Korea Research Institute for Vocational Education and Training
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Measure to Reinforce the Efficiency for Management and Operation of National Qualification Testing: Focused on the Model of Management and Operation
Get PDFThe purpose of this study is to develop measures to improve the efficiency for management and operation of national qualification testing.
In order to attain the objective, first, this study has carried out theoretical studies to prepare the principal system of managing and operating qualification testing in the light of 1) qualification testing-related system, 2) the structural elements of qualification testing management and operation, 3) prototype of managing and operating qualification testing, 4) supply-demand relationship of successful candidate.
Second, this study has conducted the analysis of current situations and problems of national qualification testing in terms of management and operation. It covered 4 Korean professional qualifications such as architect, lawyer, accountant, and medical doctor...
The Influence of Free Trade Agreements on the World of Work
Get PDFThis study presents a comprehensive analysis of how free trade agreements affect the world of work in Korea. The authors did a stocktaking of FTAs Korea has either signed or is working on with a trade partner. Then, the influence of FTAs on the economy and the world of work was assessed. The study suggests alternative approaches of human resources development that can serve as effective response to shifts in industrial structure and the occupational landscape. It also offers suggestions including strengthening initial training of workforce in growing industries while focusing on retraining and job search assistance for those in industries with declining employment.
The KORUS and Korea-EU FTAs are expected to have significant economic benefits as the US and the EU each has a very strong services sector and an industrial structure that is complementary to Korea’s. Foreseeable benefits include growth in trade and production, and strengthening of competitiveness in services. It should be noted, however, that in the case of EU with member countries of varying sizes of economy and levels of development, the tighter rules of origins, if applied, may undermine such benefits.
The KORUS FTA, meanwhile, will likely lead to raising the number of workers and employment levels in the services sector and the manufacturing sector with the exception of the food and beverage industry. Growth of employment is more likely in textiles, petro-chemicals and automobile industries on the manufacturing side, while in the services, similar development is expected in finance and insurance, education and health sectors. This implies that the industries that have traditionally led the Korean economy are expanding and commanding a greater market size. Korea, if successful in adapting to these changes, may benefit from a more competitive industrial structure and an expansion of the export market. ..
Work Values and Vocational Ethics of Korean(2008) : Work Values and Vocational Ethics of Employers and Workers in Korean Firms
Get PDFThe Korea Research Institute for Vocational Education and Training carries out surveys on work values and work ethics of Koreans periodically. 2008 surveys were conducted for employers and workers of firms and professional groups.
The objective of the study is to measure work ethics of workers and business ethics of Korean companies. A survey of 247 managers and 6,053 workers from 263 companies was conducted from June 9 to August 22, 2008.
The survey items included work values, work ethics, job satisfaction, organizational commitment, organizational citizenship behaviors, person-job fitness, job performance, ethical climate and corporate’s social responsibility.
Results of the survey are as follows;
First, in order to examine the change of work values of Korean workers, common(comparable) items on work value from 1998 and 2002 surveys were included in the questionnaire of 2008 survey. The result shows that while work values of Korean workers had been increasing, leisure values had been decreasing in the last ten years(1998~2008).
Second, the levels of work ethics of employers and workers were examined. Employers and workers evaluated work ethnics of their groups on a scale of 5. Results present that the level of work ethics among employer group was 3.83 point while the level of work ethics of employees scored 3.59 point.
Third, the influence of work ethics of workers on corporate competence such as person-job fitness, organizational citizenship behaviors, organizational commitment, job satisfaction and job performance was examined. Survey result shows that work ethics of workers has close relationships with corporate competence.
Forth, the influence of ethical leadership of employers on perceptions of workers on corporate’s social responsibility was examined. The result demonstrates that the ethical leadership of employers influences the legal responsibility and the ethical responsibility of corporate’s social responsibility.
Fifth, the relationship between ethical work climate and corporate performance was examined. The result shows that law- and ethic-centered work climate and community centered climate forecast the current term net profit of a firm significantly. The community-centered work climate has a positive influence on the job performance, job satisfaction and organizational commitment
A Study on Vocational Education in Alternative Schools
No full text대안학교는 학업을 중단하거나 개인적 특성에 맞는 교육을 받고자 하는 학생을 대상으로 기존 학교와는 달리 현장실습 등 체험위주의 교육, 인성위주의 교육 또는 개인의 소질·적성 개발 위주의 교육 등 다양하고 독특한 교육과정을 운영하는 학교이다.
본 연구는 대안학교의 직업교육 과정을 분석하고 직업교육에 대한 인식을 파악하며, 이를 운영하는 데 있어서의 장애 요인들과 지원 사항이 무엇인지를 확인한다.
대안학교의 직업교육 운영실태 분석은 고등학교 수준의 대안학교를 대상으로 이들 학교가 현재 운영하고 있는 직업교육 현황을 조사하고 실태를 분석하여 대안학교에서의 직업 교육에 대한 정확한 이해를 도모하며, 대안학교에서의 직업교육 운영에 대한 대안학교 유형 및 직업교육 형태에 따라 각각의 사례조사를 통하여 향후 방향이나 문제점을 확인함으로써 대안학교의 직업교육 활성화 방안을 마련한다.
○ 주요내용
- 대안학교의 특성과 현황
- 대안학교에서의 직업교육에 대한 고찰
- 대안학교 직업교육 현황 및 실태
- 대안학교 직업교육 운영 사례This study aims to analyzes the current and the operation of vocational education and grasp the understanding of it. By examining the operative problems, we expect to grope the activating plan for a vocational education of future alternative school.
There are two types of the alternative school, an authorized type and a unauthorized type. An authorized alternative school and a unauthorized alternative school are individually divided into two types, a specialized school and a entrusted school, and a ‘pastoral type’ alternative school for a level of secondary education and a ‘city type’ alternative school.
In order to grasp the courses related to vocational education in detail, this study investigates each type of alternative schools’ management plan for curriculum in 2009. In particular, we deal with specialized subjects of the specialized high school, alternative subjects of entrusted school, the internship and project class from ‘city type’ secondary school, and self-reliance subjects, the frequency of the classes, and the total annual class time of the ‘pastoral type’ secondary school.
In addition, we conduct the complete survey of vocational educational operation. The subjects of this survey are specialized high schools, pastoral type secondary schools, city type secondary schools, and entrusted alternative schools for alternative education. The survey was conducted in October and the 39(70%) of 56 schools were responded. In terms of the item about the main body of establishment, the school privately financed took the first ranking by the 35% and the next was by religious organizations and civic groups by the 20.5%.
Many people view various meaning of vocational education conducted by alternative schools as a general educational curriculum. Because it shows that the mean value of item as a general education is 3.85 of the 5-point scale, the mean of the basic vocational education is 3.41, and the mean of the vocational professional education is 2.56 in the survey about the item of the meaning of vocational education conducted by alternative schools.
There are 104 subjects and programs related to vocational education of alternative schools, when we examine the actual operative condition of vocational education of alternative schools. It differently presents every school’s management type and its level of the programs related to vocational education, and there are average 2.7 programs on the vocational education from the each school.
Moreover, we conducted the case study on the vocational education of alternative schools. The 56 schools targeted are gone through few processes to be selected as a subject for the case study. We especially investigate their homepage to analyze their 2009 curriculum. Form this investigation. we understand whether they provide specialized subjects or other vocational education subjects as a technical courses, internship and project classes, and alternative courses related to occupations.
In conclusion, an alternative school, in contrast on a general school preparing students for a college entrance examination, is asked from the time to cultivate men of ability to actively manage the unpredictable future society. Therefore, we should defiantly endeavor to expand alternative education in spite of the stiff current circumstance.요 약
제1장 서론
제1절 연구의 필요성 및 목적ㆍ1
1. 연구의 필요성 1
2. 연구목적 2
제2절 연구 내용 및 방법 3
1. 연구 내용 3
2. 연구의 방법 3
제2장 대안학교의 특성과 현황
제1절 대안학교의 설립 목적 7
1. 대안학교의 설립 목적과 기본 방향 7
2. 대안학교의 개념 및 법적 근거 9
제2절 대안학교의 유형과 특성 15
1. 대안학교 유형 15
2. 대안교육 특성화 고등학교 16
3. 위탁형 대안학교 32
4. 중등-전원형 대안학교 42
5. 중등-도시형 대안학교 52
제3장 대안학교에서의 직업교육에 대한 고찰
제1절 직업교육 개념과 과정 69
1. 직업교육의 개념과 목적 69
2. 직업교육 과정 72
제2절 대안학교의 직업교육 74
1. 대안학교의 직업교육 운영의 특징 74
2. 대안학교의 직업교육 과정 77
제4장 대안학교 직업교육 현황 및 실태
제1절 조사 개요 및 조사 내용 101
1. 조사 개요 101
2. 조사 내용 102
제2절 대안학교의 일반 현황 103
1. 대안학교의 일반 현황 103
2. 학교 설립 주체에 관한 사항 105
3. 교사에 관한 사항 106
4. 학생관련 사항 109
5. 재정구조에 관한 사항 112
제3절 대안학교에서의 직업교육에 대한 인식 116
1. 직업교육에 대한 인식 기초통계 116
2. 학교 유형별 직업교육에 대한 인식 117
제4절 대안학교 직업교육 운영 실태 분석 119
1. 직업교육 과정 현황 119
2. 직업교육관련 과정 수준 및 특성 122
3. 프로그램 개발이나 운영 문제점 127
제5장 대안학교 직업교육 운영 사례
제1절 사례 조사 개요 131
제2절 대안학교 직업교육 운영 사례 134
1. 특성화 고등학교 직업교육 운영 사례 134
2. 도시형 고등학교 직업교육 운영 사례 152
3. 위탁형 대안학교 직업교육 운영 사례 157
제3절 소결 165
제6장 결론 및 제언
제1절 결론 167
1. 대안학교의 특성과 현황 167
2. 대안학교에서의 직업교육 168
3. 대안학교 직업교육 현황 및 실태 169
4. 대안학교 직업교육 운영 사례 172
제2절 제언 173
1. 대안학교에서의 직업교육의 위상 정립 173
2. 대안학교 직업교육 운영 활성화 174
3. 대안학교 직업교육을 위한 행 재정적 지원 175
4. 대안학교 직업교육을 위한 인프라 구축 176
SUMMARY 179
대안학교 직업교육 과정 설문조사지 185
대안학교 직업교육 운영에 관한 사례조사 양식 189
참고문헌 19
[An Analysis of the Current Status of Private Vocational Skills [An Analysis of the Current Status of Private Vocational Skills Competitiveness] Analysis of Industrial Manpower Demand and Private Vocational Skills Development Market's Manpower Development Structure
No full text본 연구는 위와 같은 연구의 필요성에 따라 민간직업능력개발시장의 실태 및 경쟁력 제고방안에 대한 연구의 일환으로서, 산업인력 수요에 대해 민간직업능력개발시장이 어느 정도 부응하고 있는지를 양적, 질적으로 분석하고 이를 통해 향후 민간직업훈련시장의 발전을 위한 과제를 제시하는 데 목적이 있다.제1장 서 론
제1절 연구의 필요성 및 목적 1
제2절 연구의 내용 3
제3절 연구의 방법과 자료 3
제4절 연구의 한계 4
제2장 산업인력 수요와 민간직업능력개발시장 인력공급의 비교 분석
제1절 분석의 의의와 방법 5
제2절 산업인력 수요 구조 7
제3절 민간직업능력개발시장의 인력양성 공급 구조 49
제4절 소결 91
제3장 산업현장 요구 직능수준과 훈련공급 수준의 비교
제1절 분석의 의의와 방법 95
제2절 한국 기업의 숙련 문제 99
제3절 3개 직종별 직능수준별 인력 수요와 훈련공급 103
제4절 지역별ㆍ직종별ㆍ직능수준별 인력 수요와 훈련공급 119
제5절 소결 130
제4장 향후 산업발전의 전망과 민간직업능력개발시장의 과제
제1절 향후 산업발전의 전망 133
제2절 민간직업능력개발시장의 과제 137
제3절 소결 142
제5장 요약 및 정책 제언
제1절 연구 결과의 요약 145
제2절 시사점 및 정책 제언 148
참고문헌 15
A Study on the Development of Science and Technology Human Resources Towards Becoming a Strong Nation : Evaluation of Policy on Development of Science and Technology Human Resources and Directions for Improvement
No full text본 연구에서는 과학기술분야 핵심인재 양성의 선 순환적 체계 구축 관점에서 현 과학기술인력정책을 진단하고, 이를 토대로 향후 정책의 효율성 및 효과성을 제고하기 위한 개선 방향을 점검해 보고자 한다.요 약
제1장 서론
제1절 연구의 배경 및 목적 1
제2절 연구의 범위 2
1. 과학기술분야 핵심인재의 정의 2
2. 핵심인재의 발달 경로 3
3. 과학기술분야 핵심인재 양성정책 5
4. 핵심인재 양성정책 평가에 관한 기존 연구 6
5. 연구의 주요내용 및 범위 7
제3절 보고서의 구성 8
제2장 국내외 과학기술인력정책 동향
제1절 국외 주요 과학기술인력정책 현황 9
1. 미국 9
2. 영국 13
3. 일본 16
4. 중국 18
5. 시사점 22
제2절 국내 과학기술인력정책 현황 23
1. 국내 과학기술인력정책 변화 23
2. 과학기술인력 관련 정부의 주요계획 25
3. 기본계획에서 제시된 과학기술인력 관련 주요 지표들 28
4. 시사점 39
제3절 최근 정부 동향 : 녹색 핵심인재 양성 40
1. 녹색 인재양성 논의의 대두 40
2. 녹색 성장과 일자리 변화 41
3. 녹색일자리 창출 및 인력양성 관련 문제점 41
4. 핵심 녹색 인재 양성을 위한 정책과제 42
제3장 과학기술인력정책 현황 분석
제1절 분석 대상 및 범위 45
제2절 분석틀 및 방법 47
제3절 분석 결과 52
1. 정책영역별 분석 52
2. 정책수단별 분석 57
3. 포트폴리오 분석 59
제4절 특징 및 시사점 63
1. 질적 제고를 위한 개인중심의 지원에서 조직중심의 지원으로 정책기조의 변화 63
2.‘배분’영역에 대한 투자 저조 64
3. 교육과 연구 연계 미흡 65
4. 이종 분야에 대한 연구자 교육에 대한 정책적 관심 저조 66
5. 과학기술인력정책 범위의 광범위성 및 모호성 67
제4장 과학기술분야 핵심인재 양성정책 현황
제1절 개요 69
제2절 법 및 주요 정부 계획 70
1. 과학기술분야 핵심인재 관련 주요 법 현황 70
2. 과학기술 핵심인력 관련 주요 정부계획 75
제3절 주요 사업 및 추진 체계 82
1. 주요 사업 82
2. 추진 체계 82
제4절 관련 주요 성과 85
1. 국가연구개발사업 투자 및 인력 총괄현황 85
2. 경력단계별 과학기술인력 현황 추이 87
3. 과학기술분야 핵심인재 양성정책 관련 사업 성과 92
제5장 과학기술분야 핵심인재 양성정책 평가
제1절 평가 목적 및 내용 95
1. 평가의 목적 95
2. 평가의 주요 관점 96
3. 평가의 범위 및 한계 96
제2절 평가 방법 97
1. 기존 정책(사업)평가에서의 분석틀 검토 97
2. 본 연구에서의 분석틀 106
3. 분석 범위 및 관련 사업 107
4. 분석 방법 109
제3절 평가 결과 110
1. 정책기획 측면 111
2. 정책수행 측면 118
3. 정책성과 측면 124
제6장 정책적 시사점
제1절 총괄 요약 129
1. 국내외 과학기술인력정책 동향 130
2. 과학기술인력정책 투자현황 분석 131
3. 과학기술분야 핵심인재 양성정책 평가 132
제2절 과학기술분야 핵심인재 양성정책의 미래 개선 방향 133
1.‘단계 중심형’에서 ‘경로 중심형’으로 정책 관점 전환 133
2. 핵심인재 양성을 위한 실천 과제 134
3. 녹색 성장 분야 핵심인재 양성에 대한 고찰 138
본 연구에서 설정한 과학기술분야 핵심인재 양성정책 대상사업 범위 143
참고문헌 21
Skills for green jobs in the Republic of Korea : Unedited background country study
No full textAt a national address on the 60th anniversary of the Republic of Korea on 15 August 2008, President Lee Myung-bak proclaimed a "low-carbon, green growth" strategy as a new vision to guide the nation's development. Since then, Korea has been undertaking major restructuring processes across different ministries and central government offices to implement this vision in policies and practices.Since Korea's Green Growth National Vision announcement in August 2008, Korea is attracting global attention to its comprehensive nation-wide policy measures and implementation efforts. This report particularly presents the changes in the labour market due to greening initiatives and skills development strategies for emerging green jobs.
The objectives of this report are:
1) To explain major policy measures including general environmental strategy towards a green growth, green response to the current economic crisis, and skills development strategy in response to greening in Korea;
2) To discuss the green structural change and its impact on the labour market, and to outline the plans that Korea has put in place for skills response;
3) To present case studies that show actual examples of skills response to green economy in various sectors; and
4) To discuss the general issues, challenges and limitations of the current approach and suggest policy recommendations.
This report was prepared in consultation with several researchers in government-funded research institutes and universities, agencies involved in the formulation and implementation of Korea's green growth strategy, and representatives of civil society and the private sector in Korea. The authors reviewed a wide range of documents including numerous government issued reports and documents, legislations and laws, academic papers, and news paper articles on green growth. In addition, the authors conducted several expert panel discussions on issues discussed in this report.
To carry out case studies, the authors interviewed more than 50 people from ten different agencies or organizations in green sectors; some were students of a training programme and others include instructors, directors of HR departments, current employees, and representatives of the organizations. Those conversations with people who were actual beneficiaries of the green policy measures and those who were implementing the policy at the ground level served as invaluable resources for this report.
The views and opinions expressed in this report are the sole responsibility of the authors and do not necessarily reflect those of the institutions and individuals cited in this document.Foreword iii
Abstract ix
Executive summary xi
Abbreviations and acronyms xxiii
1. Introduction 1
2. Policy context 2
2.1 Key challenges and priorities for the green economy 2
2.2 The response strategy 6
2.2.1 General environmental strategy 6
2.2.2 Green response to the current economic crisis 11
2.3 The skills development strategy in response to greening 19
2.3.1 Green jobs skills development 19
2.3.2 Trade unions and civil society organization's response 21
2.3.3 Response to green economic by small and medium enterprises 22
3. Anticipation and provision of skills 24
3.1 Green structural changes and (re)training needs 24
3.1.1 Green restructuring and its impact on the labour market 24
3.1.2 Identification of (re)training needs 29
3.1.3 Skills response 32
3.1.4 Case studies 33
3.2 New and changing skills needs 43
3.2.1 New green collar occupations 43
3.2.2 Greening existing occupations 46
3.2.3 Identification of skill needs 48
3.2.4 Skills response 48
3.2.5 Case studies on new green collar occupations 50
3.2.6 Case studies on greening existing occupations 53
4. Conclusions 61
4.1 Main 'greening' shifts in economies and labour markets 61
4.2 Skills implications and development 61
4.2.1 Anticipation and identification of skill needs 61
4.2.2 Response policies and programmes 62
4.2.3 Effective delivery mechanisms 63
5. Recommendations 64
5.1 Policy recommendations 64
5.1.1 Integrating approach for greening economy and the importance of educating green competencies for all 64
5.1.2 Strengthening information infrastructure related to green jobs and green skills 64
5.1.3 Integrative utilization of VET system 65
5.1.4 Diverse and flexible curriculum development and retraining teachers 67
5.1.5 Green skills development in the context of community development plan 67
5.1.6 Strategies for career development for green collar workers 68
5.1.7 Enhanced partnership among tripartite 69
5.2 Recommendations for further research and data collection 69
References 71
Appendix: List of key resourse persons 7
Methods of Strengthening the Competence of Vocational Education Institute Teachers : Focusing on Vocational High Schools
No full text학령 인구의 감소, 고령자 인구 비율의 증가 등과 같은 인구 구조의 변화, 서비스직 전문직 비중의 확대 등 산업 고용 구조의 변화, 직업 교육에 대한 부정적인 사회 문화적 인식 등은 직업 교육의 중심 기관인 '전문계 고등학교'의 교육적 역활과 기능에 혼란을 일으키고 있다. 특히, 전문계 고등학교 졸업생의 80% 이상이 대학에 진학하고 있는 현 상황에서, 직업 교육의 질적인 변화와 혁신을 유도하기 위해 가장 중요한 것은 바로 '전문성을 갖춘 직업 교육 교원의 역량 강화'이다.
전문계 고등학교의 중심으로 한 직업 교육 교원은 산업 현장의 기술 수준 변화를 비롯하여 사회적 수요 변화에 탄력적으로 대응해야 한다. 이에 따라 직업 교육 교원이 교육의 전문성과 현장성을 담보하기 위해 개발하고 강화해야 할 역량이 무엇인지 정확하게 규정하고, 교원의 양성과 향상 단계에서 어떠한 변화가 요구되는지를 파악하여, 정밀 진단을 통해 종합적인 정책적 제도적 개선 방안을 마련할 필요가 있다.
이 연구는 전문계 고등학교 전문 교과 교원의 역량 강화의 중요성과 의미, 전문계 고등학교 전문 교과 교원의 현황과 교원교육시스템 분석, 직업 교육 교원의 현황 분석, 양성 교육 시스템 분석과 직업 교육 교원의 향상(연수) 교육 시스템 분석, 선진국의 중등 단계 직업 교육 교원 역량 기준과 교원 교육 시스템 분석, 전문계 고등학교 전문 교과 교원의 역량 강화 및 개선 방안 등을 제시하였다. 따라서 본 연구에서 제시된 ？연구 결과들은 전문계 고등학교 전문 교과 교원의 역량 강화를 위해 종합적인 개선 방안을 마련하는 데 중요한 정책적 정보를 제공할 수 있을 것이다.
○ 주요내용
- 직업 교육 교원 역량의 개념과 유형 분석
- 직업 교육 교원 역량 변화에 따른 시사점
- 직업 교육 교원 현황과 교원 교육 시스템 분석
- 선진국 직업 교육 교원 교육 시스템 분석
- 직업 교육 교원 역량 강화 및 개선 방안1. Overview of the study
This study is designed to present comprehensive improvement and enhancement methods from the perspectives of nurturing education, enhancing the educational system, and improving policy, by investigating the competence of vocational education teachers in vocational high schools, and identifying the competence level of each teacher based on an examination.
2. Understanding the importance of strengthening the competence of vocational education teachers
The qualities and capabilities that are required of teachers in the knowledge-based information society include professional competence, pedagogical expertise, understanding of technology, ability in the organization, cooperation, flexibility, and mobility. Professional competence and quality are presented by the teacher’s behavior characteristics, and encompass the knowledge, technology, and attitude that are required to play the role of a teacher. A teacher’s competence and quality should be maintained and developed continuously. That is, the professional quality and competence acquired before job assignment and during the nurturing stage can be changed, as the job competence required of teachers and the tasks to perform change in association with changes in the social environment, in technology, and in the labor market. Therefore, teachers are required to make continuous efforts to develop their skills after taking a position.
Summarizing the concept of the competence that is required of vocational training teachers, teachers are required to have competence in terms of specialized knowledge and technology (teaching and learning methods, education content of specialty class, general knowledge of pedagogy), and job performance competence at the practical competence level (class activities, school operations, student guide, class management, and educational course development and operation), capability in the area of academic-industrial cooperation and association with the local community, capability for study and research activity participation to improve their own specialization at the self-development level, and capability of an appropriate professional teaching viewpoint, as well as talent and human nurturing at the value system level.
3. Status of vocational education teachers, and analysis of the teacher education system
Strengthening the competence of vocational education teachers in vocational high schools is vital to securing the educational competitiveness and identity of these schools. About 300 vocational high schools have already become specialized high schools, and 50 schools will be designated as Meister Schools. As a result, it is inevitable that the teacher nurturing and training procedure, which determines the quality of teachers, should be improved. The issue of strengthening the competence of vocational training teachers in technical high schools should be handled appropriately, both during the nurturing phase before employment, as well as in the training phase after appointment.
Therefore, the professionalism of vocational education teachers in vocational high schools should be re-defined, and the responsibility of such teachers should be expanded through this re-definition. In addition, the policy for teacher selection and improvement of the appointment examination should be discussed from the standpoint of strengthening the professionalism of vocational education teachers in vocational high schools and increasing their responsibility.
4. Analysis of the educational system for vocational education teachers in major countries
When we summarize suggested points that allow us to discuss training for vocational education teachers in Korea using U.S. cases in relation to the enhancement of the competence of vocational training teachers, we need to standardize the type of competence that is needed from vocational education teachers, and consider initiatives such as restructuring the teacher qualification system and increasing field experience requirements.
In this area, Japan considers a range of questions, such as, “What is the role that schools should play in the community?”; “What is the appropriate position of the organization’s operation system that performs its required roles efficiently and effectively?”, and “What is the intrinsic job of the teacher?” These issues affect the base of school education, and a more comprehensive review is needed. In this way, Japan discusses policy related to the job performance criteria for teachers, leading eventually to concrete plans.
When suggested points are elicited from the study of job performance capability and role, and the teacher training system of German teachers is examined with regard to this study, the teacher’s role and job performance capability should not be limited to the role of transferring simple basic functions and related knowledge according to a pre-defined timetable, because structural changes can take place in society. In addition, Germany presents standardized competencies in 11 areas that are required from the teacher at the teacher nurturing stage, which covers the topic of job performance. These 11 standardized competencies should be acquired at the theoretical education stage and at the practical training stage. In addition, the teacher qualification and appointment system should ensure that a teacher’s theoretical knowledge and practical capability can be verified. In Korea, teachers are required to pass an appointment examination after completing teacher training, but the system is lacking in terms of verifying practical capability in association with actual school teaching.
5. Research and analysis of the actual conditions, and awareness of the competence level of vocational education teachers and improvement of the teacher training system
It was found that most vocational education teachers feel the need to increase their competence, such as securing professionalism regarding their specialized knowledge and technical ability, nurturing practical capability for job performance, and increasing their adaptability with regard to changes in the vocational training environment (professional development). Among these, teachers feel the need to develop their “practical capability for job performance” the most, because they have to provide changed training to their students. They also feel the need to enhance their competence in the area of self-development efforts, because they perceive that they might lose their educational competitiveness if they fail to study their current job continuously.
In addition, experts in fields of industry were asked about the competence of current vocational education teachers. They answered that the overall competence in relation to job performance of the teachers associated with their industry was below a “medium” level. They pointed out several reasons for this, such as a lack of practical professional development opportunities for teachers, as well as an indifferent attitude held by some teachers toward professional development. In other words, they indicated that vocational education teachers lack “self-development effort to respond to changes in vocational training.” Therefore, teachers need to receive training in order to improve their professionalism, because they might lose their educational competitiveness if they fail to continuously receive job training related to their field. Industry field training should be provided to as many teachers as possible, not just a select few.
6. Method of improving and strengthening vocational education teachers
Based on this study, the government needs to develop differentiated job performance criteria (draft) for vocational education teachers in each field in technical high schools, in order to strengthen the competence of vocational education teachers. If the job performance criteria of vocational education teachers in each field in technical high schools are the macroscopic criteria, the “competence development standardization guide for reserved teachers” refers to the competence criteria that must be learned by reserved teachers during nurturing education. It is desirable to standardize the “competence development standardization guide for reserved teachers” for each job performance area when the job performance criteria for vocational education teachers in each field of technical high schools are developed.
In addition, the middle and high school teacher nurturing system needs to be supplemented or reviewed, in order to improve educational specialization related to specialty and industrial applicability of vocational education teachers in technical high schools. Firstly, the role of teacher’s colleges (departments), which are an objective-type system, needs to be supplemented by specializing colleges with a focus on the industrial area that should be maintained at the national level and high-demand qualifications for each field in vocational high schools, in order to differentiate and specialize in the nurturing of professional course teachers in technical high schools. Secondly, switching from “completing the teacher’s course in the teacher’s school” to “undergraduate school for nurturing professional course teachers in vocational high schools” should be reviewed from a long-term perspective, by specializing courses provided by the existing undergraduate school of education.
In addition, the teacher nurturing qualification and appointment examination should first be changed, in order to resolve the problem related to the appointment of professional course teacher sin technical high schools. Firstly, the middle school teacher qualification is currently given to college graduates without any examination for official approval. It would be a desirable alternative to require the teacher’s college graduate to complete a field practical training course in undergraduate school, or to undergo practical training for 1 year after the first examination right after graduation, before taking the second examination. When the graduate passes the second examination, teacher qualification can be given, in order to ensure the authority and quality of the teacher qualification. Secondly, the introduction of an apprentice teacher system needs to be reviewed, with the aim of enhancing practical field capability in education and industry. Thirdly, teaching capability needs to be standardized and assessed at the third examination according to the qualification criteria of the subject. In addition, the educational direction should be set in such a way that the student’s career after graduation can be balanced between employment and continuation of studies, in order for the technical high school to have educational competitiveness. To achieve this, practical training should be provided more faithfully, in addition to theoretical education related to the major, which is more fundamental than the current system. The quality of field education depends on the competence of the vocational training teacher, which in turn depends on how sincerely trainees undergo industrial field practice related to their major during teacher training. Therefore, teachers of specialized courses should be appointed from candidates with experience in the field. For this purpose, experience in the field should be included and presented in the qualification criteria, and an appointment examination procedure should be prepared to verify the quality and competence of the field-experienced applicant. In addition, the method of requiring the applicant to complete the course in the education undergraduate school or special study program for a certain period of time should be considered, which can enhance the quality of the teacher.
It is also desirable to establish a “central training institute dedicated to vocational training” that reflects the characteristics of middle-level vocational training, or to out source the organization for each industry center to run a “specialized dedicated training institute for each region” in order to increase field training for new technologies according to changes in the labor market, so that it can be associated with qualification training or job training. In addition, for the field experience study for professional course teachers in technical high schools, the study program needs to be diversified? from a shorter (within 1 week) to a mid-term (1-3 months), or a long term (6 months-1 year). Also, teachers should be obliged to receive field training on a periodic basis (every 2 or 3 years) as long as they remain active. As training for vocational training teachers in technical high schools is mainly offered by training institutes of municipal or provincial education bureaus or community training institutes annexed to colleges, a standardized assessment system for these institutes needs to be developed, in order to verify the appropriateness of these institutes as specialized training institutes. However, because most teachers have a low interest in voluntary participation in professional development, the arrangement of systems at the nurturing and study stage is necessary, but instilling a consciousness of participation is currently more important, in order to increase the competence of professional course teachers in technical high schools. Encouraging voluntary participation to promote voluntary competence improvement requires the obligatory completion of field education or training for a certain period of time every year at the government, city/provincial education bureau, and school. It should also be considered that training course completion should be reflected in teacher’s competence assessment.
As described above, policies should be established and improvement methods should be sought from the following basic direction, in order to provide a solution to the various problems that have been found in the current system by analyzing the nurturing and training system for professional course teachers, and by strengthening their competence as professional course teachers in vocational high schools.
Firstly, an understanding the necessity of the change should be diffused among all teachers from the perspective of securing specialization in their major knowledge and technology, increasing their practical capability regarding job performance, and improving their adaptability to the changed vocational education environment, in order to strengthen their competence as professional course teachers in technical high schools. Secondary, the improvement of the nurturing of professional course teachers in technical high schools should be a tool for possessing basic job performance capability, such as majority education specialty, theory and practical competence that is associated with the industry field, and desirable occupation value, which are needed to enter into the teaching profession. Thirdly, the improvement of a selection and appointment system for professional course teachers in vocational high schools should be a means of securing outstanding reserved teachers and inducing candidates with experience in the field. Finally, the improvement of the in-service education (training) system for vocational education teachers in vocational high schools should be a means of keeping pace with the changes in education and industry, from the perspective of teacher quality management.
In the results of a survey targeting vocational education teachers in vocational high schools and industry experts that was conducted for this study, it was found that professional course teachers in vocational high schools are aware that they need to secure their specialization and strengthen their practical competence in the area of job performance, and they perceive that their competence is currently lacking. However, vocational education teachers in technical high schools have a negative perception about obligatory field education or training for competence improvement. In addition, most teachers still have an insufficient perception about the voluntary participation of teachers. The arrangement of a system at the nurturing and study stage is necessary, but instilling a consciousness of participation is currently more important, in order to increase the competence of vocational training teachers in vocational high schools. Encouraging voluntary participation to promote a voluntary competence improvement requires the obligatory completion of field education or training for a certain period time every year at government, city/provincial education bureau, and school. It should be also considered that training course completion be reflected in a teacher’s competence assessment.
Vocational education teachers in vocational high schools should have overall job performance competence, including theoretical and practical capability, and adaptability in the field of industry. When vocational education teachers in vocational high schools teach students with education leadership based on educational enthusiasm and competence, vocational training at the middle level can be promoted. As explained, as the importance of vocational education is being emphasized now more than ever, and as the specialization and field experience of teachers are required qualities and competencies to cope with such changes, the teacher policy related to vocational education should actively accommodate any external change factor and present a new, forward-looking vision.
From this perspective, this study proposes the following as a policy to seek improvements, and to strengthen the competence of vocational education teachers in vocational high schools, in order to efficiently cope with the advent of the knowledge-based society and rapid technical innovation. Firstly, the competencies required for vocational education teachers in technical high schools should be standardized. Currently, the competence criteria for teacher’s job performance are not standardized, and only some research reports propose the candidate criteria. Secondly, the improvement of the nurturing system to strengthen competence of vocational education teachers in vocational high schools should be changed to a system that can maintain its original purpose? nurturing teachers who possess the quality and capability to be excellent teachers. For this purpose, a qualitative change is required from a teacher nurturing institute related to vocational training to a general college that offers a teacher’s course. Thirdly, stronger field experience requirements should be imposed, in order to increase the competence of vocational education teachers in vocational high schools. Fourth, policy should be presented that can positively motivate professional course teachers in vocational high schools, so that they can carry out their roles and responsibilities as teachers. In particular, attention should be paid to the introduction of new policies, because government policy can deteriorate educational quality and teaching conditions, if the policy loses consistency. Fifth, consistent policy implementation is required from the level of the central government and the municipal/provincial education bureaus, to strengthen the competence of vocational education teachers in vocational high schools. The government’s policy for the enhancement of teacher competence should be relevant at the municipal/provincial education bureau and the school level, and should be consistently operated. In addition, the educational quality should be improved, by establishing a continuous monitoring system with regard to the competence of professional course teachers in vocational high schools.
Finally, it is believed that this study leaves much to be desired because it was carried out with many limitations and constraints, including the research period, even though it covers many subjects related to professional course teachers in technical high schools. The conclusion of this report presents many approaches, but lacks concrete details. Therefore, subsequent research on each method needs to be carried out.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
1. 연구의 필요성 및 목적 1
2. 연구 질문 3
3. 연구 범위와 제한점 4
제2절 연구 내용 5
제3절 연구 방법 7
1. 문헌 연구 8
2. 실태 조사와 전문가 의견 조사 8
3. 전문가 협의회 및 자문회의 개최 12
제2장 직업 교육 교원 역량 강화의 중요성과 의미에 대한 이해
제1절 노동 시장과 직업 교육 환경 변화에 따른 직업 교육 교원의 역할 변화 15
1. 노동 시장 환경과 고용 구조의 변화 15
2. 직업 교육 환경의 변화에 대응한 전문계 고등학교의 혁신 19
3. 직업 교육 교원의 역할 변화 26
제2절 직업 교육 교원 역량의 개념과 유형 분석 30
1. 역량의 개념적 의미와 특성 30
2. 직업 교육 교원의 역량 유형 분석 33
제3절 논의와 시사점 40
1. 직업 교육 교원의 역할 변화에 따른 시사점 40
2. 직업 교육 교원 역량에 대한 의미에서 시사점 43
제3장 직업 교육 교원의 현황과 교원 교육 시스템 분석
제1절 직업 교육 교원의 현황 45
1. 전문계 고등학교 현황 45
2. 전문계 고등학교 계열별 교원 수 47
제2절 직업 교육 교원의 양성 시스템 분석 50
1. 전문계 고등학교 전문 교과 교원 자격과 임용 제도 50
2. 전문계 고등학교 전문 교과 교원 양성 기관의 운영 현황과 문제점 54
제3절 직업 교육
An Analysis of Employment Status for Graduates ofHigher Education upon Initial Entry into Labor Market
Get PDFThis paper examines the performance of graduates of higher education in the labor market from various angles, with an aim of finding out potential problems they face while seeking to gain a foothold in the market and analyzing how universities and governments abroad are striving to address these problems. This paper consists of six chapters, whose outlines can be summarized as follows:
Analyzed in Chapter 2 is the time-series trend in the performance of college graduates(i.e. those graduating from four-year universities or two-year colleges) in the labor market. Using the raw data from the Survey on Economically-Active Population, the labor-market performance of those graduating from four-year universities and two-year colleges in the same year is tracked by year and month. In the case of graduates from four-year universities, even when the personal properties of individuals(e.g. sex, age and marital status) are kept under control, the employment rate is lower for more recent graduates while the unemployment rate remains constant. This implies that the economically-inactive population among such graduates is growing in size. When it comes to graduates from two-year colleges, in contrast, the aforementioned trend of falling employment rate is not found. As for the ratio of professionals against full-time workers in those having landed a job, this ratio tends to increase clearly for more recent graduates from two-year colleges, while the tendency is relatively weaker for four-year university graduates...
외국인 투자유치 활성화를 통한 일자리 창출
No full text청년들은 취업난에, 장년층은 퇴출압박에, 자영업자는 경쟁압박에, 중소기업은 도산위험에 직면하는 등 일자리에 대한 불안감이 확산되고 있다. 경제성장의 목적은 모든 국민의 후생수준을 높이는데 있으며, 이를 위해서는 일자리, 그것도 국민소득 2만 달러 시대의 국민이 종사하기에 걸맞는 일자리를 창출하는 것이 시급하다.
이제는 개발연대기의 고도성장을 더 이상 기대하기 어렵고, 고용유발계수가 점차 낮아지는 상황 속에서 양질의 일자리를 창출하기는 쉽지 않다. 선진국들이 외자유치, 규제완화 등을 통해 일자리 기회를 만들어내려고 많은 노력을 기울이는 것도 바로 이 때문이다.
성공적인 외국자본의 유치는 고용증대는 물론 안정적 외자조달, 수출확대, 첨단기술과 선진 경영기법 도입, 구조조정을 통한 기업경쟁력 제고 등의 다양한 경제효과를 가져다 줄 수 있다. 하지만 외자유치를 통해 얻을 수 있는 많은 긍정적 효과에도 불구하고 우리나라는 각종 규제로 인해 기회를 놓치는 우를 범해왔다.
본 고에서는 먼저 외국인직접투자의 필요성 및 국내외적 추세를 살펴보고, 우리나라의 문제점과 규제혁파를 통해 외국인투자를 확대하고 일자리를 늘리는데 성공한 국가들(아일랜드, 일본, 영국)의 사례를 통해 정책적 시사점을 제시하였다.
Ⅰ. 외국인직접투자의 필요성
Ⅱ. 외국인직접투자 동향
1. 국제동향
2. 우리나라의 외국인직접투자 동향
Ⅲ. 외국인직접투자와 일자리
1. 외국인직접투자의 경제효과 국제비교
2. 우리나라의 매출, 고용에서 외국인직접투자의 중요성
Ⅳ. 외국인직접투자유치 국내외 사례
1. 우리나라 외국인투자유치의 장애물: 과도한 규제
2. 해외 성공사례
Ⅴ. 정책적 시사점
1. 규제 정비
2. 규제영향분석(Regulation Impact Analysis)
3. 경제자유구역의 지속 추진
4. '양질의 일자리 창출' 외투기업에 지원 확