Korea Research Institute for Vocational Education and Training
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[글로벌 이슈&리포트] 프랑스 바칼로레아 시험 개혁과 입시지도 플랫폼
No full textI. 들어가며
II. 2018 바칼로레아 개혁
1. 프랑스 대학입학 자격시험, 바칼로레아
2. 바칼로레아 개혁 배경
3. 개혁 방향과 내용
1) 구두시험 비중 강화와 4개 과목으로 축소
2) 내신 비중
3) 일반 bac의 시리즈 삭제 및 구두 재시험 폐지
4) 의문점
4. 새로운 바칼로레아에 맞춘 고등학교 교과과정 개혁
5. 바칼로레아 개혁안을 둘러싼 반응
III. 입시지도 플랫폼 파쿠르셥
IV. 나가
[국내 동향] 일자리
No full textI. 정책
□ 고용노동부, 「신중년 일자리 확충방안」 발표 (2018.08.27.)
□ 중소벤처기업부, ‘대？중소기업 상생 일자리 프로그램’ 추진 (2018.08.17.)
□ 과학기술정보통신부, 「청년 기술이전 전담인력(TLO) 육성사업」 착수 (2018.08.10.)
□ 보건복지부, 청년 취？창업 지원 포함한 ‘자활기업 활성화 대책’ 발표 (2018.07.26.)
□ 교육부, ‘장애학생 맞춤형 일자리 및 취업지원 확대 방안’ 발표 (2018.07.02.)
□ 한국산업인력공단, ‘APEC 청년고용증진 포럼’ 개최 (2018.06.26.)
II. 통계
◈ 2018년 7월 고용동향
□ 경제활동인구는 전년동월대비 8.6만 명 증가, 비경제활동인구는 15.5만 명 증가, 취업자 수는 0.5만 명 증가, 실업자는 8.1만 명 증가
□ 2018년 7월 경제활동참가율은 63.6%로 전년동월대비 0.2%p 하락, 15~64세 고용률(OECD비교기준)은 67.0%로 전년동월대비 0.2%p 하락, 실업률은 3.7%로 전년동월대비 0.3%p 증
[조사·통계 브리프] 기업의 정규직 전환 실태
No full text지난해 새 정부 출범 이후 비정규직의 정규직 전환이 큰 화두가 되고 있음.
한편에서는 차별받아 온 비정규직의 처우를 개선하고 고용 안정성을 제고한다는 측면에서 환영하고 있지만, 다른 한편에서는 사용자와 기업의 부담과 비용 증가로 인한 경쟁력 하락
을 우려하고 있음.
지금까지 공공기관과 공기업을 중심으로 진행되어 온 비정규직의 정규직 전환 이슈는 민간기업들로 확대되고 있으며, 따라서 민간기업들의 비정규직의 정규직 전환 실태와 그 인식에
대한 조사와 분석이 필요함.
이에 본고는 HCCP 패널 기업들을 대상으로 실시한 부가조사 데이터를 바탕으로 민간영역에서 진행되고 있는 비정규직의 정규직 전환 실태와 정부 정책에 대한 인식을 분석함
[특별기고] 「학습 중심 현장실습의 안정적 정착 방안」의 한계와 개선점
No full textⅠ. 고교 직업교육에서 현장실습의 의미
Ⅱ. 교육과정의 관점에서 학습 중심 현장실습 정책의 한계
Ⅲ. 학습 중심 현장실습제도 개선을 위한 정책 제언
1. 안전한 현장실습 및 취업 촉진을 위한 제도 보완 측면의 제언
2. 양질의 현장실습처 및 취업처 발굴 · 확대 측면의 제언
3. 현장실습 참여 학생 부담 경감 및 운영 지원 측면의 제언
4. 고졸 취업 활성화 지원 측면의 제언
Ⅳ. 마치며: 학습 중심 현장실습을 위한 정부부처의 협력 강
Policy Directions and Challenges on Careers Education in Higher Education
Get PDFIt is very important for the students, society and nation to prepare for the systematic career preparation in higher education phase due to the high rate of university entrance in Korea. The government has been contributed to university career education in promoting policies to support employment of university students. However, there is an indication that the organic linkage of policies by ministries is insufficient and does not reflect the characteristics of universities and the needs of its members. It is pointed out that systematic career education is needed at higher education level in preparation for technology such as artificial intelligence and labor market changes.
Therefore, this study suggests the basic directions and challenges of career education policy in higher education and proposes effective career education system and operational management method in university.
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Overseas Career Development Policy and the Innovative Policy Agenda for Career Education in Korea
Get PDFThis study emphasizes the role of career development as a bridge between promotion of lifelong learning and public policy in an uncertain future, and it was conducted with the purpose of seeking development plan of the career education in Korea through review of overseas career development policy.
The purpose of this study was to collect and analyze overseas career development policies and therefore, to propose future innovative policy agenda and implications for career education in Korea. Specifically, this research has the purpose of presenting the future direction of career education in the following three areas; program and content of career development, career development practitioners’ training, and career service innovation.
For this purpose, we reviewed the research literature on overseas major career development institutes such as ELGPN and ICCDPP to draw out public policy key issues that consistently go to domestic and foreign countries. Also, we revised the history of career education policy since 1982 in Korea. Moreover, based on the recommendation of the career development public policy by OECD's career education experts who came to Korea in 2002, we conducted the FGI (Focused Group Interview) of local career development experts to see how the level of Korea's career development public policy has improved as of 2017.
This study suggested a new innovative agenda for career education policy in Korea. The innovative policy agenda of career education consists of four primary directions, four basic preconditions, and the detail 30 tasks-to-be from elementary education level to life-long learning level by three key areas of career development issues (① program and contents, ② career development practitioners’ training, and ③ career service innovation).
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A Study on the Promotion Strategies of TVET in SDGs
Get PDFThe purpose of this study is to examine the strategy and objectives of TVET in the Sustainable Development Goals (SDGs) and to seek a strategy for Korea. To this end, the researchers have proposed a strategy for achieving the SDGs in the TVET sector by analyzing the current situation and implementation of the SDGs in the field of TVET.
The contents of the study consist as follows: the current trends in the establishment of the SDGs and TVET, approaches of international organizations on the SDGs, implementation of the SDGs in developed countries, Korean domestic approaches on the SDGs, and finally conclusion and policy suggestions
System Improvement Plans to Increase Sustainability of Korean Work-Learning Dual System
Get PDFThis research aims to analyse factors that hinder the sustainability of Korean work-learning dual system. Based on this, it tries to propose various system improvement plans to make work-learning dual system sustainable. This research mainly uses the methods of literature review, Focus Group Interview(FGI), expert meeting and seminar as shown in the [Figure 1].
In order to draw out analytical framework of sustainability of work-learning dual system, we realign key success factors of apprenticeship and traineeship(2013) and 20 guiding principles for high-performance apprenticeships & work-based learning(2015) that EC(European Commission) suggested by stages of general policy procedure(agenda setting stage, policy making stage, policy implementation stage and policy evaluation stage).
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4년제 대졸자의 취업사교육 현황 및 첫 일자리 성과
Get PDF4년제 대졸자 중 71.4%가 취업사교육을 받았으며, 이에 대한 투자가 상당한 수준임.
4년제 대졸자 중 13.9%가 1,343만 원을 들여 8.3개월간 어학연수를 다녀왔으며, 14.0%는 직업교육훈련에 평균 200시간을 투입한 것으로 나타남.
4년제 대졸자의 자격증 취득 비율은 56.4%이고, 13개월의 준비기간과 약 75만 원의 비용이 소요됨. 4년제 대졸자의 17.8%는 공무원 및 전문자격시험 준비에 19개월 간 월평균 44만 원을 투자함.
취업사교육을 받은 경우 첫 일자리 취업률이 높게 나타나지만, 일부 취업사교육 유형은 월평균 임금이나 정규직 취업, 종사상 지위별 비율에 별다른 효과가 없음.71.4% of four-year college graduates engage in self-paid activities aimed at raising their chances of landing a job, and such investment has reached significant levels.
13.9% of them spent 8.3 months and KRW 13.43 million on overseas language programs, and 14% spent an average of 200 hours on vocational training.
56.4% obtained recognized qualifications, which required 13 months of preparations and an approximate cost of KRW 750,000. 17.8% spent 19 months and KRW 440,000 on preparations for civil servant or professional qualification exams.
Four-year college graduates who engage in such self-paid activities are more successful in getting their first job, but some of those activities don’t have a significant impact on the monthly average wages, the chances of getting a regular employment position, and employment status distribution
도시 내 신도심과 구도심 간 교육 격차
Get PDF신도시 개발 등으로 같은 도시 내에 신도심이 건설된 경우 신도심과 구도심 소재 학교 학생 간의 교육 격차가 상당한 수준인 것으로 확인됨. 특히 중학교의 경우 신도심과 구도심의 격차가 T점수 기준으로 3.8점, 초등학교의 경우 1.5점인 것으로 확인되는데, 이는 무시하기 어려운 수준의 격차임.
이렇게 교육 격차가 발생하는 것은 신도심과 구도심 소재 학교 학생의 개인적 특성과 가구 배경에 상당한 차이가 존재하기 때문임. 특히 가구 배경이 학업성취도에 미치는 영향이 매우 크게 나타남.
반면 학교는 이러한 교육 격차 해소에 그다지 기여하고 있지 못하는 것으로 확인됨.When new towns are built through a development project in a city, the education gap between old towns and new ones seems to be significantly large. The gap represented by the T-score is 3.8 for middle school and 1.5 for elementary school - a discrepancy which is hard to ignore.
This gap comes from the considerable differences in individual characteristics and family backgrounds between students in old towns and those in new towns. Family backgrounds, in particular, are found to have a tremendous impact on academic achievement.
The school system does not contribute much to narrowing the education gap