Korea Research Institute for Vocational Education and Training
Korea Research Institute for Vocational Education & TrainingNot a member yet
4411 research outputs found
Sort by
A Basic Study on Creative Career Paths
No full text본 연구는 기존의 직업 영역, 전통적 편견이나 고정관념, 학력과 성, 신체적 장애, 그리고 국경 등의 한계를 넘어 창의적인 커리어 패스(career path)의 가능성을 보여준 인물에 대한 사례연구를 수행한 것이다.
새로은 직업 영역을 선도적으로 개척한 사람들, 직업에 관한 기존의 선입견을 넘어선 선구자들의 사례를 발굴하고 , 이 사례들에 대한 심층 면담을 실시하였다. 이후 심층면담의 결과를 바탕으로 창의적 커리어를 가진 사람들의 학창시절 꿈과 진로, 성공과 고난 요인, 삶의 비전, 진로 준비, 자기 개발, 직업전환 등에 대하여 분석한다.
○ 주요내용
- 창의적 커리어 패스의 개념과 유형 현황
- 창의적 커리어 패스의 사례 분석
- 창의적 커리어의 고난과 성취
- 창의적 커리어 패스 육성을 위한 정책 제언1. Overview
This study aims to explore the persons who have the creative career paths that go over various barriers such as existing career domain, educational backgrounds, gender or physical handicap and so on. The study consists of four main parts:
First, we would pick out the cases that build up life-long careers creatively. The cases might go over various barriers such as existing career domain, educational backgrounds, gender or physical handicap and so on.
Second, we would analyze the environment, conditions and concrete processes that mold creative career paths.
Third, we would analyze factors that facilitate the persons to go over existing career domain, educational backgrounds, gender or physical handicap and so on.
Fourth, we would prepare back data of creative career paths to inform people.
2. Research Method
The main method of this study is in-depth interviews. The interviewees are 13 persons who were selected in consideration of educational back grounds, age, occupations, and gender.
The contents of in-depth interview are dreams and career of interviewees' school days, life vision, career preparation, self-managed developments, and career transitions. In-depth interviews were conducted two times per one interviewee. In the first interview we questioned the matters about dreams and career of interviewees' school days, success and hardship, life vision. In the second interview we questioned the matters about career preparation, self-managed developments, and career transitions.
3. Meaning and Types of Creative Career Paths
This paper defines creative career paths as the life passages of persons who get good results and win much recognition socially. Creative career paths mean the passages of persons who found and exploited emerging jobs nobody had developed. And creative career paths mean the passages of persons who win public recognition socially.
Creative career paths can be understood by being divided three types. First type is pioneer oriented career paths. This type is the passages of workers who found and exploited emerging jobs nobody had developed. They have made their own occupations themselves initially. They are initial pioneers of their occupations.
Second type is challenge oriented career paths. This type is the passages of workers who go over various barriers such as existing career domain, educational backgrounds, gender or physical handicap and so on. In Korean society it is very difficult to surpass barriers such as educational backgrounds and gender or physical handicap.
Third type is value oriented career paths. This type is the passages of workers who sacrifice their comfortable and easy lives to protect and enhance social values such as human right, peace, democracy and citizenship. This type means the passage of civil rights activists who exploit brand new social movements. The example is the case of the people that exploit peace movements as a new kind of civil movements.요 약
제1장 서 론
제1절 연구의 목적과 필요성 1
제2절 연구 방법 개관 5
제3절 면담 조사 및 자료 분석 8
제4절 사례 선별 16
제2장 선행연구 검토 및 이론적 배경
제1절 창의적 커리어 패스 분석을 위한 사례 연구 23
제2절 사례 연구를 활용한 선행 연구 검토 27
제3절 창의성 연구의 동향 35
제4절 탈산업 사회의 커리어 패스 44
제5절 창의적 커리어 패스의 개념 48
제3장 창의적 커리어 패스 분석
제1절 참여자의 커리어 패스 57
제2절 청소년기의 꿈과 진로 준비 73
제3절 일의 만족도와 삶의 비전 95
제4장 쟁점: 창의적 커리어의 고난과 성취
제1절 참여자의 촉진 요인 112
제2절 참여자의 고난 요인 135
제3절 참여자의 극복 요인 149
제4절 종합논의 163
제5장 결론과 정책 제언
제1절 심층 면담의 과정과 결과 171
제2절 정책 제언 176
제3절 면담 결과에 관한 논의 182
제4절 연구의 의의와 제한점 187
SUMMARY 189
연구 참여자 동의서 195
1차 면담 질문지 197
2차 면담 질문지 199
생애 이력표 201
참여자들의 정책적 제안 203
참고문헌 21
Policy Measures to Improve Formula Funding Methods of the 'Higher Education Capacity Strengthening Project'
No full text오늘날 많은 국가들은 고등교육기관이 자율성을 갖고 시장 수요 변화에 능동적으로 대응함과 동시에 정부의 정책 목표 실현에 기여할 수 있는 정책 도출에 고심하고 있다. 2009년 시행 2년차를 맞고 있는 교육역량 강화사업은 이러한 고심의 한 결과라 할 수 있다.
이 연구는 교육역량 강화사업 포뮬러 펀딩 지표 및 재원 배분 수식의 타당성 그리고 사업운영 및 성과 관리 방식의 합리성 정도를 사업 목적 실현 및 투자 효율성 제고 관점에서 분석하였다.
분석 결과, 지표 추가 및 가중치 조정을 위한 연구, 교육 부가가치 측정 지표의 추가, 단년도 사업의 다년도 사업화, 교육역량 강화사업의 보완 사업 기획ㆍ추진, 성과 관리를 위한 정보 목표 제시, 사업비 사용 자율권 확대 등의 방안을 제시하였다.요 약
제1장 서론
제1절 연구의 필요성 및 목적 1
제2절 연구 내용 및 방법3
1. 연구내용3
2. 연구방법4
제2장 사업비 지원방식 주요 이슈 및 설문조사 결과
제1절 교육역량 강화사업 개요7
1. 사업 도입 목적 및 추진 경과7
2. 사업비 지원 방식9
제2절 사업비 지원방식 주요 이슈 및 설문조사 결과16
1. 정책사업 목적의 명료성16
2. 교육지표의 타당성·충분성·적절성19
3. 재원 배분 공식의 타당성50
4. 대학 유형 구분의 타당성54
5. 사업 운영 및 성과관리 방안의 타당성61
6. 교육역량 강화사업 재정지원 방식의 긍정적·부정적 효과70
7. 교육역량 강화사업의 성과77
제3장 포뮬러 수정 시뮬레이션
제1절 교육지표 가중치 수정 시뮬레이션83
1. 포뮬러 수정 시나리오83
2. 수정 교육지표에 따른 선정결과의 변동88
3. 시사점103
제2절 재원 배분 공식 수정 시뮬레이션105
1. 지역계수105
2. 규모지수 대비 성과지수108
3. 재원 배분 수식 변화에 따른 학생1인당 재정지원액의 변화116
4. 시사점125
제3절 대학 유형 구분 수정 시뮬레이션125
1. 4년제 대학125
2. 전문대학133
3. 시사점139
제4장 교육역량 강화사업비 지원방식 개선방안
제1절 교육지표141
1. 교육역량의 조작적 개념정의 및 지표와의 논리적 관계141
2. 교육 지표 조정143
제2절 사업비 배분144
1. 대학 유형 구분144
2. 사업비 배분 공식144
제3절 교육역량 강화사업 운영 및 성과관리145
1. 단년도 사업의 3~5년 사업화145
2. 교육역량 강화사업의 보완 사업 기획·추진146
3. 사업비 사용 자율권 최대 허용 및 정부 목표 제시146
4. 컨설팅단 운영 개선147
5. 사업비 지급 시기 조정148
6. 부정행위 대학에 대한 철저한 제재148
7. 개별 대학의 보다 적극적인 사업 대응 유도148
SUMMARY151
대학ㆍ전문대학 교육역량 강화사업 포뮬러 펀딩 설문지152
참고문헌18
Case Studies on the Spread of Learning in Corporate e-Learning
No full text국내외적으로 e-Learning은 정보통신 기술의 발전과 지식 정보 사회의 시대적 요구에 힘입어 비약적인 발전을 거듭하고 있다. 이러한 e-Learning을 도입한 많은 기업 조직에서는 교육의 양적 성장, 확장에 머무르기 보다는 질적으로 우수한 프로그램을 창출하여 교육훈련 본래의 성과를 내고자 노력하고 있다.
기업은 교육훈련을 통해 조직의 성과를 향상시키고 기업 경쟁력을 확보하고자 하는 뚜렸한 목표를 갖고 있기 때문에 e-Learning을 통한 훈련이 얼마나 학습효과를 가져오는지, 특히 e-Learning 학습결과가 실제 기업 현장에서 얼마나 효과적으로 적용되고 있는지에 대한 관심이 높다. 이와 같이 기업 구성원이 교육을 통해 학습한 내용을 업무에 활용하는 정도를 의미하는 '학습전이'는 기업 교육훈련의 최대 관심사로 부각되고 있다.
이 연구에서는 그간 기업 e-Learning의 학습효과 측정의 주류를 이루었던 만족도나 학업성취도 수준을 탈피하여, 실제적 맥락에서의 접근 방식이라고 볼 수 있는 '학습전이'를 중심으로 e-Learning 학습성과에 대한 사례 연구를 실시 하였다. 본 연구에서 수행된 연구 방법론 및 결과는 관련 학계 및 기업 현장에서 중요한 기초 자료로 활용될 것으로 보인다.
○ 주요내용
- 학습전이의 개념
- 조사 방법 및 절차
- 학습전이 모형검증
- 기타 변인과 학습전이와의 관계
- 기업 e-Learning 학습전이 향상을 위한 제언Due to the continuous expansion of e-learning in corporate learning, the interest in outcome of e-Learning is increasing, especially in applying learning result to the job performance effectively.
In this context, a matter of primary concern in corporate learning is learning transfer. Recently attempt and study to analyze empirically whether learners who acquire knowledge, skill, and attitude from learning apply what is learned to job performance are needed.
However, previous studies neglected the approach, method, and procedure of measuring learning transfer, had difficulties in identifying various aspects and patterns of learning transfer, and were limited to analyze how factors affect learning transfer.
Therefore, the purpose of this study is to verify figure of learning transfer in corporate e-Learning systematically and concretely by using the diverse and elaborate methodology which combines quantitative approach with qualitative approach, and analyze how various factors affect learning transfer practically.
Also, this study is to identify the difference of learning transfer as various characteristics of companies, individuals, contents, and condition by analyzing additionally the relationship between general variables which are concerned in the field of work place and learning transfer.
For this purpose, first, literature review was conducted to draw the conceptual definition, explore the related variables, and analyze the result of previous studies. Second, the tools of measuring learning transfer were collected, the characteristics of the tools were analyzed, and extract implications of this study. Third, study design, factors related to learning transfer, method of measuring learning transfer were set, and the measure tools were selected and developed. Forth, the subjects who enrolled e-Learning courses in Korea company were participated in the surveys which were provided in the beginning, middle, and end of the e-Learning. Finally, the collected data were analyzed statistically.
The results of relationship between affecting factors and learning transfer in A and B company were as follows.
First, the learning transfer models of two companies were analyzed by using descriptive statistics, correlation analysis, verification of measurement model and structural model. As a result, both models showed reasonable fits. But path which was not significant was extracted in B model, and the modified model was used in verification. So empirical model which explained relationship between affecting factors and learning transfer in corporate e-Learning were drawn.
Second, two model of learning transfer had no huge difference, but the factors were slightly different. In the case of A company, affecting factors were learners' intrinsic characteristics, contents and design of course, supervisor and peer support, and organizational environment. Contents and design of course had the greate relative influence followed by supervisor and peer support, learners' intrinsic characteristics, organizational environment. In the case of B company, meanwhile, affecting factors were learners' intrinsic characteristics, contents and design, and organizational environment excepting supervisor and peer support. Contents and design had the greate relative influence followed by learners' intrinsic characteristics, organizational environment. It can be interpreted that each course was their own e-Learning program, so the difference was due to characteristics of companies, workers, job, and training program.
Third, the common result of these two cases was that contents and design had relatively more effects on learning transfer than the others did. This result implicates that it is important to design e-Learning contents that is relevant to the job, have similar working environment, and provide feedback for learning transfer. Therefore, strategies for contents construct and design are needed in planning and designing of corporate e-Learning.
Next, the results of relationship between general factors and learning transfer in A and B company were as follows.
First, learners' satisfaction of learning predicted learning transfer significantly, while learners' achievement did not. It can be interpreted that achievement tests in corporate learning were conducted insincerely in a certain degree, so there is limit to comprehend and analyze real effectiveness of learning.
Second, learning strategies predicted learning transfer significantly, while learning time did not. It can be interpreted that time which learners spent on learning itself certainly was not a meaningful learning time, and qualitative aspects of learning process is important, not quantitative aspects.
Third, learners' satisfaction of job predicted learning transfer significantly. It can be interpreted that the more learners were satisfied with their job, the more they intended to produce favourable outcomes, so they endeavoured to apply what they learnt to job, and this could come down to positive learning transfer.
Forth, result of relationship between general factors and learning transfer in these two cases was almost similar. Especially, learning strategies and learners' satisfaction of learning had relatively more effects on learning transfer than learners' satisfaction of job, and it is same to both cases. This implicates that effective and substantial learning is needed for high degree of learning transfer. For this, designing effective learning program as well as learners' endeavour to learn and develop their learning strategies is necessary.요 약
제1장 서 론
제1절 연구의 필요성 및 목적 1
1. 연구의 필요성 및 목적 1
제2절 연구 내용 및 방법 5
1. 연구 내용 5
2. 연구 방법 6
3. 연구 제한점 7
제2장 문헌분석
제1절 학습전이의 개념 10
제2절 학습전이 모형에 관한 연구 11
제3절 학습전이 영향 요인의 측정 타당화를 위한 연구 12
제4절 학습전이 영향요인과 학습전이와의 관계분석을 위한 실증 연구 17
제5절 e-Learning 환경에서 학습전이에 영향을 미치는 기타 변인 23
제6절 시사점 및 연구 문제 25
제3장 조사 방법 및 절차
제1절 조사 대상 29
제2절 조사 절차 및 진행 31
1. 조사 절차 31
2. 조사 진행 33
제3절 조사도구 34
1. 공통 조사도구 35
2. 기업(과정별) 조사도구 39
3. 집중 조사도구(질적연구 조사도구) 46
제4장 조사 대상 과정 분석
제1절 A기업의 ‘QSS(Quick Six Sigma)’ 과정 58
1. 개요 58
2. 내용 구성 62
3. 교수 설계 66
4. 교육 운영 77
제2절 B기업의 ‘완전판매와 민원 주요사례’ 과정 78
1. 개요 78
2. 내용 구성 83
3. 교수 설계 86
4. 교육 운영 97
제5장 연구 결과
제1절 학습전이 모형검증 100
1. A기업의 ‘QSS(Quick Six Sigma)’ 과정 100
2. B기업의 ‘완전판매와 민원 주요사례’ 과정 110
3. 시사점 121
제2절 기타 변인과 학습전이와의 관계 124
1. A기업의 ‘QSS(Quick Six Sigma)’ 과정 124
2. B기업의 ‘완전판매와 민원 주요사례’ 과정 128
3. 시사점 132
제6장 요약 및 제언
제1절 연구요약 135
제2절 기업 e-Learning 학습전이 향상을 위한 제언 140
1. e-Learning 과정개발 및 운영 측면 140
2. 기업 및 정부 정책 측면 144
SUMMARY 151
참고문헌 15
Project on Generation and Provision of Comprehensive Information on Human Resources Policy
No full text21세기 지식기반사회의 핵심요소인 인적자원을 국가차원에서 효율적으로 양성·개발·활용하기 위해서는 우선적으로 정책형석의 토대가 되는 정보인프라의 구축이 요구된다.
이에 우리 원은 2001년부터 인적자원 정보 생성·제공을 위한 연구사업을 수행하여 왔으며, 그 결과 국가인적자원개발 종합정보망(NHRD.net)을 구축하였고, 운영 중이다.
본 사업은 정보사료의 수집에서부터 가공·분석 및 제공까지 일련의 과정을 지속적으로 수행하고 있다. 특히 2009년에는 효율적인 정보 제공 및 활성화를 위해 인재정책 사업망 메뉴를 개편하였고, e-HRD REVIEW 메일링 서비스를 제공, 다양한 수집 정보를 통한 콘텐츠화 및 탑재, 이용자 편의성 제고를 위해 신규 서비스를 개발하였으며, 시스템 관리, 이용자 만족도 조사 등을 지속적으로 진행하였다.요약
제1장 서 론
제1절 사업의 필요성과 목적 1
제2절 사업의 경과 2
제3절 2009년 사업의 내용 및 추진 방법 3
제2장 NHRD.net 운영 실적
제1절 개편 및 서비스 신설 5
제2절 메일링서비스 제공 11
제3절 지속적인 정보의 생성ㆍ제공 13
제4절 시스템 유지ㆍ관리 15
제5절 기타 사이트 운영 18
제3장 이용 현황 및 만족도 조사
제1절 이용 현황 21
제2절 이용자 만족도 조사 25
제4장 사업 평가와 향후 추진 계획
제1절 사업 평가 41
제2절 향후 추진계획 43
NHRD.net 이용자 만족도 조사(6월) 49
NHRD.net 이용자 만족도 조사(10월) 51
참고문헌 5
Support for North Korea’s Human Resources Development(HRD) Efforts and Cooperative Measures
Get PDFThe relationship between the two Koreas has undergone numerous changes since the division of the country. Relations between the two Koreas have fluctuated in accordance with the wider changes in the international environment. More to the point, while the 20th century can be defined as the era of competition and hostility between the two Koreas that occurred amidst the wider Cold War and ideological war between East and West, the general environment for the unification of the Korean peninsula has improved in the 21st century as international and domestic tensions have eased, and an overall atmosphere of reconciliation and cooperation has been formed.
In this regard, the development of human resources can be viewed as one of the essential fields on which South Korea should focus as part of its efforts to promote a cooperative atmosphere and increase private sector exchanges. This must be done to not only activate exchanges and cooperation between the two Koreas as a whole, but also to bring about mutual development. Korean enterprises have in particular shown a great deal of interest in gaining access to North Korea in the aftermath of the 1st and 2nd North-South Korean Summits. Furthermore, this overall easing of tensions has paved the way for the advent of various forms of support and cooperation. To this end, support and cooperative ventures will have to be undertaken in many fields in order to foster the development of North Korean industry, and maximize the investments that have been made by Korean enterprises already active in North Korea...
A Study on the Distance Education of Vocational Training for Foreign Workers in Korea
Get PDFThe purpose of this study is to suggest measures and strategies to help facilitate distance education training system which is considered to support the vocational skill training for foreign workers.
For this purpose, literature review was employed to explore the meanings, roles, and definitions of vocational skills training system for foreign workers, which leads to draw the policy implications toward distance education training. Survey and interview were also conducted (a) to examine the current situation of vocational skill training situations for foreign workers and (b) to analyze the needs of foreign workers and employers in pre-job training, job training, and post-job training. Finally, an expert panel was made to confirm the validity of research direction and methodology and to draw the suggestions for the utilization of distance training for foreign workers.
Through this process, the strategies for further development of distance training for foreign workers are proposed as the study conclusions
The Changes and Tasks of the Vocational Competencies Development in Korea
Get PDFThe vocational training system was formally established in Korea with the legislation of the Vocational Training Act in 1967. Since then our vocational training system has evolved and contributed to our economic and social development. Despite its crucial role in our recent socio-economical development, reports on the history of Korean vocational training system are scarce.
The purpose of this report was to review changes in vocational training system based on my professional involvement in this area for 26 years.
In the first period(1967~1974), the initial formal system for vocational training was made. The second period(1975~1998) can be characterized as the compulsory vocational training system. The period from 1999 until now can be summarized as opening training market to the private sector.
Based on the review of the historical flow of our vocational training system, the following suggestions were made.
First, the key roles of government in vocational training should be refined to set rules for the game and monitor the implementation, and should not involve vocational training market directly.
Second, in order to facilitate the fair competition in the vocational training market, the process and the results of evaluation should be open to the public and the accessibility should be enhanced.
Third, the infrastructure should be established to clarify and to inform the providers the needs of training.
Finally, to cope with the rapidly changing era of information based society, we have to develop a vocational training system in which we can help people to be more creative and flexible with higher level competencies
School Specialization Plan for Promoting CareerDevelopment of Adolescents in the Republic of Korea
Get PDFThe purpose of this study was to develop a plan of introducing specialized secondary schools for activating career development of adolescents in Korea. Basic direction, operational system, short-term and long-term plan, and strategy for the specialization were developed through literature review, statistical data analysis, expert panel interview, and seminar workshop
Innovation of Lifelong Skills Development System(Ⅰ): Linkage of Skills Development Strategy with Employment Policy
Get PDFThis study deals with the innovation of lifelong skills development system that focuses on linkage issues of skills development strategy with employment-related policy for improving potential & current workers’ employability.
First, we analyzed current skills development system in context of employment policy and labor market policy paradigm shift internationally. Second, we examined the status and issues of skills development system by Transitional Labor Markets Theory(TLM), a new European Employment Strategy initiated by Schmid. For concrete data on transitional labor market, we conducted two kinds of questionnaire surveys(participants in PES & training program). Finally, we re-designed public employment service for linkage of skills development system with employment policy
Exploring a Model for Integrating Career Education with Other Subjects
Get PDFThe purpose of this study was to explore the way to integrate career education into academic subjects in schools. Despite large number of agreements on the importance of career education, it has been provided sporadically without systematic coherence. By integrating career education with other subjects, it can be implemented continuously covering wider span of career development competencies. Through this integrative approach, students can understand the reason why they have to learn those subjects, in turn, they can have higher motivation for learning.
In order to find models for integrating career education with other academic subjects, first, we examined the current situations of career education with narrative inquiry method and survey from 1,000 teachers. In the next stage, we clarified the elements of career development competencies by executing delphi survey with 35 professionals. Cases of 4 countries(England, New Zealand, Canada, and Australia) for integrated career education with other subjects were examined. As the main conclusion of this study, two models for integration of career education with other subject areas were presented.
We clarified the concept of career development competencies, which are the elements to be connected with goals of other subjects. We analyzed the revised curriculum of 5 subjects(Korean, mathematics, social studies, moral and ethics, and technical-house management) and the elements that can be linked with career development competencies