Korea Research Institute for Vocational Education and Training
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[동향] 직업능력개발
Get PDFⅠ. 직업능력개발 정책
□ 고용노동부·한국산업인력공단, 대한민국명장 선정 및 운영 체계 개편 추진(2017.05.04.)
□ 고용노동부, 2016년 신규 개발 국가직무능력표준(NCS) 확정·고시(2017.04.27.)
□ 고용노동부, 「직업훈련 생계비 대부 규정」고시 개정(2017.04.17.)
Ⅱ. 직업능력개발 통계
◈ 기업의 직업훈련 실태: 기업직업훈련실태조사(2015.12.) 결과
□ 기업의 직업훈련 실시 비율은 48.2%로 전년 대비 0.3%p 감소함.
□ 기업의 1인당 평균 집체교육 시간은 20.2시간으로 전년 대비 6.9시간 감소함.
□ 기업의 1인당 평균 집체 훈련비용은 22만 4천 원으로 전년 대비 13만 9천 원 감소함
[조사·통계 브리프] 이공계/비(非)이공계 졸업생의 취업 특성 및 남녀 간 노동시장 성과 비교 연구
No full textⅠ. 서론
□ 분야, 성별 등에 따른 노동시장 성과의 격차를 해소하는 것은 정책적으로 중요한 화두이며, 청년고용정책에 있어서도 우선 과제 중 하나로 인식되고 있음.
□ 본고에서는 한국교육고용패널(Korean Education & Employment Panel, 이하 KEEP) 종단 데이터를 이용하여 이공계/비이공계 졸업생의 취업 특성 및 노동시장 성과를 알아보고, 성별에 따른 격차가 있는지에 대해서 다각도로 알아봄.
Ⅱ. 분석 자료 및 대상
□ 한국직업능력개발원에서 실시하는 KEEP 자료를 분석함.
Ⅲ. 분석 결과
1. 이공계/비(非)이공계 졸업생의 취업 특성 및 노동시장 성과 비교
가. 이공계/비(非)이공계 졸업생의 취업 특성
나. 이공계/비(非)이공계 졸업생의 노동시장 성과 비교
2. 이공계/비(非)이공계 남녀 간 취업 특성 및 노동시장 성과 비교
□ [그림 3]에서 이공계 졸업생의 성별에 따른 비율을 살펴보면, 각각 83.1%, 16.9%로 남성의 비율이 크게 높은 반면, 비이공계 졸업생의 경우 여성의 비율이 61.4%로, 38.6%를 차지한 남성의 비율보다 높음. 이를 통해 성비에 있어서 이공계/비이공계 간에 큰 차이가 있다는 사실을 알 수 있음.
가. 이공계 졸업생의 남녀 간 취업 특성 및 노동시장 성과 비교
나. 비(非)이공계 졸업생의 남녀 간 취업 특성 및 노동시장 성과 비교
Ⅳ. 요약 및 시사
Policy Proposal for Supporting Employment of High School Graduates
No full text본고에서는 현재까지의 고졸취업 정책 추진 경과와 고졸취업 현황을 비교분석함으로써, 과연 이명박 정부 이래의 고졸취업 정책이 효과를 거두고 있는지를 파악하고자 한다. 고졸 전체 취업 현황은 전체 산업별 채용비율뿐만 아니라 정규직으로의 취업여부, 임금과 근속연수 등 양적, 질적 성과를 모두 고려하여 파악해 볼 것이다. 더불어 공공부문과 민간부문, 그리고 군복무로 인한 채용 현황을 구체적으로 분석하여 각 부문별 구체적인 정부 및 지방의 고졸취업 지원 강화 방안을 제안하고자 한다.This article, titled ‘Enhancing Support for Employment of High School Graduates,’ aimed to investigate whether the high school graduate employment policy since the Lee Myung-bak Administration has shown effects and propose improvement of the policy by analyzing the progress and status of employment of high school graduates, in the midst of continuing low economic growth and oversupply of university graduates, which resulted in a high unemployment rate among people in their 20s and 30s. To do so, this study analyzed high school graduate employment policies enacted by the South Korean government since 2008, in which the government began to promote the policy, by year. Second, it analyzed the employment status of high school graduates by school type, job type, and public and private sectors. Third, considering the high percentage of male students in vocational high schools, this study investigated the number of industrial agents needed by different industries according to education level in order to seek ways to link employment with military service. Lastly, exemplary policies related to employment of high school graduates in other countries were analyzed. The research and analysis showed that the policies had positive results, i.e., decrease in the number of vocational school graduates going to college and increased employment rate among vocational school graduates.
However, it was also found that vocational graduates rarely find jobs in major corporations or public institutions as desired and the number of high-quality jobs open to high school graduates is decreasing. To resolve such discrepancies, mid-to-long-term policy for fostering and hiring workforce with high school diploma needs to be developed. In that regard, this study made the following suggestions:
First, to expand employment of high school graduates in the public sector, the government needs to lead gradual increase direct employment of high school graduates in the Grade 9 positions in central local governments as proposed in this study.
Second, to expand employment of high school graduates in the private sector, the government needs to offer financial (tax) benefits to private businesses employing high school graduates, subsidize employment of young people, encourage employment cooperation between companies and schools, and offer advanced vocational education for high school graduates to improve their long-term employability skills as proposed in this study.
Third, to resolve issues of career interruption due to military service, this study proposed ways to support career continuation through, for instance, selection of specialist soldiers among vocational school graduates, continuous career development training during military service, and employment support after military service.
Fourth, this study proposed a way to build an employment support cooperation system to provide and manage sufficient job information according to the skills and aptitude of job seekers and a total support system according to the career development stage (Stage 1: early employment, Step 2: study after employment, Step 3: advancement and specialization) of job seekers with high school diploma.
I hope the policy analysis and proposal in this study can lead to successful employment of high school graduates and meritocratic society.Ⅰ. 배경 및 문제점 2
Ⅱ. 조사 및 분석 결과 5
Ⅲ. 정책 제언 20
Ⅳ. 기대효과 27
참고 문헌 28
Abstract 30
[부록] 3
Policy Directions and Challenges on Careers Education in Higher Education
No full text이 연구의 목적은 대학에서의 효과적인 진로교육 정책 방향과 과제를 마련하는 데 있다. 구체적인 세부 목적은 다음과 같다.
첫째, 대학 진로교육 정책의 기본 방향을 수립한다.
둘째, 대학 진로교육 정책의 추진 과제를 제시한다.
셋째, 대학 단위의 효과적인 진로교육을 위한 체제 및 운영 방안을 제시한다.
연구 목적을 달성하기 위한 연구 내용은 대학생의 진로 현황 및 관련 선행연구 분석, 대학 진로교육 정책 분석, 대학 진로교육에 대한 인식 및 요구 분석, 국내외 대학 진로교육 사례 분석, 대학의 진로교육 정책 방향과 과제 제언 등 크게 5가지로 구분할 수 있다. 구체적인 연구내용을 살펴보면 다음과 같다.
가. 대학생 진로 현황 및 선행연구 분석
나. 대학 진로교육 정책 분석
다. 대학 진로교육에 관한 인식 및 요구 분석
라. 국내외 대학 진로교육 사례 분석
마. 대학 진로교육 정책 방향 및 과제 제언1. Overview
It 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.
2. University Policy on Careers Education and Current Status
We analyze the careers status of students, prior studies, and university career education policies in chapter 2, university policy on careers education and current status. As a result, the following implications are suggested. First, as the school-age population declines, there is a need for national job-search and career education policies to promote the utilization of high-quality human resources. Second, it is needed job search and customized career education for women who graduated from general universities can enter. Third, it is necessary to provide tailor made career and employment supports according to the characteristic of each major. Fourth, it needs to reinforce university career education of a government-wide effort. Lastly, it is necessary to reorganize the bachelor's system and structure, personnel and infrastructure, and career education system to cope with the 4th industrial revolution.
3. Case Studies on Career Education of Domestic and Foreign Universities
In chapter 3, we analyze the case study on university career education of domestic and abroad universities to set up an effective career education system and operation plan. The domestic career education cases are classified into three categories: career education plan (vision) and organizational system, career education curriculum operation, and installing supportive infrastructure and network so we get some suggestions from various examples such as the cases of universities in Seoul or in local universities, the size of universities, and the cases that are done by whole-of-university or an individual department. As an example of overseas career education, we review career education policies and university cases in four countries in the United Kingdom, the United States, Japan and Singapore.
The result of examining the cases of domestic and foreign universities,
first, career education in universities is centered on departments majoring and department of career education. Second, the main activities of the university career counseling support service are providing various services for career counseling and job preparation based on examination and self-understanding. In addition to domestic employment, it also encourages employment abroad and puts much effort into entrepreneurship education. Third, in order to guide career education efficiently, online career education support system has been constructed and utilized. Fourth, career subjects have opened and operated for all students. Fifth, career counseling education should be provided for career development centers or major professors who were responsible for career counseling for students. Finally, it suggests that highly practical employment education and entrepreneurship education should be done through career education.
4. Requirement Analysis on Career Education in University
Chapter 4 addresses the need of university career education, it is analyzed on-line surveys for three groups of students, professors, career and employment support practitioners in general universities conducted from May 22th, 2017 to June 21st, 2017. At the results of this, we have presented the recognition, experience and requirements for career education and entrepreneurship education.
The results of research on the needs of university students are summarized as follows. First, the students are lack in career preparation level, career education, and experience in entrepreneurship education. Second, as career characteristics and needs of students according to their major, sex, and grade are different, it is necessary to provide university career education and entrepreneurship education reflecting these characteristics. Third, it indicates that the career-related curriculum and programs offered by the university are not helped in the career planning and search of university students, it requires an improvement.
The research results on requirements of university professors are summarized as follows. First, university professors need to provide the career and entrepreneurship education for students, it is recognized that the participation of professor is important. Second, the degree of participation in university career education and entrepreneurship education is low, and there is a difference in the degree of participation of professors depending on the specialty of the department and the characteristics of the school, the supporting measures considering these characteristics should be sought. Third, professors recognize the needs of career and entrepreneurship education and participation in educating, but there are heavy working load and lack of time so it is suggested that there was no difference in incentive or compensation between participating professors and not participating professors, and there is a lack of support measures such as necessary materials.
The results of the survey on the needs of university career and employment support practitioners are summarized as follows. First, the practitioners are highly aware of the necessities of providing career and entrepreneurship education and work experience opportunities in universities. Second, most universities had a dedicated department and dedicated staffs for career, employment and entrepreneurship education, but they focused on employment education mainly and the workforce was insufficient compared to the importance of work and workload. Third, there are recognition gaps among university members; university students, professors and the practitioners regarding to the difficulties of career, employment and entrepreneurship education in university. Fourth, it shows a consistent recognition that the directions of career education policy at the national are most needed to strengthen links between universities and labor markets, and to expand financial supports for university career, employment and entrepreneurship education.
5. Suggestions on Career Education Policy of Higher Education
We present a conclusion of this study in chapter 5 and describe main directions and tasks of career education policies in higher education and suggest the career education system and management plans focused on universities.
The six main directions for career education policies in higher education are as follows. First, strengthening the vision and role of career education for career development of students. Second, expanding the deepened career education considering the characteristics of each school and the major characteristics. Third, enhancing the internal process and the quality of the curriculum of university career, employment and entrepreneurship education. Fourth, reinforcing the linkage between the organization system and related institutions in the university. Fifth, strengthening connections between universities and labor markets and expanding financial supports for the work experiences and the career, employment and entrepreneurship education. Sixth, continuing public relations activities and follow-up studies to raise awareness and participation of career education in university. The promoting tasks and challenges according to each main direction are described on Section 2 in chapter 5. The career education system and management plans in university are proposed on Section 3 in chapter 5.요약 xv
제1장 서 론 1
제1절 연구의 필요성 및 목적 3
제2절 연구의 내용 및 방법 6
제3절 용어의 정의 및 연구의 범위 15
제2장 대학 진로교육 정책 및 현황 21
제1절 대학생의 진로 현황 및 선행연구 23
제2절 대학 진로교육 정책 49
제3절 시사점 74
제3장 국내외 대학 진로교육 사례 77
제1절 국내 대학 진로교육 사례 79
제2절 국외 대학 진로교육 사례 102
제3절 시사점 160
제4장 대학 진로교육에 관한 요구분석 165
제1절 요구 조사 개요 167
제2절 대학생의 진로교육 인식 및 요구 177
제3절 교수의 진로교육 인식 및 요구 213
제4절 실무자의 진로교육 인식 및 요구 235
제5절 시사점 259
제5장 대학 진로교육 정책 제언 269
제1절 대학 진로교육 정책 기본 방향 271
제2절 대학 진로교육 정책 추진 과제 277
제3절 대학 단위의 진로교육 체제 및 운영 방안 284
SUMMARY 291
참고문헌 297
부록 307
대학생 설문조사지 309
대학 교수 설문조사지 318
진로·취업지원 실무자 설문조사지 32
A Study on Integrated Management System of National Qualifications for Lifelong Skill Certification
No full text본 연구의 목적은 첫째, 개별법 국가자격 종목의 관리 현황을 파악하고, 둘째 「자격기본법」에 있는 개별법 국가자격과 관련한 규정이 제대로 실행되지 못하는 원인과 이로 인해 발생하는 평생직업능력개발 측면에서의 문제가 무엇인지를 찾아내며, 셋째 개별법 국가자격을 통하여 국민의 평생직업능력개발 촉진을 위한 자격의 통합관리체계 구축을 위한 방안을 제시하는 것이다.
본 연구에서는 개별법 국가자격의 효과적인 통합관리 방안을 마련하기 위해 다음과 같은 연구 내용을 수행하였다.
첫째, 개별법 국가자격의 관리·운영 현황과 주요 쟁점에 관한 연구 동향을 살펴보았다. 개별법 국가자격 관련 선행연구의 분석을 통해 지금까지 논의된 개별법 국가자격 관련 주요 쟁점과 이를 해결하기 위해 제안된 방안들을 살펴보았다. 그리고 이를 바탕으로 개별법 국가자격의 통합관리 방안을 마련하는 데 시사점을 도출하였다.
둘째, 자격의 통합관리 측면에서 국가기술자격, 민간자격, 개별법 국가자격의 현재 관리 내용과 수준을 비교·분석하였다. 국가기술자격은 1970년 초반까지 부처별로 흩어져 관리·운영되던 기술·기능 자격을 단일화된 틀로 통합관리를 한 대표적인 사례이다. 「국가기술자격법」의 제정 배경과 현재 국가기술자격의 관리 현황을 살펴보았다. 또한 「자격기본법」에 의한 민간자격의 통합관리 내용도 살펴보았다.
셋째, 현재 우리나라에 어떠한 개별법 국가자격이 있는가를 파악하였다. 개별법 국가자격에 대한 정부 통계가 없으므로 2012년 기준의 개별법 국가자격 148개(김미숙 외, 2012; 이동임 외, 2012)를 기준으로 추가로 파악하였고, 자격별 소관부처와 법률을 정리하였다.
넷째, 파악된 개별법 국가자격의 현황을 자격등급별로 세분화하여 분석하였다. 2017년 5월 기준으로 파악된 총 173개 자격 직종, 86개 법률을 새롭게 검토하고, 관련 기관 담당자와의 면담 등을 통해 자격의 활용 유형, 자격등급, 검정시행 시기, 응시자격, 자격부여 방식, 검정방법, 면제 기준 및 내용, 보수교육, 검정기관, 그리고 평생직업능력개발 측면에서의 활용 실태를 파악하였다.
다섯째, 개별법 국가자격의 통합관리 방안을 제시하였다. 이상의 연구 결과와 전문가의 의견 수렴을 통해 개별법 국가자격의 통합관리체계를 구축할 수 있는 방안을 제시하였다.1. Outline
National qualifications are used as an important tool to gain or retain a job by preferential treatment such as licensing and mandatory employment under relevant laws and regulations. However, policies on national qualifications for lifelong skills development are inadequate, and even grasping the exact status of national qualifications is not achieved.
Therefore, the purpose of this study is to grasp the status of national qualifications and find the reasons why national qualifications are not systematically managed and what problems are arising in terms of lifelong skills development. Based on this, it aims to suggest effective integrated management plan of national qualifications to promote lifelong skills development of the citizen.
To accomplish the purpose of this study, this study examined the integrated management of private qualifications and national technical qualifications through literature and data analysis. In addition, 86 laws were analyzed to identify the current status of national qualifications( qualification level, application eligibility, test method, etc.). Through the expert council and questionnaires, opinions were gathered on the necessity and methods of integrated management of national qualifications.
2. The current status of national qualifications
The national qualifications were found to be operated 173 by 25 departments, offices, agencies and committees based on 86 laws, and the management status and problems of these qualifications are summarized as follows.
First, about 20~30 national qualifications have been newly established every ten years since 1971, but they have been not systematically collecting and managing the information of these qualifications, so they are not able to grasp the current situation accurately.
Second, it is practically impossible to manage and integrate a national qualifications into one qualification system like national technical qualifications, because the qualification level, the application eligibility, the test method, and the acceptance criteria are various.
Third, due to the lack of institutional devices and professional institutions to comprehensively manage and provide information on national qualifications, in the aspect of lifelong skills development, there are cases that acquisitors of national qualifications don’t receive credits recognition.
Fourth, national qualifications exempt some of the exam subjects or all for the those who have obtained national technical qualification in similar filed, but national technical qualifications does not exempt the examination for the those who have obtained a national qualification in similar field. In other words, they fail to acquire compatability between qualifications, which leads to duplication of learning when acquiring national technical qualifications in similar field.
3. The plane of integrated management of national qualifications
In order to solve the above problems, the integrated management plan of national qualifications is suggested as follows.
First, to promote the categorization of national qualifications. The categorization of qualifications aims to clarify the subjects and scope of national qualifications by documenting and managing the names of national qualifications.
Second, the specialized agency, which manages the list of qualifications, establishes and operates an qualification information system by periodically receiving the categorized information(application eligibility, the test method, acceptance criteria, education and training courses, status of qualification acquisitors, etc.) on qualifications from the ministry and office concerned and the certification institutions.
Third, the most effective integrated management system for national qualifications in the medium and long term is to be implemented in conjunction with Korean Qualifications Framework(KQF). The integrated management of national qualifications using KQF will not only expand the applicability of national qualifications, but also reduce the burden of qualification management of the ministry, and enable quality management of transparent and fair qualifications at the national level.요약 ix
제1장 서 론 1
제1절 연구의 목적과 필요성 3
제2절 연구 내용 6
제3절 연구 방법 및 절차 8
제4절 연구 범위 및 용어 정의 11
제2장 이론적 배경 및 선행연구 분석 15
제1절 평생직업능력개발과 자격 17
제2절 국가기술자격과 민간자격의 관리 현황 23
제3절 선행연구 분석 및 주요 쟁점 35
제3장 국가자격의 관리 및 활용 실태 분석 41
제1절 개별법 국가자격 현황 개요 43
제2절 개별법 국가자격 관리 현황 52
제3절 평생직업능력개발 측면에서의 활용 실태 73
제4절 소 결 86
제4장 국가자격 정책과 활용에 대한 인식 조사 89
제1절 조사 개요 91
제2절 조사 결과 분석 93
제3절 소 결 107
제5장 국가자격 통합관리 방안 및 정책 제언 111
제1절 통합관리의 기본 방향 113
제2절 단기적 방안 121
제3절 중장기적 방안 134
제4절 정책 제언 136
SUMMARY 141
참고문헌 145
부록 149
1. 개별법 국가자격 현황 요약 151
2. NCS 분류체계와 개별법 국가자격 매칭 167
3. 설문조사지 19
The Project for Publication of Career Information for Students with Special Educational Needs(2017)
No full text이 사업은 5개년(2013~2017)에 걸친 연속 사업으로, 특수교육대상학생을 위한 신뢰할 수 있고 정확한 진로정보의 생성·보급·확산을 주요 목적으로 한다. 이를 위하여, 매년 연차적으로 한국고용직업분류(KECO) 24개 중분류에서 장애와 상관없는 군인을 제외한 23개 영역에 따라 취업多/희망/미래도전 직업을 선별하고 「진로정보서」를 개발한다. 이를 통해 총 5개년 동안 150개 직업의 진로정보를 생성·보급·확산한다. 「진로정보서」에 포함되는 진로정보 요소는 2011년 교사·학부모·학생 대상의 요구 조사를 통해 확인된 8개 항목 36개 요소(이지연 외, 2011)를 중심으로 생성하고, 그 성과를 특수학교 및 일반학교에 보급·확산한다.
마지막 5차 연도(2017) 사업은 기초연구 및 기존 정보서(2012~2016)에 포함되지 않으며, 장애인이 근무하는 틈새직종의 진로정보 개발을 주요 목적으로 한다. 아울러 사업의 마무리 단계임을 고려하여, 그동안 생성된 진로정보의 학교현장 활용성을 평가하여 향후 정책 방안을 제안하는 별도의 목적을 지닌다.
5차 연도(2017) 사업의 세부 목적은 다음의 세 가지로 요약된다. 첫째, KECO 세분류 혹은 직업 세세분류(워크넷) 여기서 KECO 세분류는 2009년에 작성된 한국고용직업분류표상의 세분류를 의미하며, 직업 세세분류는 워크넷(http://www.work.go.kr)에 제시되어 있는 KECO 세분류의 하위 개념에 속하는 직업명을 의미함. 직업 세세분류는 KECO 분류가 아닌 한국표준직업분류 및 취업알선 직업코드를 활용하여 생성된 것이기에 이 보고서의 세분류 직업명은 KECO 직업명을, 세세분류 직업명은 워크넷상의 직업명을 의미함. 기준의 30개 직업을 선정하여 교사와 학부모 대상의 「진로정보서」를 개발하고, 이를 보급·확산한다. 둘째, 장애학생의 직장적응 및 사회활동 독려를 지원할 180개 직업별 「직장생활 및 직무예절과 윤리」 부록자료 1종을 개발하고, 이를 단위학교에 보급·확산한다. 셋째, 5차년에 걸쳐 개발한「진로정보서」활용 실태와 향후 정책 요구에 대해 설문조사를 실시하여 분석한다.This project for the Publication of the Career Information for Students with Special Educational Needs is the five-year project from 2013 to 2017. Since 2013, career information on the thirty occupations has been developed on a yearly basis, based on the six major classifications of KECO(Korean Employment Classification of Occupation). As a result of five years of research, the total of career information of the 150 occupations was selected, and related information was created and disseminated to all over special education school in South Korea.
The year of 2017 was the last year to publish the career information. The main purposes of 2017 were to publish the two types of output; (1) Career Information Book of 2017 for teachers and parents and (2) Work Ethic Book(WEB) to guide the students for the healthy work attitude and work mind at the future workplace.
For Career Information Book of 2017, similarly on the previous project of 2013-2016, the 30 occupations were selected to include according to the following criteria; (1) the job seeking friendly occupations, (2) the attractive occupations to students, and (3) the challenge but possible occupations for the future. The year of 2017 Career Information book was included selected occupations which were not included the previously published book, but the tiny hidden occupations for the workers with disabilities. The final 30 occupations were decided after the several researchers’ workshops, experts’ advisory meeting, and press released data. The Career Information Book of 2017 covers both qualitative and quantitative information of the 30 occupations as like previous research. In part, the quantitative analysis was conducted to modify statics data in the labor market. Besides, the qualitative analysis was also conducted to obtain the information, such as the job analysis, the interview of employees and employers, and work etiquette at the workplace.
For the Work Ethic Book(WEB), the needs to publish WEB were confirmed the 2012 previous research results of the survey from parents and teachers. It was pointed out that the information how to strengthen the weakness of work ethics among the students with special educational needs is needed. WEB will utilize at the schools in guiding the to-be-right and healthy work attitude and work mind in order to have the responsibility for their future job.
In addition to publishing two types of book, the survey from the special education teachers was performed to identify the needs of Career Education revitalization at the special educational level. As the survey results, several career education policy in special education was recommended in this report.
For the dissemination of the 2017 research outcomes, a seminar was held on 22 November 2017 with the participation of the teachers, researchers, and government officials in the special education field.
All the books will be published both in the paper book and E-book, and upload in the Career-net as the important career contents for the special education students.
During this five-year project (2013~2017), the revitalization of career guidance, career counseling, and career information at the special education was the highlighted as the policy direction consistently. Also, the individual right for the career learning must be secured by improving the accessibility and equity in career education compared to general education were strongly suggested in this report.요약 ix
제1장 2017 사업 개요 1
제1절 사업의 필요성 및 목적 3
제2절 사업 내용 및 방법 10
제3절 연차별 사업 콘텐츠 내용 및 2017년 사업 특징 17
제2장 2017 사업 콘텐츠 개발 과정 및 결과물 발간 31
제1절 2017년 「진로정보서」 개발 과정 및 발간 33
제2절 2017년 「직장생활 및 직무예절과 윤리」 부록자료 개발과정 및 발간 74
제3절 1~5차 연도(2013~2017) 사업성과물 종합 87
제3장 5개년 사업 종합평가 및 설문조사 결과 93
제1절 설문조사 목적 및 방법 95
제2절 특수학교/특수학급 교사 대상 조사 결과 103
제3절 종합 및 시사점 122
제4장 특수교육에서의 진로교육 활성화를 위한 정책제언 127
제1절 1~5차 연도(2013~2017) 고용주 관점의 정책 요구 종합 129
제2절 특수교육에서의 진로교육 활성화 방안 134
제3절 결론 145
SUMMARY 151
참고문헌 154
부록 159
1. 기초연구(2012) 및 1~5차 연도 사업성과물 161
(진로정보서 인쇄책자 및 전자책)
1-1. 기초연구(2012) 사업성과물
1-2. 1차 연도 사업성과물
1-3. 2차 연도 사업성과물
1-4. 3차 연도 사업성과물
1-5. 4차 연도 사업성과물
1-6. 5차 연도 사업성과물
2. 5차 연도(2017) 인터뷰 동의서 173
3. 2017년 설문지 4종 174
3-1. 중학교 특수학교 설문지
3-2. 중학교 특수학급 설문지
3-3. 고등학교 특수학교 설문지
3-4. 고등학교 특수학급 설문지
4. 2017년 세미나 개최 보도자료 192
5. 기초연구(2012) 및 1~5차 연도(2013~2017)「진로정보서」 수록 180개 직업명 목록 19
A study on the promotion strategies of TVET in SDGs
No full text본 연구는 SDGs 중심의 글로벌 TVET 분야 의제에 대한 추진경과, 논의 분석을 통해 우리나라의 직업능력개발 정책, 제도 등과의 연계 및 향후 대응방안, 추진전략을 모색하는 데 목적이 있다. 따라서 SDGs 중 TVET 분야의 논의 경과 및 목표, 세부 지표 현황, 추진실태 분석을 통해 SDGs 목표달성을 위한 TVET 분야의 추진전략 및 실행방안을 도출, 제시하고자 한다. 특히, TVET와 밀접한 관련이 있는 SDGs 목표 4의 모두를 위한 포용적, 공평한 양질 교육보장과 평생학습 기회 증진, 목표 8의 포괄적, 지속가능한 경제성장 및 완전생산적인 고용 그리고 모두를 위한 양질의 일자리 제공 등 TVET 분야의 관련 목표 및 세부 목표에 대한 현황 진단 및 분석이 필요하다(KOICA, 2015).
이를 위해 우리나라의 TVET 실태와 SDGs 목표, 지표 등에 대한 분석에 초점을 두고 기초연구의 성격으로 추진하였다. 국가별 SDGs 이행을 위해서는 글로벌 차원의 목표를 국가 차원으로 전환해야 하고, SDGs 17개 목표 가운데에서도 국내에 적용가능한 목표들을 선정하여 그 목표들 간의 우선순위를 결정할 필요가 있다. 원안 그대로 국내 현실에 적용하게 되면 많은 오류를 초래할 수 있으므로 우리의 정치, 경제, 사회적 조건에 맞게 재해석하거나 재구성하는 작업 또한 필요하다(김태균 외, 2016b).
또한 국가의 수요(needs), 강점, 상황 등에 대한 이해가 반드시 선행되어야 하고, 국가발전계획에 대한 광범위한 지지와 대중의 관심 그리고 조정과 효율성을 증진시키기 위한 정책과 예산제도에 대한 개혁이 필요하며, 이행 진척 상황에 대한 모니터링을 위해 자료 수집과 보고 체계의 개선은 필수라 할 수 있다(UNESCAP, 2014).1. Research objectives and content
The 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.
2. Trends in the establishment of the TVET in SDGs
In the discussion on TVET in the SDGs, it should be noted that TVET is not about cultivating a simple technical knowledge but an essential element in providing quality jobs and achieving economic growth. The discussion on the SDGs agenda has been broadening and influencing the participating actors as a whole since 2015. TVET is one of the most important social development agendas in that it is a special area that cannot be treated as a general education such as basic education and secondary education but is closely linked to industry and labor market.
TVET in the SDGs is committed to expand the accessibility so that everyone can enjoy the right to education without alienation, pursue quality jobs and sustainable economic growth, and provide specific measures to address all forms of exclusion, alienation and inequality.
3. Trends and approaches of international organizations on the SDGs
In the course of discussing the agenda for the SDGs in international organizations, the agenda for TVET and the implementation process of TVET have also been examined. The core task of the SDGs agenda is education. In the United Nations Economic and Social Commission, the Goal 4 of the sustainable development discourse has been incorporated into Education 2030.
Since TVET discussions are embedded in various agendas of the sustainable development discourse, it is not easy to find a clear role sharing between international organizations in establishing independent norms and implementation strategies as well as monitoring each country. In this respect, the OECD Skills Strategy can be evaluated as an attempt to systematize the discussions of stakeholders in each country and the international community.
In addition, issues have been raised regarding the SDGs and frameworks such as lack of priority or redundancy in the discussion process. It is also a challenge to overcome the lack of linkages between goals and overlooking regional specificity. The TVET agenda is particularly overlapped with a number of goals while discussions on priorities are very limited. In near future, it will be necessary to consider ways to effectively create a linkage between the goals, utilize the monitoring system and to ensure accountability of stakeholders.
4. Implementation of the SDGs in developed countries
The researchers have reviewed the implementation of the SDGs by OECD countries in various aspects including national strategies, implementation organization and policy coordination, stakeholder engagement, monitoring and reporting, as well as alignment with foreign policy.
While a number of countries have strengthened the link between existing national development strategies and the SDGs including Korea, Estonia, Germany and Switzerland, some countries such as Finland, France, Norway and Switzerland have developed separate implementation plans for the SDGs.
In particular, several countries have been steadily implementing the SDGs for TVET. Finland is pursuing overall changes in structure, finances, institutions and regulations in order to establish vocational education that is based on demand-based competency development. Denmark is reorganizing the SDGs with themes and promoting integrated implementation. For instance, in the area of “People,” 10 goals and indicators are set up and corresponded with the related SDGs.
The implications for the implementation of the SDGs in advanced OECD countries include the establishment and operation of a central organization for establishment, implementation and coordination of the strategies for the SDGs at the pan-government level and establishment of an implementation plan based on the analysis of the current situation as well as a monitoring system of the current situation and trends in sustainable development at measurable levels.
5. Korean domestic approaches on the SDGs
Discussions on the SDGs in Korea are linked to the national sustainable development plan that started in the early 2000s. Under the vision of harmonious development of environment, society and economy, the 3rd Master Plan for Sustainable Development (2016-2035) that consists of 14 strategies for each of the four major fields (environmental, social, economic and international fields), reflects the UN SDGs in accordance with domestic circumstances. This master plan can be linked to the SDGs of the UN, and the detailed goals and performance indicators are also very similar. Therefore, it is necessary to review the SDGs index system and linkage with the performance indicators of the Sustainable Development Plan.
In the TVET sector, several regulations have been made including the Employment Insurance Act, the Workers Vocational Education and Training Development Act, the Enforcement Ordinance, the Enforcement Regulations and other related regulations. For the establishment of lifelong vocational skills development system, the Master Plan for Lifelong Vocational Education and Training Development Plan (first plan: 2007-2011, second plan: 2012-2016) has been implemented in an aggregate of mid- to long-term vision and policy task at the government level. According to the related indicators, participation in lifelong learning (Korea's participation rate of lifelong learning) increased by 12.6% from 28.0% in 2009 to 40.6%. On the other hand, the participation rate of formal education decreased 0.8% from 4.3% in 2009 to 3.5% in 2015, whereas that of non-formal education increased by 13.8% from 25.3% in 2009 to 39.1%.
For the increased number of adolescents and adults with vocational skills, the government has been promoting enhanced access to TVET (increase in participation rate), development and expansion of training methods for increased participation rate as well as reforms in TVET system that responds promptly to the needs of the labor market and industry. Furthermore, in order to eliminate youth unemployment, it is necessary to increase the number of jobs available for youth through financial input and to build a human resource training system that corresponds well with the industry demand, thereby eliminating the quantitative and qualitative supply and demand disparities of the workforce.
6. conclusion and policy suggestions
Policy suggestions are as follows. First, it is important to raise people’s awareness about the SDGS as an international norm. Second, TVET is a general category included in each of the goals and indicators, there should be a better linkage between each of the goals and TVET. Third, cooperation is needed between the Ministry of Education, which is in charge of vocational education and the Ministry of Employment and Labor, which is in charge of vocational training and skills development. Fourth, a synergy effect can be maximized by linking the SDGs with TVET projects. Fifth, SDGs related indicators in TVET should be more systemized.요약 vii
제1장 서 론 1
제1절 연구의 필요성 및 목적 3
제2절 주요 연구 내용 및 방법 6
제3절 주요 관련 연구결과 10
제2장 SDGs의 수립 동향과 TVET 13
제1절 SDGs 글로벌 의제의 동향과 맥락 15
제2절 SDGs에 반영된 TVET의 달라진 위상과 내용 22
제3절 SDGs TVET에 대한 논의와 쟁점 35
제4절 소결 48
제3장 국제기구의 SDGs 논의 동향 51
제1절 SDGs 논의 배경 53
제2절 UNESCO의 교육 2030 및 TVET 전략 54
제3절 OECD 주요 동향 56
제4절 ILO의 괜찮은 일자리(Decent Work) 의제 65
제5절 소결 73
제4장 선진국의 SDGs 이행사례 75
제1절 개요 77
제2절 정책일관성에 대한 SDGs 이행현황 분석 79
제3절 TVET 관련 각국의 SDGs 대응현황 99
제4절 소결 102
제5장 SDGs의 국내 논의 동향 및 추진전략 103
제1절 국내에서의 SDGs 논의 동향 105
제2절 TVET 분야 국내 SDGs 현황 및 과제 116
제6장 결론 및 정책제언 131
제1절 주요 연구결과 133
제2절 정책제언 135
SUMMARY 139
참고문헌 145
부록 15
[동향 / 해외] 미국 2년제 대학(Community College)과 직업교육훈련센터(One-Stop Center)의 연계·운영
Get PDF미국의 중장기 인력수급전망에 따르면 산업·경제 구조가 고도의 기술을 요구하는 지식·정보 산업으로 변화하고 있다. 이에 따라, 사양 산업 인력을 흡수하고 지식·정보 산업의 인력을 양성할 수 있는 효과적인 인력개발 시스템이 요구되는 상황이다. 이에 미국 정부는 직업교육훈련센터(One-Stop Center)를 설립하여 2년제 대학기관과 연계·운영하고 있다. 본고에서는 직업교육훈련센터에 대해 알아본 후, 센터 운영의 효율성에 대해 논의하고자 한다.
Ⅰ. 들어가는 글
Ⅱ. 직업교육훈련센터 도입 및 운영 현황
Ⅲ. 직업교육훈련센터 특징
Ⅳ. 기대효과
Ⅴ. 요약 및 결
Research on Korean Occupational Index for Employment Service(2016)
Get PDFThe present study aims to build a framework for developing the Korean Occupational Index (KOI) and ultimately seeks to provide valid occupational information to support career choices by investigating conditions and prospects of occupations in the context of Korea. The KOI was created not only to provide useful information for job seekers and current workers for supporting their job selection and career development, but also to offer job experts with valid data for their study by investigating attributes of occupations.
As the first wave of the project which is a part of 10 year research from 2016 to 2025), this study was proceeded in the following stages. First, we built a framework for the KOI development based on the comprehensive literature review. Next, we revised and elaborated the index after conducting two Delphi surveys of which we invited 55 experts in job, employment, and career development. Then, we conducted a web-based survey on occupational index (3,500 workers in 70 occupations participated in the survey) and analyzed the results of the survey. Along with the web-based survey, the FGI, participated by relevant experts of major occupations, was used as an important way to complement and interpret survey results.
The content of newly developed KOI items involved eight areas including entry qualifications and requirements for employment, job characteristics, job competency, working conditions, income, employment stability, job prospects, and occupational value. These areas reflect occupations’ nature of job, key tasks, work environments, social status. In addition to the basic analysis of the index results, we also examined six key issues: 1) employment requirements and stability, 2) key factors affecting occupational satisfaction, 3) work-life balance, 4) employees’ leisure and quality of life, 5) the present and future of desired occupations in the adolescent and youth, and 6) a customized occupational index for women and elders. Furthermore, this study suggests several policy recommendations to enhance better career choice, job transitions, career development, and individual well-being
The Future of Jobs and Human Resource Development Strategy
Get PDFThe purpose of this paper is to provide the prospects of the future society expecting to experience dramatic changes in the occupational world and to come up with strategies for human resource development to adapt to the future society. To achieve this, we attempt to derive the human resources development strategies necessary for the future by making forecasts on the following aspects: major technological, social-economic transformations within a decade, the influences technological advance that may bring upon the labor market on vocational levels and lastly the changes on the demand of skilled labor