Korea Research Institute for Vocational Education and Training
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A Study on the Vocational Training Financing System : Focusing on the Role of Social Stakeholders
Get PDFThis report deals with the issues about the theoretical aspects of the vocational training financing system and detailed case studies of developed countries’ training financing system. While the transition to the knowledge based economy is accelerating, the importance of lifelong vocational training is increasing as well. To deal with this challenge, most countries are trying to find the ways of effective public intervention in training system. Various financial measures are implemented to reduce the financial constraints and also to stimulate the training participation. There also exist diverse problems of financial intervention. For example, possible inefficiency stems from the unnecessary financial subsidy given to those who are capable of paying all the costs and do not need financial support at all. Furthermore, it is not too difficult to find other causes of policy failure with regard to the training financing policy which is aimed at increasing the national competitiveness and enhancing the social integration. In this regard, financial intervention in the training system should be examined carefully considering the favorable effects on one hand and its possible problems on the other.
In this respect, along with the theoretical considerations with regard to the vocational training financing system, we studied the experiences of developed countries. In particular, we explored the training financing systems of Spain, France and Japan. They implement training levy system at the national level which is basically similar to that of Korea, and especially the role of social stake holders is said to be relatively strong in Spain and France. Considering the necessity of enhancing their role related to the establishment of demand-led training system in Korea, detailed examination on the experiences of both countries would provide us valuable information on how to increase the influences of social stake holders and training financing system which is more decentralized and less bureaucratic
A Scheme for the Linkage of Welfare, Learning and Employment Services at the Regional level
Get PDFThis study is designed to present policy considerations for network formation and linkage reinforcement by inspecting the linkage between learning, employment and welfare services for welfare beneficiaries at the regional level. To achieve this purpose, we analyzed the existing data and literature in this area, including both domestic and foreign case studies, held consultations with experts, conducted in-depth interviews with officials at 9 service institutions and with 10 service users, and gave questionnaires to 90 service institutions and 300 officials in service institutions.
As case studies, we analyzed One-Stop Center in the United States, Centre link in Australia, and Job centre Plus in the United Kingdom, to study the realities of attempts at cooperation and linkage in service institutions abroad. Our findings indicated that while there is a major global trend to attempt to link employment and welfare services with each other, the linkage between services is not always based on institutional integration, but can involve a functional integration and close business cooperation between programs...
The Impact of Technological Change on Earnings Inequality: Analysis of the HCCP Data
Get PDFWith the advent of the knowledge-based economy, earnings inequality became worse in Korea like other advanced economies such as the United States. There are various factors affecting the earnings inequality: shifts in labor supply, shifts in labor demand and institutional changes in the labor market. The main cause of the widening inequality among others is changes in labor demand, especially changes in technology.
This study focuses on the impact of technological changes on earnings inequality in Korea. Using HCCP data set, this study tests the skill biased technological change among various workers
National Strategies for Job Creation
Get PDFThese days, job creation is becoming a pending agenda at a national level. At such situation, this research suggested contents and directions for national strategies for job creation, and intended to find solutions that were very specific and practical for job creation. We assumed that the core principle of national strategies for job creation is to make more high quality jobs. Through the comparison with developed countries, we explored the jobs that could be created, particularly, the high quality jobs. Then we studied how we could make more jobs in that field. The purpose of this research was to find more practical alternatives.
This research suggested practical policy alternative plans in 9 fields for job creation. At first, in this research, creating job through regulation abolition and foreign capital flow was analyzed. We have investigated the propulsion of regulation effect analysis, sustainable propulsion of economic freedom zone, creation of high quality job, and increasing support for foreign enterprises.
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Research of the Career Transition Support System for the Middle-aged
Get PDFThough many middle-aged workers are capable of working for quite a long time, they worry about the precariousness of retirement, whether voluntary or not, owing to domestic and international factors such as early retirement, high unemployment and the acceleration of the inflow of foreign workers to domestic companies due to recent FTA agreements. Meanwhile, the government is considering various political options for resolving this situation of employment precariousness so that working lives can be prolonged. In South Korea, an aging society with a low birth rate, a policy that encourages the extension & activation of the market participation of middle-aged workers is inclined toward quantitative policy accomplishment that simply creates many jobs or prolongs the employment period, a policy that is not adequate to support the employment competencies of the middle-aged.
This research, based on this necessity and reason, suggest improvement schemes to establish a government support system for efficient career transition, enabling the middle-aged to react early and prepare for the rapidly-changing labor market environment before and after retirement, while maximizing the promotion of the employment of the middle-aged. For this research project, it was established as research contents that analysis of the theoretical background & current status of career transition support for the middle-aged, as well as the Career Transition Support System(CTSS) program and the CTSS status of major developed countries would be conducted, as well as an investigation of documentary research, expert research, research for recognition & demand on career transition of the middle-aged, expert conferences and policy forums
HRD Trend through ASTD International Conference
No full text이 연구는 지난 5년간 ASTD 국제학술대회에서 발표된 내용을 중심으로 HRD의 최근 동향을 분석하는 것을 목적으로 수행하였다. 이를 위해 주제분석 방법을 응용하여 2004년부터 2008년까지 ASTD 대회에서 발표된 자료들을 분석하였다.
그 결과 ① 훈련에서 학습, 학습에서 성과로의 HRD 패러다임의 변화, ② 인재에 대한 새로운 관점의 등장, ③ 개인코칭에서 팀코칭으로 코칭의 대상 확대, ④ 조직변화관리에서 조직문화에 대한 관심 증가, ⑤ 인재경영의 부상과 인재보유의 강조, ⑥ 경험과 실제 과제 수행을 중심으로 한 학습 무대의 이동, ⑦ 세대별 특성을 반영한 HRD 전략 수립, ⑧ 일과 삶의 관계의 변화, ⑨ HRD 시스템 구축 기준으로서 WLP 성과표의 부각, ⑩ Kirkpatrick의 1, 2 수준 평가에서 ROI 및 성공사례분석으로의 변화 등 10가지 핵심 동향을 도출하였다. 이 연구의 결과는 HRD 실무자와 연구자들에게 이 분야의 최신 동향을 파악하기 위한 기초 자료로 활용될 수 있을 것이다.This study was conducted to explore major trends and issues of human resource development in the light of the presentation contents of ASTD(American Society for Training and Development) International Conference and Exposition held during the past five years(2004~2008).
Major outstanding issues in presentation sessions, keynote speeches, and legend series delivered at the conference were analyzed in terms of their themes and major issues. Theme analysis which is one of the types of document analysis was used in order to identify frequently cited themes and issues. Through the analysis, 10 major issues of HRD were drawn. Based on these analyses, practical and theoretical implications for HRD professionals and researchers were suggested
The Qualitative Study about the Experience of Career Guidance of Parents Who Has Junior High School or High School Child
No full text본 연구는 중고등학생 자녀를 둔 한국 학부모의 진로지도 경험을 밝히고자 하였다. 이를 위해 서울경기지역에 살고 있는 중고등학생 자녀를 둔 학부모 17명을 심층면담 하고 그 결과를 질적연구방법으로 분석하였다. 연구 결과, 112개의 개념, 42개의 하위범주와 18개의 범주를 도출하였고, 중고등학생 자녀를 둔 학부모의 진로지도 경험에 관한 패러다임 모형을 도출하였다. 학부모의 진로지도 경험을 포괄하는 핵심범주로는 ‘끊임없이 고민하고 불안해 함’으로 밝혀졌다. 중고등학생 학부모의 진로지도 경험을 보여 주는 범주로는, ‘제대로 된 부모 역할을 잘 모르겠음, 내 인생의 한을 아이를 통해 풀고 싶음, 끊임없이 고민하며 불안함, 아이에게 역할 모델이 있음, 아이와 갈등을 겪음, 아이 진로문제에 배우자가 관여함, 부모교육이 필요하다고 생각함, 아이의 진로발달에 자발성이 핵심이라고 보고 지도함, 아이의 특성을 고려함, 진로지도할 때 학업지도를 중시함, 진로결정을 위해 조언하고 방향을 제시함, 부모 역할의 한계를 알게 됨, 아이를 이해하고 수용하려고 노력함’ 등이었다. 연구 결과를 바탕으로 중고등학생 자녀의 진로를 지도하는 학부모 경험의 실체를 드러낼 수 있었으며, 연구의 시사점을 논의하였다.Adolescent career decision making is affected not only by personal variables such as aptitude, interests, values but also by various contextual ones. The parents’ influence is the most important contextual variable of adolescent career development and career decision making. The main purpose of this study is to identify the ways in which Korean parents are involved in their children’s career guidance process and to provide practical suggestions for adolescent career counseling and parent education. The research question is: What are the experience in which Korean
parents are involved in children’s career guidance?
This study examined the experience about career guidance of parents who has a junior high school and high school student kids in Korea. 17parents were interviewed and the interview data were analysed based on the Qualitative Research Method. Result has 112concepts, 42subcategories and 18categories. The core category is: The parents are anxious about their children’s career guidance.
Implications of the result and suggestions future research are discussed
Current Status and Directions to Improve the Vulnerable Adolescents’ Vocational Competencies
No full text이 연구는 취업애로를 겪고 있는 청년층의 노동시장 진입을 촉진하고 직업교육훈련의 내실화를 위하여 이들의 직업능력 실태를 살펴보고 특성을 고려한 직업능력 향상 과제를 제시하는 데 목적이 있다.
이와같은 연구 목적을 달성하기 위해 취약청소년의 개념을 정의하고, 취약청소년의 취업 특성 및 결정요인을 분석하였다. 아울러 취약청소년의 직업능력 실태 및 인식을 분석하고, 직업능력 향상을 위한 요구를 살펴보았다. 본 연구는 전문가협의회, FG(Focus Group Interview), 심층면접(In-depth Interview) 등으로 진행되었다.
이 연구에서 제시하는 취약청소년 직업능력 향상 과제들이 관련 부처(서)의 정책 결정과 교육훈련기관 및 현장에서 유용하게 활용되어 취약청소년의 직업능력 향상을 돕고, 나아가 청년층 실업문제 해결에 일조할 수 있도록 체계적인 시스템 마련이 요구된다.
○ 주요내용
- 취약청소년의 특성
- 취약청소년 직업능력 지원정책 및 프로그램 운영사례
- 취약청소년 직업능력 향상 관련 문제점 및 요구
- 취약청소년 직업능력 향상을 위한 정책 대안1. Overview
The purpose of this study was to propose some effective ways that could make progress in vulnerable adolescents’ vocational competence. To meet this aim, the present state of that group of adolescents’ vocational ability, and their traits in vocational aspect were examined. Specifically, the concept of ‘vulnerable adolescents’ was first defined, and then their unique traits and decisive factors that are involved in their job seeking process were sought. Other crucial parts like the state of adolescents’ basic vocational ability and their awareness about their ability were also examined. Methods such as expert panel, FGI(Focus Group Interview), and In-depth Interview were applied.
Due to domestic social polarization and aggravation in economy, adolescents unemployment stands out to be the most serious issue here in South Korea. Especially, it is more prone to be unemployed for those who lost the chance to get educated in a rather early age or who were not much prepared for social participation, and this would cause them to face various difficulties when fulfilling the social role. The lack of thorough preparation in various abilities(including vocational competence) that are vital in knowledge-based-society through the schooling is the partial cause of the unemployment. Therefore in this study, the adolescents(from twelve to twenty-four ages of people) who are difficult to be employed were identified as the subjects in this study and more specifically, we focused on adolescents at risk, low level of education and don’t enter school and unemployment, long-term unemployment, NEET(Not in Education, Employment or Training), North Korea defector.
2. Analysis on supportive programs and systems dealing vulnerable adolescents' employment
The discussions about the present supportive programs and systems dealing vulnerable adolescents’ employment, operated in various departments are as follows. First, it was found problematic that recipients were receiving overlapping benefits from different programs and that the program contents were similar. Also there were too many things to do in a limited time. Even the long-termed programs like 6 months ones, found to be inappropriate to some of the adolescents. Second, the program organized at Ministry of education, science and technolohy turned out to be too near sighted, just to focus on vulnerable groups who are presently attending school. Third, the governmental undertaking to support the vulnerable class was insufficient in the sense of reinforcing their competence to stand on their own. It was found that the contact with other related institutions to actually carry out the project is scarce as well.
3. Analysis on the status and needs of vulnerable adolescents’ vocational competence
After the examination on the state of adolescents’ vocational competence, we concluded that there were deficits in basic lifestyle and foundational learning skills which are crucial to get employed among the vulnerable adolescents. Some adolescents were suffering from monetary problems, consistent ignorance and neglects from their parents which caused damage on trusting others, social skills, and problem-solving skills. There were also some adolescents who were not familiar with using word-processing or searching through the websites to get the proper information though they were familiar with the computer itself. In addition, because this generation is more exposed to the mass media and internet where all the indiscreet words overflow, it was found that their language was seriously harmed.
For these reasons, it is absolutely critical for the adolescents at risk to get psychological help and professional care in order to deal their violent and impulsive ways of solving problems. Adolescents who are low level of education and don’t enter school and unemployment and long-term-unemployed need help to compensate their low basic learning skills so that they could get more safe and secure jobs, as well as to be treated well in the society. As for the NEET(Not in Education, Employment or Training) who were secluded for long, skills such as relating to others and being one of the social members seem to be urgent. Family therapy should be involved for this group to make better progress. Finally, North Korea defector should be provided with proper career values in order to increase their possibility of successfully adjusting in South Korea.
4. Suggestions to improve the vulnerable adolescents’ vocational competence
Ultimately, the specific suggestions to improve the vulnerable adolescents’ vocational competence are as follows. First, services that are supposed to affect adolescents’ basic lifestyle and learning skill are needed For example, retired teachers’ participation can be a great support(which is called ‘mentoring’, teaching their majors). Second, the program for the adolescents should be organized and applied in a stepwise approach. In other words, focusing just on improving the vocational skills is not enough. Prior tasks like diagnosis, counseling, and therapy on each adolescent according to one’s status are necessary. After that, foundational training and teaching about basic vocational skills should follow. The results of the previous steps should be used to plan each adolescent’s career and to decide which field the adolescent should get the training experience. Hence, the ideal stages of the effective program should be ‘Diagnosis, Counseling, and Treatment’⇒‘Training and Teaching’⇒‘Career planing and Actual training’. Third, more volunteers, personnels and professionals are urgently needed. In order to procure qualified professionals, the national level traineeships for the adolescent counselors and volunteers should be arranged. Fourth, systematic connection among governmental departments and institutions in this field is more than necessary. Through such coordination, it is possible to draw out a more effective and systematic plan that covers the vulnerable adolescent group. Finally, it is equally critical to develop and actually introduce some effective programs that can affect and improve adolescents' vocational competence. This also means much in that such programs prevent the adolescents in danger degenerating into long-termed unemployers, and NEET(Not in Education, Employment or Training).요 약
제1장 서 론
제1절 연구의 필요성 및 목적 1
1. 연구의 필요성 1
2. 연구의 목적 4
제2절 연구 내용 및 방법 4
1. 연구의 내용 4
2. 연구의 방법 5
제2장 취약청소년의 특성
제1절 취약청소년의 개념 및 특성 15
1. 청소년의 개념 및 특성 15
2. 취약청소년의 유형 및 특성 16
제2절 취약청소년의 취업특성 및 실태 45
1. 청소년의 취업특성 및 실태 45
2. 취약청소년의 취업특성 및 실태 54
제3절 취약청소년의 직업기초능력 실태 66
1. 직업능력 및 직업기초능력 개념 66
2. 취약청소년 직업기초능력 실태 78
제4절 시사점 129
제3장 취약청소년 직업능력 지원정책 및 프로그램 운영사례
제1절 국내 취약청소년 직업능력 지원정책 및 프로그램 운영사례 135
1. 노동부 135
2. 교육과학기술부 163
3. 보건복지가족부 175
4. 운영사례 188
5. 시사점 204
제2절 국외 취약청소년 직업능력 지원정책 및 프로그램 운영사례 209
1. 캐나다 209
2. 영국 218
3. 미국 227
4. 일본 233
5. 시사점 243
제4장 취약청소년 직업능력 향상 관련 문제점 및 요구
제1절 직업능력 향상 관련 문제점 247
1. 위기청소년 247
2. 저학력 비진학 미취업 청소년 254
3. 장기실업 청소년 261
4. 청소년 니트족 264
5. 새터민 청소년 269
제2절 취약청소년의 직업능력 향상을 위한 요구 274
1. 위기청소년 274
2. 저학력 비진학 미취업 청소년 278
3. 장기실업 청소년 282
4. 청소년 니트족 286
5. 새터민 청소년 289
제3절 시사점 293
제5장 취약청소년 직업능력 향상을 위한 정책 대안
SUMMARY 305
참고문헌 31
An International Comparative Study on Assistance Policy for Discharged Military Servicemen
No full text제대군인의 사회 취업이 날로 심각해지고, 이제 개인의 문제에서 사회적 문제로 자리 잡게 되면서 범 국가 차원의 다각적인 노력이 요구되고 있다. 이 연구는 제대군인의 취업 문제를 완화시키기 위하여 선진국의 제대군인 지원 정책을 분석하고, 여기에서 도출된 시사점을 바탕으로 우리에게 적용될 수 있는 제고 방안을 모색하는 데 목적이 있다. 이러한 목적을 달성하기 위하여 국내 제대군인 취업 실태와 지원현황을 살펴보았고, 미국, 영국, 독일, 프랑스, 일본 5개국의 제대군인 지원 정책을 분석하여 우리에게 적용될 수 있는 방안을 제시하였다.
제대군인의 취업을 활성화하기 위해서는 제대군인이 '취업전문성'을 갖출 수 있도록 실질적인 지원책이 마련되어야 하며, 전직지원기관 간 업무 및 역활 분담과 효율적 공조 체제 구축과 체계적이며, 연속적인 전직 준비가 전제되어야 한다. 또한 제대군인의 취업 기회를 확대하기 위한 일자리 창출과 대외적 홍보에 대한 노력이 요구되며, 복무기간별 차별화된 전직지원전략이 필요하다.Along with recent recession both in domestic and international stage, it has become more hostile environment for veterans to find their jobs. Now it needs more systemic approach from different angles to deal with this social problem. In order to secure outstanding military work force, it is essential to guarantee their stable future after retirement. Therefore, a support from national level to those veterans is critical.
The objective of this study lies in analyzing developed countries’ policy for veterans that helps relieve the unemployment problem and drawing applicable points from those policies to Korea. As a way to achieve this goal, firstly we have examined Korean veterans’ current employment status and current support system. Thereafter, we analyzed other nations’ support policy for veterans to discover applicable points to Korea. As methods to carry out this study, it involved the analysis of related data, interview in both domestic and international stage, and discussion with professionals. The recently proposed policy implementation primarily focuses on practical job training courses.
As a result of this study, the following points has been suggested as policies to support veterans: “Implementation of practical job training that is directly related to employment”, “Construction of support system for veterans and alignment of organization” “Creation of job to encourage employment process” “Settlement of job transfer support system in accordance with the characteristics of those in the military service.” To discuss details for each point made, firstly expanding the development of education to guarantee professionalism for finding job and job training, making acquisition of certificate mandatory, and finally strengthening counseling were suggested as a way to “Implementation of practical job training that is directly related to employment.”
As a way of supporting “Construction of support system for veterans and alignment of organization,” establishing on-line support system, realigning the structure of related organizations, and alarming the recognition of military experience and certificate of education were mentioned. Lastly, encouraging the employment by defense industry, securing work force for veterans and promoting public relations of veterans were suggested as a way to “Creation of job to encourage employment process.”
In conclusion, a more substantive policy that allows veterans to gain professional skills in finding jobs and inter-organizational effort to support veterans should be established in order to promote finding jobs for veterans. The preparation of transferring jobs by veterans should be processed with enough of time both strategically and continuously. Moreover, it requires a special support strategy of transferring jobs for veterans even before they retire their jobs at military. However, even if support from government and military provides enough of help, it is individuals that will determine successful employment after retiring from military after all. As can be found in the case of developed countries, more time to prepare for re-employment after retiring from military should be spared for each individual with a help from related policies that guarantees enough of time to prepare for transfer of job.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
1. 연구의 필요성 1
2. 연구 목적 3
제2절 연구 내용 및 방법 4
1. 연구 내용 4
2. 연구 방법 5
제3절 연구의 기대효과 및 활용 7
제2장 국내 제대군인 취업실태 및 지원정책
제1절 제대군인 취업실태 9
1. 취업률과 임금 수준 9
2. 취업분야 및 취업 소요기간 14
제2절 제대군인 취업 지원정책 15
1. 관련 법령 15
2. 조직 체계 24
3. 관련 정책 27
제3절 기업의 제대군인 활용실태 및 인식 34
1. 제대군인의 근무 직종 및 군 직무와의 관련성 35
2. 제대군인의 생산성 및 역량 평가 36
3. 제대군인에 대한 만족도 및 채용 장애 요인 37
4. 향후 제대군인의 채용 여부와 채용 활성화 방안 39
제3장 외국의 제대군인 지원정책
제1절 독일 43
1. 지원 법령 43
2. 관련 조직 46
3. 지원정책 47
제2절 프랑스 76
1. 지원 법령 76
2. 관련 조직 77
3. 지원정책 84
제3절 미국 106
1. 지원 법령 106
2. 관련 조직 113
3. 지원정책 119
제4절 영국 141
1. 지원 법령 141
2. 관련 조직 141
3. 지원정책 142
제5절 일본 161
1. 지원 법령 161
2. 관련 조직 162
3. 지원정책 166
제6절 시사점 186
1. 제대군인의 능력개발을 위한 체계적 지원 186
2. 취업지원을 위한 자격증 취득 연계 교육 강화 188
3. 군 교육 및 경력의 인증 지원 189
4. 전직지원에 따른 상담 기능 강화 190
5. 일자리 확대 지원 190
6. 개인특성을 고려한 맞춤식 취업지원 191
제4장 제대군인 지원정책의 합리적 제고 방안
제1절 취업과 연계된 실효성 있는 직업교육훈련 실시 200
1. 취업 전문성 확보를 위한 능력개발교육의 확대 및 강화 200
2. 직업보도교육의 확대 및 분할 사용 203
3. 자격증 취득의 의무화 206
4. 상담 기능의 강화 209
제2절 제대군인 지원 체제 구축 및 조직 정비 212
1. 온라인 지원 체제 구축 212
2. 전직지원기관 조직과 역할의 재정립 214
3. 군 경력 및 교육의 인증 제도화 217
제3절 제대군인 취업 활성화를 위한 일자리 확보 220
1. 방산ㆍ군수품 조달업체의 제대군인 채용 촉진 220
2. 제대군인의 취업 직위 확보 222
3. 제대군인에 대한 홍보 강화 224
제4절 군 복무자의 특성에 부합된 전직지원체계 정립 226
제5장 결론 229
SUMMARY 233
참고문헌 23
Vocational Education and Training in Nordic Countries
No full text본 연구에서는 북유럽의 강소 복지국가인 덴마크, 핀란드, 노르웨이, 스웨덴의 고교 단계 직업교육 체제의 핵심 특징을 찾아내고자 하였다. 북유럽 국가의 직업교육 제도 밑에 작용하는 핵심 가치, 그 핵심가치를 구체적으로 구현하기 위한 정책적 노력들, 그리고 현장훈련에 근간을 둔 직업교육 모델이 구축된 과정을 살펴보았다.
북유럽 직업교육 제도가 자리하고 있는 사회문화적 맥락을 고려하고자 북유럽의 경제·사회·문화적 특성을 검토하고, 북유럽 4개국의 교육 정책 및 제도, 고교단계 직업교육 훈련 운영 실태, 최근의 혁신 사례 중심으로 살펴보았다. 결론으로서 북유럽 국가 사례가 한국 직업교육에 주는 시사점을 도출하였다.
○ 주요내용
- 북유럽의 사회 문화와 노동 시장
- 덴마크의 직업교육
- 핀란드의 직업교육
- 노르웨이의 직업교육
- 스웨덴의 직업교육1. Purpose of The Study
This study aims to examine upper secondary vocational education and training(VET) systems in Northern European countries(Denmark, Finland, Norway and Sweden). The followings are the research questions of this study. First, what are the core values that Northern European education systems are based on, and what policies have these countries framed for emboding the core values? Second, how have apprenticeship-based VET models been constructed, and what are institutional measures for supporting the model? Third, what policy implications do their systems offer for Korean upper secondary VET?
2. Overview of Northern European Countries
To understand the context of Northern European VET, the social, cultural and economic features of these countries were considered in this study. The main features are as follows.
First, Northern European countries are small but strong. Despite the small population and economic sizes, these countries have achieved high economic growth and comprehensive welfare systems. Second, Social democratic tradition has prevailed in these countries. Accepting basic principles of free market economy, these countries have pursued the ideal of Socialism that takes equality as a priority value and have tried to realize it in the democratic and legal mode. Third, these countries have constructed welfare systems. Fourth, these countries have developed social corporatism. The important social groups, labor, capital and the state, have systematically taken an active part in main policies making process.
To take an objective view on features of the education system in Northern European countries, this study compared these countries with other OECD countries. In these countries, 77.6-81.1 percent of adult population completed upper secondary education, which is above OECD average. In addition, the ratios of expenditure on education compared to GDP are above OECD average, and the ratios of public expenditure on education are top of the league. The result of OECD Programme for the International Students Assessment(PISA) shows that only Finland is top of the league. However the result of International Adult Literacy Survey(IALS) shows that all of Northern European countries have the highest level of it. Furthermore relatively high are the proportion of a youth participating in VET in these countries: Denmark, 47.8; Finland, 65.4%; Norway, 60% and Sweden, 54.2%.
3. Main Features of VET in Northern Europe
The main features of VET in Northern Europe are the followings:
First, in these countries, the state entirely finances VET courses. Under social democratic tradition, focusing on equality, these countries have aimed to realize equal access to education and training. Second, local authorities own upper secondary VET institutions, being autonomous in terms of governing them to a great extent. However, the Government has considerable influences on VET. The Government sets out the overall framework for national level curriculum and quality assurance, and the local authorities are in charge of implementing education and training. It is essential that local VET providers be autonomous in terms of adapting VET to local needs and demands.
Third, in these countries, social partners plays a central role at all the levels of VET, consequently their VET corresponds closely with labor market skills demands. In addition, there are a variety of committees, from the national advisory councils on VET to the local training committees, and the roles of social partners are regulated by a number of acts. Trade-specific and programme committees, consisting of representatives from both sides of industry, have a dominant position in formation of curricular, performing a central role in the development of new VET courses and renewal of established VET courses, in order to match technological changes in the labor market. The committees are responsible for deciding purpose, period, content and requirement for the VET courses, and issuing certificate of qualification. In these countries, the mutual trust and close cooperation among the Tripartite actors(labor, capital and the state) have involved in making VET more adaptable to the continuous labor market changes, and maintain quality of VET courses.
Forth, at the upper secondary level, all of these countries have emphasized the importance of practical training within VET courses. However, places and periods for practical training vary in these countries. For example, Denmark and Norway take the apprenticeship training at enterprise as basic practice programme, while in Finland and Sweden, school-based practice is considered as the main programme. In Denmark, a majority of students participating in VET courses, choose apprenticeship training. in Norway, about 23 percent of vocational students and in Finland, 16.7 percent of them participate in apprenticeship programme. In Sweden, school-based practice has prevailed. In recent years, however, the Swedish government has tried to introduce apprenticeship training programme.
Fifth, these countries have formulated quality assurance system. High drop-out rate in the upper secondary VET has generated a lot of controversy, yet imposing strict requirements for graduate qualification, according to the standard, is one of the factors which caused high drop-out rate. The Northern European countries have similar quality assurance systems. Such a quality assurance system of VET is applied to individual level as well as institution and national-level.
Sixth, flexible vocational education system enables students to have a wide variety of choices in these countries. For example, in Denmark, each student establishes a “personal educational plan", based on his personal assessment of prior learning, and according to the plan, education programme is provided to each student. That is, in Denmark, the flexible and modulized VET system is constructed which enable each student to adjust the pace and content of learning based on his competency and level of his prior learning. The Norwegian Education Act also states the individual's right of receiving education according to their competencies and aptitudes. The emphasis on the individually-focused education is compatible with the view that the students who may struggle and lack motivation should be paid more attentions.
Seventh, in addition, within VET system in Northern European countries, individual education institution has closely linked to each other so that it enables all students to transfer between learning pathways under a certain condition. Denmark, Finland and Norway have similar flexible systems.
Eighth, the Northern European countries have strict quality assurance system and flexible education system so that they enable students who fail in meeting the standard quality requirement to have second-chances, as well as alternative pathways. These alternative programmes are provided with no charge within the public education system.
Ninth, relatively high are the proportion of a youth participating in upper secondary VET in these countries- Denmark: 47.8, Finland: 65.4%, Norway: 60% and Sweden: 54.2%. This is the result of not only the socio-cultural tradition of respect for a journeyman but also the strong policy implement. In these countries, every person has opportunities for continuing education within the lifelong education framework. Besides, the industrial sector, the demander of VET, has made the effort to create a skills-focused custom in recruitment, wage level, promotion and so on. That is why, on the whole, in these countries, the VET participation rates have been increased or kept status quo, while in other OECD countries, the rates have been decreased.
Tenth, in the Northern European countries, an active and comprehensive career education has been implemented in the integrated way, across all subjects. Besides, the work experience programmes are provided to a majority of students.
Finally, these countries have reformed their education system in line with “the European Qualifications Framework", and have implemented the European Credit Transfer System for VET (ECTS) and international degree system. These trends have entailed emphasis on basic competency, English and the second foreign language. In addition, these countries have participated in the Leonardo da Vinci programme which enables VET organizations to work with European partners and exchange best practices.
4. Policy Implications
Korea and Northern European countries have developed distinctly different systems, therefore it may be more difficult to extract some policy implications from Northern Europe case which can be applied directly to Korean VET system. However, in relation to improving coherence between the VET programmes and labor market skills demands, the Northern European case brings some policy implications, as follows.
First, there is a need to expand the responsibility of the government for VET. That is, it is needed for the government to increase gradually financial support for VET and make the VET tracks more attractive, as well as to introduce a rigid quality assurance system.
Second, there is a need for constructing partnership between the government and the industry. To stimulate the industrial sector to participate in VET, the government, the industry, local authorities and enterprises should come up with measures at all the levels.
Third, there is a need to improve the linkage between the VET programmes and labor market skills demands. To promote workplace training with VET system, the role of stakeholder- the government, the industry and education institutions- should be stated by acts and controled strictly. In addition, the government should offer incentive (e.g. financial incentive) for enterprises and trainees participating in workplace training.
Fourth, it is needed to expand the autonomy of local authorities and active support of the government. In other words, the government should empower local authorities to administrate VET, at the same time, it should set out overall framework and offer financial support programmes.
Fifth, there is a need for strengthening quality assurance system. It is necessary to set out National Skills Standard, led by the industrial sector and reflect the Standards in VET programmes and qualification system. The graduate qualification also should be tighten up.
Sixth, it is necessary to provide a variety of experience-focused alternative education programmes for the student who lack basic competency.
Seventh, flexible education system should be constructed, in order to offer students many pathways.
The flexible system enables student to have many chances to participate in a variety programmes and substantial options.
Eighth, it is necessary for the industrial sector, the demander of VET, to make the effort to create a skills-focused employment custom.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
제2절 연구 내용 및 방법 5
1. 연구 내용 5
2. 연구 방법 7
제2장 북유럽 개관
제1절 북유럽의 사회문화와 노동시장 11
1. 북유럽 강소국(强小國) 12
2. 북유럽의 사회민주주의 15
3. 복지국가 19
4. 유연안정성을 추구하는 노동시장 정책 20
5. 사회적 합의주의 22
6. 북유럽 사회 모델의 변화 25
제2절 OECD 통계로 보는 북유럽 직업교육 27
1. 교육비 투자 및 고등교육 진학률 27
2. OECD 국가의 고교 단계 직업교육훈련 유형 35
3. OECD 국가의 진로교육 실태 41
제3절 북유럽 개관 요약 44
제3장 덴마크의 직업교육
제1절 사회 경제적 배경 47
1. 인구 47
2. 경제 및 노동시장 48
제2절 직업교육훈련 정책 및 제도 52
1. 직업교육의 기본원칙 52
2. 법 체제 53
3. 행정 체제 57
4. 파트너십 62
5. 재정 66
제3절 고교 단계 직업교육훈련 68
1. 직업교육훈련 체제 68
2. 교육과정 73
3. 도제훈련(Apprenticeship) 81
4. 졸업자격 인증체제, 중도탈락, 유연성, 통합성 85
5. 교사 92
6. 진로지도 93
제4절 세계화 동향 및 혁신 사례 96
1. 세계화에 대비한 직업교육훈련 정책 96
2. 최근의 직업교육훈련 혁신 사례 98
제5절 요약 및 시사점 101
1. 덴마크 직업교육훈련 체제의 주요 특징 101
2. 정책 시사점 105
제4장 핀란드의 직업교육
제1절 사회 경제적 배경 111
1. 인구 111
2. 경제 및 노동시장 112
3. 국민의 교육 수준 116
제2절 직업교육훈련 정책 및 제도 117
1. 법 체제 117
2. 행정 체제 118
3. 파트너십 124
4. 재정 125
제3절 고교 단계 직업교육훈련 128
1. 직업교육훈련 체제 128
2. 고등교육 단계 직업교육훈련 140
3. 계속직업교육훈련 142
제4절 요약 및 시사점 144
1. 핀란드 직업교육 체제의 주요 특징 144
2. 정책 시사점 151
제5장 노르웨이의 직업교육
제1절 사회 경제적 배경 155
1. 인구 156
2. 경제 및 노동시장 157
3. 국민의 교육 수준 159
제2절 직업교육훈련의 정책 및 제도 160
1. 직업교육의 기본 원칙 160
2. 법 체제 161
3. 행정 체제 162
4. 파트너십 167
5. 재정 169
제3절 고교 단계 직업교육훈련 171
1. 직업교육훈련 체제 171
2. 교육과정 172
3. 도제훈련(apprenticeship) 176
4. 졸업자격 인증 체제, 중도탈락, 제도적 유연성 181
5. 교사 187
6. 진로지도 190
제4절 세계화 동향 및 혁신 사례 192
1. 최근의 개혁 192
2. 세계화와 EU의 흐름에 대응하는 전략 194
제5절 요약 및 시사점 197
1. 노르웨이 직업교육훈련 체제의 주요 특징 197
2. 정책 시사점 208
제6장 스웨덴의 직업교육
제1절 사회 경제적 배경 217
1. 인구 218
2. 경제 및 노동시장 220
3. 국민의 교육 수준 222
제2절 직업교육훈련 정책 및 제도 223
1. 직업교육의 기본 원칙 223
2. 법 체제 224
3. 행정 체제 226
4. 파트너십 228
5. 재정 229
제3절 고교 단계 직업교육훈련 230
1. 직업교육훈련 체제 230
2. 교육과정 235
3. 현장 훈련 242
4. 졸업자격 인증 체제, 중도탈락, 제도적 유연성 242
5. 교사 245
6. 진로지도 246
제4절 혁신 사례 247
1. 새로운 고교 체제: 통합 체제에서 삼두마차 체제로의 전환 247
2. 도제훈련 체제 도입을 통한 직업 현장 훈련의 강화 250
3. 교사 교육과 자격의 체계화 251
4. 고등직업교육의 통합 체계화와 강화 252
제5절 요약 및 시사점 253
제7장 북유럽 직업교육의 주요 특징 및 시사점
제1절 북유럽 직업교육은 하나의 모델인가? 257
제2절 북유럽 직업교육의 주목할 만한 특징 261
1. 국가가 전적으로 지원하는 직업교육훈련 261
2. 중앙과 지방의 역할 분담, 지역의 높은 자율성 264
3. 사회적 파트너의 주도적 참여, 현장성 높은 직업교육 265
4. 도제훈련의 강조 267
5. 체계적인 질 관리 269
6. 개인의 특성에 따라 다양한 선택이 가능 271
7. 진로변경이 용이한 유연한 제도 273
8. 제2의 기회가 열린 유연한 체제 274
9. 높은 직업교육 참여율, 상대적으로 낮은 스티그마 275
10. 교과통합, 체험중심, 개별화된 진로지도 277
11. 세계화와 EU의 움직임에 대한 대응 278
제3절 북유럽 사례가 우리의 직업교육에 주는 시사점 280
1. 시사점 도출의 기본전제 280
2. 정책적 시사점 283
SUMMARY 291
노르웨이, 오슬로 교육 현장 스케치 301
한국의 학업중단현황(2008년 3월 1일～2009년 2월 28일 기준) 305
스웨덴 고교단계 직업교육훈련 교과목 편성 및 이수 체제 307
참고문헌 31