and also expand VET courses supported by the system. In addition, most of the disabled have structural limitations in joining VET programs because they are tied up in economic activities to support themselves financially. Therefore, it is necessary to seek measures to provide them with temporary living expenses at a proper while taking part in VET. It is also needed to pursue package policies that would provide lifelong VET participants with diverse welfare services besides directive support for job placement and training. Regarding the vulnerable group with families to support, active discussion is essential to seek measures to financially support their education, medicine, and housing in addition to temporary income while they are taking VET programs.
Third, one of the factors that discourage the vulnerable from joining lifelong VET is the difficulty in access to information. In order to solve this problem, ability to search information and use computer should be strengthened at the national level. Providing various on-line education and training programs can be a good alternative to strengthen not only social capital but also economic and non-economic achievements. In particular, to help the disabled who lack access to internet, there should be a measure to comprehensively provide and promote information related to lifelong VET under the welfare service system as well as at public job security institutes. In addition, it is necessary to build a system that assists the disabled with sharing of information on VET programs provided by the Ministry of Employment and Labor and the Ministry of Education, Science and Technology.
Fourth, lifelong VET should be provided as a universal service. With efforts to strengthen the substance of lifelong VET, it is also important to improve policies to secure the vulnerable group's access to lifelong VET. Such efforts can be one of the most effective measures to achieve social cohesion. As discussed in foreign cases, lifelong VET of countries with advanced welfare systems is taking root as a universal service. They are providing VET for all life stages, all races and all social classes whether they are disabled or not. This means that access to lifelong VET is a critical factor in VET participation of the disabled. Therefore, it is necessary to diversify and generalize lifelong VET to respond to information society, and also leisure and cultural programs. However, it is difficult to expand the VET market due to the market mechanism, hence, the government has to actively intervene in the sectors to pursue related lifelong VET policies more efficiently.
Fifth, there should be a cooperative system to connect government agencies, fund and human resources of local communities. This can be achieved by establishing and operating local lifelong VET networks located in center of the regions. The lifelong VET networks should be an one-stop service system that can provide various services necessary in making a living. Considering that the vulnerable group's primary purpose in joining VET is to find jobs, heads of the local companies could be appointed as operating committee members so that they can provide directive counseling in managing VET institutes, which would accordingly improve the efficiency of VET programs. In addition, to reinforce the effects of lifelong VET for the vulnerable group, services regarding VET, employment, and welfare should be provided through a one-stop system. The system should integrate the management of VET-related records, training and living allowances during training, employment and career. The UK, Germany, and Sweden are good examples of countries with integrated system for VET, welfare, and employment services. They also include information on financial supports. The issues on how to establish a combined system and appointing an organization to take charge of the system should be discussed from a wider perspective.요약
제1장 서 론 1
제1절 연구의 필요성 및 목적 1
제2절 연구 내용 3
제2장평생직업교육훈련과 사회통합 5
제1절 평생교육의 개념 5
1. 평생교육의 개념 5
2 . 평생교육 형태 7
제2절 평생직업교육훈련 관련 정책과 현황 8
1. 평생교육훈련정책 8
2. 소외계층 평생교육훈련 프로그램 지원사업 현황 14
3. 평생교육훈련기관 현황 17
제3절 사회통합에 관한 이론적 배경 21
1. 사회적 배제·통합의 개념과 등장배경 21
2. 사회통합의 정의 24
3. 사회통합의 영역과 차원에 관한 논의 28
제4절 평생직업교육훈련과 사회통합 38
제3장 선진국의 취약계층 평생직업교육훈련 43
제1절 영국의 취약계층 평생직업교육훈련 43
1. 취약계층의 사회적 배제 실태 44
2. 취약계층 사회통합정책의 현황 50
3. 취약계층의 사회통합을 위한 평생직업교육훈련의 내용 및 평가 55
제2절 독일의 취약계층 평생직업교육훈련 66
1. 독일 취약계층의 노동시장 통합실태 67
2. 취약계층을 위한 전반적인 노동시장 통합 정책의 현황 - ‘고용근접상태’ 지원사업 71
3. 취약계층 노동시장통합을 위한 연방고용청의 ‘고용근접상태’ 지원사업 내용 및 평가 75
제3절 스웨덴의 취약계층 평생직업교육훈련 81
1. 취약계층의 사회통합(사회적 배제) 실태 81
2. 취약계층을 위한 전반적인 사회통합정책의 현황 83
3. 취약계층의 사회통합을 위한 평생직업교육훈련의 내용 및 평가 86
4. 스웨덴 평생직업교육훈련 참여율 국제비교 95
제4절 미국의 취약계층 평생직업교육훈련 97
1. 미국 직업교육훈련 프로그램의 변천사 97
2. WIA의 주요원칙과 특징 101
3. WIA의 문제점 106
4. 최근의 새로운 시도들 109
5. 직업교육훈련의 개선방향 113
제5절 선진국 취약계층 평생직업교육훈련의 시사점 113
제4장 연구방법 117
제1절 연구대상 117
제2절 연구방법 119
1. 문헌분석 119
2. 기초통계 분석 119
3. 사회통합에 대한 주관적 인식조사 120
4. 포커스 그룹 인터뷰(FGI) 120
제3절 표본추출 방법 121
1. 결혼이주민 121
2. 북한이탈주민 122
3. 근로빈곤층 122
4. 장애인 123
5. 일반인 124
제4절 사회통합 측정지표 125
1. 사회통합의 정의 125
2. 평생직업교육훈련과 사회통합 간의 관계 125
3. 사회통합의 차원과 지표 구성 127
4. 사회통합지표의 취약계층별 적절성 128
5. 사회통합지표 측정을 위한 설문지 문항 구성 129
6. 분석모형 130
제5장 결혼이주민 평생직업교육훈련의 사회통합효과 133
제1절 결혼이주민의 규모와 특성 134
1. 결혼이주민의 규모 134
2. 결혼이주민의 특성 138
제2절 결혼이주민의 평생직업교육훈련 현황 144
1. 정부부처의 결혼이주민 관련사업 145
2. 지방자치단체(광역)의 결혼이주민 관련사업 154
제3절 결혼이주민의 평생직업교육훈련 참여와 사회통합효과 163
1. 결혼이주민의 평생직업교육훈련 참여실태 164
2. 결혼이주민 평생직업교육훈련의 사회적 자본 효과 180
3. 결혼이주민 평생직업교육훈련의 교육 효과 195
4. 결혼이주민 평생직업교육훈련의 비경제적 효과 208
5. 결혼이주민 평생직업교육훈련의 사회통합효과 223
제4절 소결 228
제6장 북한이탈주민 평생직업교육훈련의 사회통합효과 231
제1절 서 론 231
제2절 북한이탈주민의 현황과 특성 235
1. 북한이탈주민의 국내 입국 특성 235
제3절 북한이탈주민의 평생직업교육훈련 현황 239
1. 지원체계 개요 239
2. 직업교육훈련 체계 240
3. 북한이탈주민의 평생직업교육훈련 참여 실태 248
4. 북한이탈주민의 평생직업교육훈련에 대한 접근성과 참여 장애요인 255
제4절 북한이탈주민 평생직업교육훈련의 사회통합효과 259
1. 북한이탈주민의 일반적 특성 259
2. 성과 261
3. 북한이탈주민의 평생직업교육훈련이 사회통합효과에 미치는 영향 269
4. 북한이탈주민과 일반인의 평생직업교육훈련의 사회통합효과 비교 277
제5절 소결 290
제7장 근로빈곤층 평생직업교육훈련의 사회통합효과ㆍ293
제1절 근로빈곤층의 현황ㆍ293
1. 근로빈곤의 정의ㆍ293
2. 근로빈곤층의 현황 및 특성ㆍ296
제2절 근로빈곤층의 평생직업교육훈련 현황ㆍ299
1. 근로빈곤층을 위한 평생직업교육훈련의 주요 내용ㆍ299
2. 근로빈곤층의 평생직업교육훈련 참여실태ㆍ303
3. 근로빈곤층의 평생직업교육훈련에 대한 접근성과 참여 장애요인ㆍ311
제3절 근로빈곤층 평생직업교육훈련의 사회통합효과 분석ㆍ315
1. 근로빈곤층의 평생직업교육훈련 참여여부에 따른 사회적 자본과 사회통합ㆍ315
2. 근로빈곤층의 평생직업교육훈련이 사회적 자본과 사회통합에 미치는 영향ㆍ321
3. 근로빈곤층 평생직업교육 훈련의 효과성: 일반인과의 비교ㆍ328
제4절 소결ㆍ336
제8장 장애인 평생직업교육훈련의 사회통합효과ㆍ339
제1절 장애인과 사회적 배제ㆍ339
1. 장애의 개념ㆍ339
2. 장애인과 사회적 배제ㆍ341
제2절 장애인의 일반적 특성과 경제활동ㆍ342
1. 장애인의 일반적 특성ㆍ342
2. 장애인의 경제활동ㆍ343
제3절 장애인의 평생직업교육훈련 현황ㆍ345
1. 소외계층 평생교육 프로그램 지원사업ㆍ345
2. 장애인 직업능력개발사업ㆍ348
3. 장애인의 평생직업교육훈련 참여실태ㆍ349
4. 장애인의 직업교육훈련에 대한 접근성과 참여 장애요인ㆍ356
제4절 장애인 평생직업교육훈련의 사회통합효과 분석ㆍ360
1. 장애인의 직업교육훈련 참여여부에 따른 사회적 자본 수준의 차이ㆍ361
2. 장애인의 평생직업교육훈련이 사회통합에 미치는 영향ㆍ367
3. 장애인 평생직업교육훈련의 사회통합효과: 비장애인과의 비교ㆍ375
제5절 소결ㆍ386
제9장 취약계층 평생직업교육훈련의 사회통합효과ㆍ389
제1절 평생직업교육훈련과 사회적 자본ㆍ389
1. 신뢰ㆍ390
2. 네트워크ㆍ394
3. 참여ㆍ397
제2절 평생직업교육훈련과 경제적 및 비경제적 성과ㆍ401
1. 경제적 성과 ㆍ401
2. 비경제적 성과ㆍ410
제3절 평생직업교육훈련과 사회통합ㆍ414
제4절 평생직업교육훈련과 사회통합 간의 기본구조모형ㆍ418
제5절 소결ㆍ424
제10장 결론 및 정책 제언ㆍ427
제1절 연구 개요ㆍ427
1. 연구의 목적 및 대상ㆍ427
2. 사회통합의 측정지표ㆍ428
제2절 평생직업교육훈련의 사회통합효과ㆍ429
1. 결혼이주민ㆍ429
2. 북한이탈주민ㆍ430
3. 근로빈곤층ㆍ430
4. 장애인ㆍ431
5. 취약계층 ㆍ433
제3절 정책방향ㆍ433
1. 결혼이주민ㆍ434
2. 북한이탈주민ㆍ437
3. 근로빈곤층ㆍ441
4. 장애인ㆍ444
5. 취약계층ㆍ447
제4절 결론 및 정책 제언ㆍ449
SUMMARY 455
일반인 및 근로빈곤층 설문지ㆍ469
결혼이주민 설문지(베트남 어)ㆍ491
결혼이주민 설문지(중국어)ㆍ518
결혼이주민 설문지(타갈로그 어)ㆍ539
결혼이주민 설문지(한국어)ㆍ561
북한이탈주민 설문지ㆍ584
장애인 설문지ㆍ606
참고문헌ㆍ62
Korean Education & Employment Panel(2010)
No full text본 사업의 목적은 다음과 같음.
○ 종단적 패널자료의 구축을 통한 인적자원개발 연구와 정책의 기초자료 제공
○ 중등교육의 효과 분석을 위한 기초자료 제공
○ 고등교육의 효과 분석을 위한 기초자료 제공
○ 학교에서 노동시장으로 이행과정에 대한 기초자료 제공
○ 사회이동 과정에 대한 실증적 자료의 구축
○ 인적자원개발과 관련한 정보 인프라의 구축
○ CAPI 조사를 통한 조사의 신뢰성 제고
○ 7차(2010)년도 조사의 기본 방향1. Outline of 2010 Survey
○ This study aims to generate panel data that are sustainable and representative in the long view to closely analyze the relation between education and the labor market while generating education-related information for the younger generation.
○ Characteristics of the 7th Survey 2010
- Sophistication of integrated survey questionnaire that is developed in 2007 and modified in 2008～2009. Development of related questionnaire in response of graduate school enrollment.
- In order to minimize the rate of elimination in panel dataset, ensuring contacts information, establishing intimacy with survey subjects, utilizing peer panel and enforcing incentive scheme has been pursued.
- In 2009, a study on sample correction considering the cohort problems caused by men's compulsory service was outsourced to a specialist in the related area. Based on this study in 2009, a corrective panel survey was conducted simultaneously with 750 newly selected male samples who were in their 2nd and 3rd years after the university graduation.
- The main purpose of corrective panel survey is to secure comparable male panel in the labor market with female who are not required to serve in the military. As Korean male youth are required to serve about two years in the military, there is little male panel in the labor market comparable to female panel.
○ On Feb. 19th 2010, 『The 5th KEEP Conference』 and Abstract Contest was successfully held.
- Panel users’ opinions from the conference are reflected. Final trimming including longitudinal cleaning and publish of 1st ～ 5th panel data in purpose of securing KSAT data was performed.
○ Major changes of infrastructure in 2010 survey
- While KRIVET had operated KISS, which it had independently developed and retained, until 2008, the system has been managed by the due diligence service organization since 2009 and in 2010, and was upgraded to include an automatic data extraction function, etc.
- Thus, development and maintenances of whole survey system became to be response of the due diligence services and the survey was successfully done in given time-frame.
- Progress has been taken to the degree that laptop and web survey can be parallel.
○ In 2010, the 7th Korean Education & Employment Panel (KEEP) Survey has been conducted.
○ English translation of data
- In 2008, Part of the translation of data has been processed and in 2009～2010, materials including 1st～4th survey questionnaire, code books/layout, user manual and 5th survey questionnaire are translated.
-Official distribution of materials in English will be offered through the homepage(http://www.krivet.re.kr) in the first half of year 2011 after final trim.
○ On February 23 in 2011, 『The 6th KEEP Conference』 will be held including graduate student academic thesis competition. The 1st(2004)∼6th(2009) wave KEEP data has been provided on November in 2010 for those who have passed research plan competition.
2. Weights of 5th wave data
○ In longitudinal survey, not only cross-sectional weights but also longitudinal weights is demanded. Weights after 2nd wave year, particularly, should include longitudinal weights in addition to cross-sectional weights.
○ In general, weights are calculated through three steps of probability correction of inequality extraction, silence correction, correction of post-stratified.
○ In the 1st step, extraction probability are computed in sampling procedure and corrected weights of extraction probability are derived by using reciprocal number. Each extraction probability of sample school, sample class and sample students are different.
○ In the 2nd step, gap between the number of actual successful survey sample and that of target emerged because of silence. The response rate, therefore, is computed as the ratio of the number of actual survey to target number and silence correction is attained by reciprocal of response rate.
○ The 3rd step corrects so that the sum of extraction probability and weights that considered response rate is equal to the number of population. Post-stratification is done by information of region, sex, type of schools and transition.
○ The final weights are counted as multiplication of values derived in each step.
3. The result of 6th wave survey and distribution of data
○ In 6th(2009) survey result, 4,540 people out of 5,718 effective population has been surveyed and survey success rate is 79.4%.
○ Systematic data cleaning has been performed in purpose of increasing credibility and accuracy of raw data that is surveyed in 6th wave(2009).
○ After significant process of the survey has been made, detailed cleaning standard for each question in the survey is established and computerized. Then, possible errors and adequacy of survey respondents and corresponding questionnaire are rechecked and corrected.
○ Once the process of cleaning data is done, the research team makes materials for conference, provides data for conference participants so that the materials are examined through various analysis.
○ Encodable answers among those of subjective questions are systemized and coded.
○ Korean Education & Employment Panel 1st～6th wave survey results are provided to regarding research institutions and academic experts so as to hold 『The 6th KEEP Conference』 with those outcomes.
○ With completion of KEEP 6th wave survey data, release of 1st～6th data in the end of May is planned.
4. Development of the 7th wave Survey Questionnaire
○ The 7th wave survey(2010) is proceeded as a type of ‘KEEP questionnaire(2010)’, type of respondents includes university students, employee, unemployed and repeaters.
- Meanwhile, the survey for the corrective panels that aimed to solve the problems presented by army recruits was conducted by having additional parts of questions on the lower part of the questionnaires.
○ Types of respondents are classified into following categories at the point of time being surveyed: 1) college students, those employed or operating business, others carrying out studies and economic activities and, finally, the ones who are not in school activities and economic activities.
○ ‘KEEP questionnaire(2010)’ consists of characteristics of school life, plan of continuing study, job-hunting activity, the current status of employment, intention of seeking job, work experiences, home life, education and training, career plan, economic consciousness and general aspects.
○ The changes in the 7th wave questionnaires are as follows: 1) Contraction of questions regarding subjects by semester in the ‘school life’ area, and the addition of concrete questions on enrollment in a graduate school and related plans in the ‘plan to continue studies’ section. In the category of ‘household life’, the scope of income and expenses has been changed. While the questions are answered with a focus on the household, in the 7th year, the questions are answered with a focus on the respondent him or herself. Regarding ‘leisure life’, the questions on the use of leisure time and use of pocket money were reduced, while questions on concrete cultural activities and sports were complemented. In ‘General characteristics’, the self-evaluation questions for the respondent, have been added, and questions on the degree of happiness were newly created. ‘Employment preference’(16 questions) was newly added as a feature question.
5. The 7th wave Survey
○ Those who have experiences of participating in 1st～6th KEEP surveys are primarily selected as a interviewer for the 7th wave survey. If the selected interviewer does not have experience in panel data survey, at least 2years of survey experience is required.
○ Training for interviewers was provided 2weeks in advance before field survey according to the planned schedule in Seoul, Busan, Daegu, Daejeon and Gwangju. The contents of training consist of the object and outline of this survey, contents of questionnaire, how to use laptops, how to respond frequently occurring problems and how to contact respondents.
○ Strengthen the network between interviewers and researchers of survey services.
- Data monitoring and testing procedures was improved to make sure advice in real-time for the panel interviewers. Also, the systemized procedure was introduced for interviewers to report to the in-house researchers when they encounter with a problematic situation and to follow directions from the in-house researchers.
○ The guidance and an official document of cooperation and pamphlet are mailed to respondents before the survey is taken and additional survey related explanation was e-mailed.
○ With completing the survey, thanks e-mails and text messages are planned to be sent, the complaints and opinions from respondents will be gathered and reflected to the next survey.
○ Weekly and monthly meetings are held during the survey period in purpose of cooperation between panel research team and field survey services. Main topic in the meeting encompass past meeting’s conclusions and performances, current week’s work plan, discussions on problems, progress and results of past remedies and anything significant.
○ The quick data process will be done by best efforts of interviewers and field survey services. When a problem occurs the solution will be decided in discussion with the KRIVET research team.
6. Future Plans
○ 6th wave survey(2009) materials will be in process of final examination and published for conference.
○ Survey statistics will be schematized based on 5th wave survey(2008) and Basic Analysis Report(2009) will be released.
○ Data cleaning of the 7th wave survey(2010) completed in Dec. 2010 will be preceded.
○ Based on the ‘Agreement on Collecting Stats’ from panel students, collection of college stats and combination of data will be performed.
○ Development of questionnaire and its constitutions for 8th wave survey will be done by Mar. 2011. Succeeding to the 7th wave survey, 7th wave survey will trace only panel subjects and will be processed with a unified questionnaire.
○ Checking the due diligence services’s maintenances of survey system
- Up to Mar. 2011, with completing additional web-survey environment and thus improving efficiency of survey services, plan of laptop based interview in parallel with web survey will be fixed and set start.
○ By including basic vocational capability related questions in the questionnaire, the value of whole data would increase. In addition, setting-up adequate incentive schemes for the interviewees would make the field survey easier and all the KEEP panels take part in the survey more voluntarily. In this sense, providing individual diagnosis and recommendation sheet on basic vocational capability is thought to be substantial.
○ While there are many experts in panel data processing and production, it is difficult to involve them in panel questionnaire development and data quality improvement. Therefore, it is needed to establish a panel survey committee in order to validate panel survey questionnaire, data quality and maintenance as a whole.요 약
제1장 조사 개요
1. 사업 목적 1
2. 2009년까지의 사업 추진 실적 5
3. 2010년 주요 사업 추진 실적 9
제2장 5차년도 자료 공개 및 기초분석보고서
제1절 5차년도 공개 자료의 내용 및 특성 13
1. 5차년도 공개 자료의 내용 13
2. 5차년도 자료 제공 방식 14
3. 5차년도 자료의 특성 14
제2절 가중치 개요 15
1. 1단계: 불균등 추출 확률(unequal selection probability) 보정 15
2. 2단계: 무응답(non-response) 보정 16
3. 3단계: 사후층화(post-stratification) 보정 16
4. 가중치 계산 16
제3절 5차년도 가중치 17
1. 기존패널 17
2. 신규패널 24
3. 전체(기존+신규) 패널 29
제4절 5차년도 기초분석보고서 발간 32
1. 작성 원칙과 방향 32
2. 기초분석보고서 작성 목차(안)과 구성 내용 33
제3장 6차년도 조사 결과 및 자료 보급
제1절 6차(2009)년도 조사 결과 35
제2절 6차년도 데이터 클리닝 및 학술대회용 자료 공개 36
1. 6차(2009)년도 데이터 클리닝 36
2. 코드화 및 추가 정보 38
3. 제6회 학술대회용 자료 배포 38
제3절 제6회 학술대회 39
1. 학술대회 개요 39
2. 세션 및 연구주제별 구성 40
3. 전문가들의 자료에 대한 의견 40
제4장 7차(2010)년도 설문지 개발
제1절 설문 개발 및 조사 대상 41
1. 설문지 개발 41
2. 조사 대상 42
제2절 설문 구성 및 조사내용 44
1. 설문 구성 44
2. 조사내용 44
3. 2009년도 설문에서 변화된 조사내용 49
제3절 설문 문항별 조사지침 51
제5장 7차(2010)년도 본 조사
제1절 조사 준비 69
1. 면접원 선정 69
2. 면접원 교육 71
3. 패널 관리 73
제2절 7차년도 본 조사 현황 75
1. 본 조사 진행 과정 75
2. 조사 진행 상황 점검 75
3. 조사 진행 상황(12월 20일 기준) 77
4. 조사 관련 특이 사항 83
제3절 향후 조사 방향 84
제4절 조사 시스템 85
1. 조사방식의 변경 도입 배경 85
2. 7차년도 조사시스템의 특징 85
제6장 향후 계획
1. 6차(2009)년도 조사 자료의 발간 87
2. 7차(2010)년도 조사자료 클리닝 88
3. 대학성적 자료 수집 88
4. 8차(2011)년도 조사 계획 수립 88
5. 패널조사 위원회 구성 필요 89
SUMMARY 91
7차년도 설문지 103
7차년도 설문지(보정패널) 255
참고문헌 40
Global HR Forum 2010
No full text○ 선도적인 인적 자원 개발 우수사례 공유 및 실제적인 문제해결능력 배양
- 각국 정부·기업·대학·NGO 및 국제기구 등의 HRD 경험·정보 확산
- 다양한 기업 현실에 맞게 정부 및 대학의 바람직한 혁신 방향과 내용 발견
- 세계적인 CEO 등 초청, 우수인재 채용 및 교육 방식 벤치마킹
○ 인적 자원 관련 세계적 추세 파악 및 국내 정책의 국제적 홍보를 위해 국제적 정보 교류 및 협력 채널 구축
- 각국 정부, 국제기구들과 정책 정보 교류 및 협력 채널 구축
○ 본 포럼을 통해 직능원 위상 및 연구수준 고양
- 원내 연구 성과의 대외 홍보 강화
- 글로벌 이슈를 선도하고 이슈에 대응하는 연구를 발굴하고 수행
- 직능원의 국내외 여론 주도 등을 도모요 약
제1장 글로벌 인재포럼 운영
제1절 포럼 개최 배경 및 필요성 1
제2절 포럼의 목적과 의의 2
1. 포럼 목적 2
2. 포럼 의의 2
제3절 포럼 기대효과 3
제4절 조직 운영 4
1. 조직 구성 4
2. 실제 조직 운영 6
3. 재원 조달 9
4. 세션 관리 및 연사 지원 10
5. Global HR Forum 개요 12
6. 그간 운영 평가 13
제2장 과년도 글로벌 인재포럼 평가
제1절 글로벌 인재포럼 2006 개요 15
1. 포럼 개요 15
2. 운영 16
3. 글로벌 인재 포럼 2006 평가 18
4. 개선과제 22
제2절 글로벌 인재포럼 2007 개요 23
1. 포럼 개요 23
2. 운영 24
3. 글로벌 인재 포럼 2007 평가 25
4. 개선과제 35
제3절 글로벌 인재포럼 2008 개요 36
1. 포럼 개요 36
2. 운영 37
3. 글로벌 인재 포럼 2008 평가 39
4. 개선 과제 46
제4절 글로벌 인재포럼 2009 개요 46
1. 포럼 개요 46
2. 운영 47
3. 글로벌 인재 포럼 2009 평가 49
4. 개선 과제 52
제3장 글로벌 인재포럼 2010 평가
제1절 글로벌 인재포럼 2010 개요 53
1. 포럼개요 53
2. 운영 54
제2절 세션 구성 55
1. 전체 행사 일정 55
2. 세부 세션 구성 56
제3절 세션 논의 내용 59
1. 기조세션 및 본세션 59
2. G20 특별 세션 66
3. TRACK A 정부세션 69
4. TRACK B 기업세션 78
5. TRACK C 직능원 세션 89
6. 특별 세션 95
제4절 Global HR-EAP 워크숍 102
1. 목적 102
2. 추진 배경 102
3. 참가대상 및 구성 103
4. 연수 프로그램 구성 103
5. 예산 및 지원 사항 105
6. 발표 주제 105
제5절 UNESCO-KRIVET 녹색사회를 지향하는 직업기술교육훈련 전문가 회의 106
1. 목적 106
2. 추진 배경 106
3. 참가대상 및 구성 107
4. 전문가 회의 프로그램 구성 107
5. 예산 및 지원 사항 109
6. 세션별 주제 109
제6절 글로벌 인재포럼 2010 평가 110
1. 2010년 평가 개요 110
2. 내부 만족도 조사 111
3. 외부평가 127
제4장 글로벌 인재포럼 개선과 직능원 대응
제1절 글로벌 인재포럼 개선 필요사항 143
1. 조직운영 내실화 143
2. 세션 기획 강화 144
제2절 직능원 대응전략 145
1. 포럼 운영체계와 직능원 역할 145
2. 직능원 대응 145
글로벌 포럼 설문지(국 영문) 149
업무협약서(MOU): 2006년, 2007년～2009년, 2010년 157
2010년 결산종합 토론 언론자료 16
Research Project on Analysis of HRD Trends(2010)
No full text본 사업은 인재정책과 관련된 최신의(최신성) 수준 높은 정보(질적 수월성)를 필요한 대상(수요자 지향성)에게 신속하고(신속성) 다양하게(정보의 다양성) 제공하는 것을 목표로 함.
- 새로운 인재정책을 선도할 수 있는 동향분석 정보제공
- 동향분석정보의 질적 향상 및 양적 확산에 기여
- 인재개발동향을 파악할 수 있는 통계자료 제공요 약
제1장 사업의 개요
제1절 사업의 필요성 및 목적 1
1. 사업의 필요성 1
2. 사업의 목적 2
제2절 사업의 주요 내용 및 방법 3
1. 사업의 내용 3
2. 사업의 방법 5
제2장 사업추진실적
제1절 인재정책 동향분석 및 정보제공 7
1. e-HRD Review 및 THE HRD REVIEW 발간 8
2. NHRD-Net 동향정보 제공 12
제2절 인재개발 통계업무 13
1. ‘2010 한국의 인적자원개발지표’ 발간 14
2. G-20 국가지표 발간 16
3. 원내 설문조사 원자료 관리 17
4. 대외통계업무 18
제3장 사업의 평가 및 향후 추진방향
제1절 사업의 평가 27
1. 인재정책 동향분석 및 정보제공 27
2. 인재개발 통계 업무 28
제2절 향후 추진방향 29
1. 인재정책 동향분석 및 정보제공 29
2. 인재개발 통계업무 30
부록: 주요 산출물 자료 예시
THE HRD REVIEW 예시 33
e-HRD Review 예시 35
2010 한국의 인적자원개발지표 목록 57
G-20 국가지표 목록 81
원내 과제 관련 설문조사 목록(2010) 8
인력교류 활성화를 위한 한중일 3국간 자격의 상호인정 방안
No full textOwing to geographic proximity of Korea, China and Japan, their mutual political and economic dependency gradually increases making their cooperation in various fields essential. Moreover, with continuous expansion of economic scope and influence on the world market by Korea, China and Japan, conditions will have to be formed for the construction of Korea-China-Japan trilateral cooperation system in North-East Asian region as well.
In response to this, Korea has been activating its regional economic cooperation in North-East Asia and further, as part of its efforts for regional economic integration, created a system for formal and informal negotiations among Korea, China and Japan through regular summit meeting of ASEAN+3 held in November 2000. Based on this, at the fifth Korea-China-Japan regular summit meeting held in October 2003 ‘Joint Declaration on the Promotion of Tripartite Cooperation among South Korea, China, and Japan’ was adopted.
‘Joint Declaration on the Promotion of Tripartite Cooperation among South Korea, China, and Japan’ is the first trilateral summit document adopted for promoting cooperation among the three countries, which provide basic framework and direction for economic cooperation in North-East Asian region. In addition, Korea, China and Japan are already constructing the basic foundation for the establishment of free trade area among themselves when considering industrial structure and current situation in foreign trade. De facto labor force exchange is already taking place among Korea, China and Japan. The need for supply and demand of labor force is gradually increasing due to the deficit of domestic middle-and high-level workforce needed for the development of main industries. So far, the three countries have been applying efforts on national level to prepare policies for importing such workforce. Therefore, now the time has come to discuss creation of a plan for promotion of labor force mobility based on the method of FTA or regional economic integration FTA.
With this purpose, in order to exchange workforce of higher level on the basis of national qualifications in technological and technical field it is important, based on national technical qualification system, to propose standards for promoting Mutual Recognition Agreement (MRA) of qualifications and prepare policy basis to enable mutual exchange of better certified workforce.
Therefore, in this study, experts from Korea, China and Japan through joint research will analyze the possibility of labor force exchange based on trilateral MRA of qualifications in IT, tourism and automobile sectors in the three countries. Furthermore, basic policy directions for the creation of common regional qualification framework not only for Korea, but also for the Asia and Pacific region through connection with the establishment of the multilateral cooperation system and Regional Qualification Framework (RQF) will be provided.
From this perspective, this study will first examine the possibility of labor force exchange in IT, tourism and automobile sectors through conclusion of Korea-China-Japan FTA. Second, by suggesting the plan for MRA and based on it, it will prepare a plan for activating labor force exchanges among the three countries.1. Research Overview 1
2. Korea-China-Japan FTA and labor force mobility 3
3. IT Sector 12
4. Tourism Sector 16
5. Automobile Sector 25
6. Policy Recommendations 3
Vocational Education and Training Conditions of Prison Inmates and Improvement Strategies
No full text교정시설에서 수형자 직업훈련은 사회의 일반인 대상 직업훈련과 달리 노동시장이나 직업세계의 변화에 유연하게 대처하기 어려운 구조를 가지고 있다. 그간 정부차원에서도 교정시설의 수형자 직업훈련의 개혁과 발전을 위한 노력을 다하고 있으나, 정부의 수형자 직업훈련은 그 중요성에 비하여 범정부적인 관심이 부족하고, 폭넓고 심도 있는 논의를 통하여 종합적이고 체계적인 발전계획을 수립하지 못하고 있는 실정이다.
교정시설에서 수형자에 대한 직업훈련의 궁극적 목적은, 출소자의 대부분이 일정한 직업과 소득이 없기 때문에 다시 범죄를 저지르고 있는 점을 감안한다면 출소 후 정상적인 사회생활과 직업에 종사할 수 있도록 지원하는 데 있다. 사회적 배려가 필요한 교정시설 수형자에 대한 직업훈련은 정부의 거시적 지원 방향의 설정과 더불어 수형자 직업훈련 체제의 재정립을 위한 종합적인 발전적인 개선방안을 마련하는 연구가 필요하다.
이 연구는 교정시설 수형자의 직업훈련 현황과 문제점을 정밀진단하고 실태 및 요구조사 분석을 통해 향후 수형자 직업훈련 체제의 재정비와 직업훈련 참여 수형자의 성공적인 사회복귀를 지원하기 위한 개선방안을 제시하였다.
○ 주요내용
- 수형자 직업훈련의 이론적 배경
- 교정시설 수형자 직업훈련 현황 분석
- 교정시설 수형자 직업훈련 실태조사 분석
- 수형자 직업훈련 개선방안1. Research Overview
Vocational training for inmates in prison means to learn a capabilities and skills required to employ after returning to society. the purpose of vocational training for inmates in prison is to do a support that can engage in the normal social life and career after returning to society.
According to recommitment ratio for 48,767 people of adult parolee from 2002 to 2006, re-prisoners were 5,659 people(11.6%). but the case of paroled 5,735 people after earning ability to qualify during the imprisoned period is that re-prisoners were low to 431 people(7.5%). especially, it is that there is no recommitted case of advanced technology qualification holders such as engineer or master mechanic. that is, it mean that vocational training has an effect to reduce likelihood of a second conviction.
However, vocational training for inmates in prison has a difficult structure to cope with labor market or career change with composure unlike typical vocational training in society. in addition, although the comprehensive development strategies about vocational training for inmates in prison have been established, there has limits that didn''t an actualization in the process of implementation and enforcement.
Moreover, the systematic basic research and policy studies related to mid- and long-term development for vocational training for inmates in prison is highly insufficient.
This study is to grope a plan for supporting an reorganization of vocational training and a successful reintegration of prisoners in the future through survey analysis about inmates and training teachers with getting at the current status and problems of vocational training for inmates in prison in terms of lifelong vocational man-power development.
2. Research Results
We can be drawn the following implications through survey analysis about inmates and training teachers.
The training teachers are necessary to improve their work environment and expertise through the support of the following.
· Arrangement for work sharing and role of the existing training teachers through the recruitment of the training teachers
· Substantiality of vocational training and job placement through the expansion of budget support
· Revitalization of vocational training through a cooperation with institutions related to vocational training
· Revitalization of short-term training programs associated with social adjustment for a suitor after the completion of vocational training
· Enlargement of regular reeducation and training courses for an expertise improvement of the training teachers
The inmates are necessary to do a role of the public interest reducing possibility of a second conviction by helping a steady social settlement through the support of the following.
· Providing recruitment of vocational trainee and specialized training with consideration for areas of interest, job needs, age, educational standards and number of a second conviction
· Strengthening an employment support to enable an employment and the commencement of an enterprise after release from prison
· Consolidating an information exchange related to employment with government agencies such as the ministry of employment and labor and the ministry of health and welfare
· Improving job placement through a convention with companies in the local community
· Improving of a work environment and an incentives to participate in vocational training
· Expanding a vocational training and field training of corporate target
The political support of the following have to be preceded for revitalizing the support of the inmates and training teachers.
first, the institutions related to government and the ministry of justice should recognize that vocational training is an important national undertaking to reduce a second conviction rate.
second, it is necessary to found a long-term financial support plan through revision of law related to vocational training of inmates as well as a short and long term policy vision and execution plan to activate a vocational training.
third, it is necessary to run parallel a construction and improvement of infrastructure through a variety of administrative, financial and legal support to be settled a vocational training system of inmates.
fourth, it should have been diffused a social awareness that the cooperation among government departments for raising a job skills of the inmates to participate in vocational training is necessary and it is necessary to propel a continuous improvement of system linked to government, company and local community for job support and employment promotion of inmates who had completed a vocational training.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
1. 연구의 필요성 1
2. 연구의 목적 3
3. 연구의 질문 4
4. 선행 연구에 대한 검토 4
제2절 연구내용 5
제3절 연구방법 7
1. 문헌연구 7
2. 수형자 직업훈련 실태와 인식 및 요구 조사 8
3. 전문가협의회 및 자문회의 개최 10
제2장 수형자 직업훈련의 이론적 배경
제1절 수형자 직업훈련의 인권적 접근 13
1. 자유권과 수형자 직업훈련 13
2. 평등권과 직업훈련 14
3. 직업훈련의 법률적 근거 15
제2절 사회국가의 원리 속에서 수형자 직업훈련 17
1. 사회국가원리의 개념적 의미와 구현방법 17
2. 사회국가원리와 수형자 직업훈련 18
제3절 수형자 처우모델과 직업훈련 19
1. 수형자 처우 모델의 발전 19
2. 수형자 직업훈련과 처우 모델 23
제4절 종합 시사점 24
제3장 교정시설 수형자 직업훈련 현황 분석
제1절 수형자 직업훈련제도 27
제2절 수형자 직업훈련 운영 현황 31
1. 교정시설 수형자와 직업훈련 및 취 창업 현황 31
2. 수형자 직업훈련 운영기관과 과정 현황 33
3. 직업훈련 참여 수형자의 수료와 중도탈락의 현황 38
4. 직업훈련 이수자의 자격증 취득 현황과 수상실적 39
5. 수형자 직업훈련 전담인력 현황 40
제3절 수형자 직업훈련 운영의 문제점 40
1. 수형자 직업훈련 운영체제와 대상자 선정의 문제점 40
2. 직업훈련 전담인력의 문제점 42
3. 직업훈련시설과 예산 43
4. 직업훈련과정과 프로그램 운영의 문제점 44
5. 직업훈련 이수 후 자격증 취득과 취업지원의 문제점 45
제4절 종합 시사점 46
제4장 교정시설 수형자 직업훈련 실태조사 분석
제1절 직업훈련기관에 대한 운영실태 조사 47
1. 교정시설 직업훈련의 인적 특성 47
2. 수형자 직업훈련 운영현황 및 인프라 48
3. 교정시설의 직업훈련 지원 및 전담인력의 현황 52
4. 교정시설의 직업훈련운영의 문제점 56
5. 교정시설의 직업훈련제도 및 정책 개선 57
제2절 직업훈련 참여 수형자에 대한 만족도 및 요구 조사 58
1. 직업훈련 참여자 특성 58
2. 직업훈련의 참여목적 64
3. 수형자의 직업훈련 지원 프로그램 효과 67
4. 수형자의 직업훈련 만족도 및 개선점 73
제3절 논의 및 시사점 77
1. 수형자 직업훈련기관 실태조사의 결과요약 및 시사점 77
2. 수형자 직업훈련 만족도 와 요구조사의 결과요약 및 시사점 80
제5장 수형자 직업훈련 개선방안
제1절 수형자 직업훈련 개선전략과 기본방향 85
제2절 수형자 직업훈련 개선방안 90
1. 수형자 직업훈련 인프라 구축 강화 90
2. 수형자 직업훈련 이수과정과 프로그램 강화 98
3. 직업훈련교사에 대한 지원 강화 101
4. 수형자에 대한 지원 강화 102
5. 수형자 채용 기업에 대한 지원 105
제3절 정책방안의 추진주체와 추진계획 107
1. 추진주체별 정책방안 107
2. 정책방안 추진계획(안) 108
제4절 결론 및 제언 109
1. 결론 109
2. 제언 110
SUMMARY 113
교정시설 수형자 직업훈련 기관 운영 실태 의견조사 설문지 119
교정시설 수형자의 직업훈련에 대한 만족도 및 요구조사 설문지 131
교정시설 수형자의 직업훈련 만족도 및 요구조사 결과 135
(혼인여부 및 교정횟수)
참고문헌 14
A Case Study on Partnership of Human Resource Development
No full text플랜트건설업종에서 인적자원개발이 필요한 이유는 기술집약적인 원천기술을 중심으로 한 경쟁우위의 필요성과 저가수주경쟁으로 인한 인적자원개발 ‘죄수딜레마’ 현상으로 집약된다. 경쟁우위 확보를 비롯하여 ‘죄수 딜레마’로부터 벗어나는 방안은 업종 내 노사 간의 숙련네트워크를 강화하여 인적자원개발 파트너십을 구축하는 것이다. 본 연구에서 주목하는 인적자원개발 파트너십 사례는 플랜트건설업종의 노사공동훈련사업이다. 현재 플랜트건설업종의 노사공동훈련사업은 포항, 울산, 광양지역에서 실시되고 있으며 현장맞춤식 교육내용과 고숙련공의 강사선정을 통해 일용직인 조공과 준기능공의 숙련수준을 향상시켜 고용조건을 개선시키고 있다. 또한 플랜트건설업종의 노사는 노사공동훈련사업을 통해 노사 간？사용자간의 숙련네트워크 형성, 재직자의 공식적인 숙련형성, 실업자 및 취약근로계층의 직업능력향상을 통한 일자리 창출, 노사공동훈련의 경험으로 통한 노사협력의 증대 등의 성과를 보여주고 있다.This paper studies theoretical factors that facilitate partnership for human resource development. Four factors are identified based on previous research works and discussions, namely, training context, training content, training subject, and training support. Case study results indicate the companies in plant construction industry need partnership for human resource development. Labor-management joint training program has been activated in plant construction industry in Pohang, Ulsan, Kwangyang. The training content is appropriate for novice worker and the trainers are skilled workers. The labor and management’s joint committees have tried to activate partnership for human resource development
Status Change in Downgrade Employment of Young University Graduates
No full text이 논문은 1) 대졸 청년층의 노동시장 진입 초기의 하향취업 규모를 분석하고, 2) 하향취업에서 벗어나는데 영향을 미치는 요인을 분석하는데 그 목적이 있다. 이를 위해 한국고용정보원이 생산하는 「대졸자 직업이동 경로조사」의 패널자료(1차년도-3차년도)를 활용하였다.
하향취업자의 비율은 졸업 후 시간이 경과할수록 감소하나 감소 폭이 크지 않아 하향취업이 장기화되는 경향을 보인다. 취업자 중 하향취업자의 비율은 1차년도 조사에서 24.7%, 2차년도 조사에서 22.8%, 3차년도 조사에서 19.0%이다. 하향취업 상태의 변화에 영향을 미치는 요인들은 응답자의 사회경제적 배경, 대학 졸업 이전의 교육경험 이외에, 하향취업 이후의 교육훈련 요인, 직업경험 요인 등이다. 그 중에서 하향취업에서 탈출하는데 가장 큰 영향을 미치는 요인은 직업경험에 관련된 변수들인데, 이들 변수는 선행연구들이 밝혀낸 하향취업의 결정요인들과 다르다.It is very important to have young university graduates escape from the downgrade employment at the early stage of their career. This study analysized the size and escaping the downgrade employment of young university graduates by using the panel data of ‘Graduates Occupation Mobility Survey(GOMS).’
The rates of the downgrade employment were 24.7%, 22.8%, and 19.0% at the time, each respectively, 18 months, 30 months, and 42 months after their graduation. Various factors affected the escape from the downgrade employments : 1) socio-demographic factors, 2) educational experience factors before their graduation, 3) educational experience and vocational training factors after their graduation, 4) vocational experience factors. Among them vocational experience factors had the greatest effect on the escaping the downgrade employment. The factors affecting the escape were different from those affecting the downgrade employment, which were found in the previous studies