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[시론] 4차 산업혁명 시대를 대비한 진로교육정책의 방향
No full textⅠ. 4차 산업혁명과 평생진로개발 시대의 도래
Ⅱ. 미래 진로교육정책의 기본 성격
Ⅲ. 미래 진로교육의 방
The Fourth Industrial Revolution and Regional Human Resources Policy
No full text○ 연구 목적
본 연구는 이명박 정부 이후 그 명칭을 상실한 지역인적자원정책을 제4차 산업혁명과 인구절벽 시대의 특성을 반영하도록 재구조화하는 틀을 모색하고, 지역에서의 최소 수준의 삶을 보장하는 지역발전을 통해 국가경쟁력을 찾을 수 있도록 하는 미래의 지역인적자원에 대한 정책 대안을 도출하는 데 목적이 있다. 또한 그동안 추진되었던 중앙정부 주도의 지역인적자원개발을 넘어서 지역이 주체가 되어 주도하는 실질적이고 새로운 모형을 탐색하여 지역 단위의 인적자원이 지역발전의 근간이 되는 방안을 모색할 것이다.
○ 연구 내용
본 연구의 내용은 미래 지향적인 지역인적자원정책의 틀과 인적자원정책의 주요 영역별 논의를 바탕으로 정책 대안을 도출하도록 구성되어 있다. 논의의 핵심은 제4차 산업혁명, 인구구조 변화, 기후변화 등과 같은 외생적 충격을 고려하는 지역발전과 인적자원의 관계 설정에 있다. 예컨대 제4차 산업혁명은 실리콘벨리, 판교테크노벨리 등과 같이 특정 지역에 고급지식 또는 고급인적자원을 집적시키고, 인구구조 변화는 농촌지역을 초고령사회로 전환시키고 있다. 그리고 기후변화는 농촌지역의 작물재배의 변동뿐만 아니라 대기오염을 가중시키고 있다. 그런데 중요한 것은 이러한 미래의 환경변화가 지역 단위에서 주민자치 또는 공동체 민주주의에 바탕을 두는 지역 단위의 의사결정을 필요로 하고, 그 결과 지역 수준에서 산업, 연구개발, 고용, 복지, 행정 등의 정책 영역에 연관되는 인적자원정책이 늘어날 것이라는 점이다.
이와 같은 논의의 맥락에 따라 연구 내용은 크게 총론 성격의 제4차 산업혁명과 지역인적자원, 각론 성격의 지역혁신생태계, 고용과 일자리, 정규교육, 평생학습, 인적자원 양성·활용 연계, 정책전달체계의 여섯 개 영역, 그리고 총론과 각론의 논의로부터 도출되는 정책 대안 등의 세 부분으로 구성되어 있다.1. Introduction
The economic and social situations in Korea are facing new policy environment according to digitalization and demographic change. The fourth industrial revolution which creates new technological foundations is rapidly changing not only the production mode of the industry with relation to collaboration, company organization and the sale of goods and services, but also family life and social cohesion. This fourth industrial revolution (or digital transformation) has effects on the world of work and the labor market. In particular, the fourth industrial revolution will bring digital and automation, which will influence the number of jobs available.
It is clear, however, that knowledge and skills required in jobs will changed rapidly with digital transformation. This means that the demand for learning will fast increase in the labor market, teaching-learning method in education and training has to be changed with self-directed learning. Also, in the era of digital transformation, policies of regional dimension are more and more important to raise and use human resources. Because digital transformation make the provision of education and training more complex, the life span of competencies that is accumulated to individuals is shortening. Thus, the future RHRP (regional human resource policies) need to consider the diversified environment of policy in a different way then the RHRD (regional human resources development) that was pursued by Ministry of Education and Human Resource Development 10 years ago.
The purpose of this study is to establish a new conceptual framework with relation to regional human resources policies, and to suggest some alternative measures that the regional government and communities can consider to cope with challenges from the fourth industrial revolution. Furthermore, this study aims to trace the logical foundation of the regional human resources policies to rise in the standard of living that residents in the region can build through cooperation and participation.
This report is composed of five chapters. The first chapter contains an introduction to start this report. In the second chapter, we set up the conceptual framework on the fourth industry revolution and regional human resources policies. In the third chapter, we explore challenges and issues with relation to six areas of regional human resources policies. In the fourth chapter, we suggest six alternative measures for regional human resources policies. The last chapter is conclusion of this report.
2. The Fourth Industrial Revolution and RHRP
We consider three kinds of innovative characteristics in conceptual categories: technology, making, and transaction with relation to the fourth industry revolution. Technological innovation means that technological development is continuously ongoing coevolution through fusion and composition of several technologies like ICT, BT, NT, ST, and so on. The making innovation is the phenomenon that is bringing up the epochal change of production method by connecting between machine and machine as well as people and machine through cyber physical system (CPS). Transaction innovation is not only increasing efficiency in the transaction of goods and services thorough methods such as sharing economy and on-demand economy, but also expands the domain of transaction on the basis of platforms that connect dimensions such as production, consumption, and virtual world or virtual reality.
Moreover, all workers in the labor market are required to upgrade competency for maintaining their jobs, because the fourth industry revolution shortens the lifetime of skills in the job. Now, all human resources in this world have to acquire knowledge and skills as well as social capital with relation to cooperation and trust. Human resources policy that is related to individual’s competencies as well as social capital and cultural capital needs to be considered by the lifetime from the infant to the aged. In an era of the fourth industrial evolution, lifelong learning, education and training require new teaching-learning methods to help students and adults, as well as new relations with other policy areas such as welfare, employment, culture, R&D that are needed to connect each other under the framework of investing in people. In particular, RHRP is important to build a new teaching-learning method and to establish a new point about investment in people among several areas of policies. RHRP with investing in people play a significant rule in upgrading the life quality of residents.
3. Rearing and Using Human Resources in Regions
The key parts of RHRP are related to rearing and using human resource in region. We consider six parts to grasp the actual condition about RHRP: regional innovation ecosystem, job and labor market, regular education, lifelong learning, linkage between rearing and using human resources, and policy delivery system.
First, the regional innovation ecosystem is an innovative and learning group that generates innovation communities in specializing industrial technologies and links knowledge and business in the region. Recently, the regional innovation ecosystem is discussed in theoretical approaches such as smart specialization, triple helix, and knowledge triangle. Also, the regional innovation ecosystem plays an important role in using specialized resource in the region and solving regional social problems. In setting up the regional innovation ecosystem, universities play an important role producing knowledge and rearing and using human resources. However, in Korea, the uses of human resource in the regional innovation ecosystem are very poor.
Second, job creation and job search are important parts of utilizing of human resources in regions. The global economy has become more knowledge intensive because of digitalization. Together with skills-based technological changes, high-skilled workers and jobs with non-routine tasks have increased over the last two decades, and this phenomenon will expand with digital transformation in the future. In Korea, the characteristics of jobs is very different between rural and urban areas, and the migration of laborers have created a serious mismatch in the labor market. Thus the structure of labor market in regions needs to be considered as an important part of RHRP.
Third, the provision of regular education needs to be reestablished at the regional level. Although the entrance rate into secondary and post-secondary institutions and the completion rate of higher education is currently very high, the performance of human resources is low compared to developed countries. This is because grinding education is prevailing in the educational system. Korean education needs to adapt now teaching-learning methods such as problem-based learning, flipped learning, project-based learning, and STEAM (science, technology, engineering, art, and math). This self-directed learning can be made possible through the human network in the region.
Fourth, we have to reestablish lifelong learning with the capability of regions to cope with challenges from the fourth industry revolution in mind. Education and training institutes like vocational high schools, junior colleges, polytechnics, and universities, should be located in the region. Education and training institutes are able to play important roles providing programs for lifelong learning of adults in addition to students. In a digital era, lifelong learning provides learning opportunities for all human resources to continuously maintain their jobs in the labor market and to upgrade their competencies with relation to life quality.
Fifth, the linkage between rearing and using human resources has to be considered importantly with RHRP. Institutional devices such as information about education and labor market, connection between the job seek and the job offer, recognition of prior learning, and career guidance, need to be operated by local governments or regional communities. Now, local government needs to foster competencies for practicing RHRP planning and analysis.
Finally, policy delivery system is an important part for RHRP. Until now, human resources policy has been pursued by central government ministries like the Ministry of Education, the Ministry of Employment and Labor, etc. Centralized human resource policies are not able to fully reflect the diverse specialties of the region. Specialties in rural and urban areas, which are influenced by demographic and industrial structures are very different. In the age of the fourth industrial revolution, local governments need to lead human resources policies that reflect the regional specialties, cooperation with central government ministries.
4. Alternatives for the Future RHRP
RHRP is related to other policies such as employment, education and training, R&D, welfare, culture, etc. Considering the relations among several policies, we suggest six types of policy directions, considering the characteristics of the fourth industrial revolution and the practical conditions of rearing and using human resources in the region.
The first policy recommendation is the partnership based on human networks. We can overcome challenges from the fourth industrial revolution through human networks. In order to conduct self-directed learning and convergence education in the current education system, it is important have instructors who are competent and to gather the help of relevant experts. In particular, the human network that operates school curriculum can be composed of experts who live in the region. Also, regional institutions like companies, farms, and public institutes located in the region, are important parts of the human network. Therefore, the human network can play a significant role for the regional innovation ecosystem of the future.
The second policy recommendation is to set up creative spaces where people are easily able to learn, make, and start up business in. In creative spaces, people are able to share their ideas, exchanging knowledge and information between each other. We can establish creative spaces places such as polytechnics, the institutes of technology and science (KIAST, GIST, DGIST, UNIST), and Techno-park or Techno-valley, whica are located in the region.
The third policy recommendation is to reestablish the role of universities to create and accumulate knowledge and competencies in the regional innovation ecosystem. In the era of digital transformation, local universities are significant in enforcing the capability of the regional industry cluster as well as resolving social problems of the region. Structural reforms of local universities need to be driven in the contexts of regions they are located in.
The fourth policy recommendation is to rear skilled-masters who can make full use of the highest level of competencies in special field. In the region, the skilled-master can lead not only the self-directed learning in vocational schools but also learning of adults in colleges or universities. To make the skilled-master play key roles in the region, local governments confer specialized degrees on their competencies. The government needs to set up a new system for skilled-masters who can contribute to the formation and utilization of skills in the regional level.
The fifth policy recommendation is to set up learn-fare system in the region. Learn-fare refers to mixed policies that bring together three kinds of policies - learning, employment, and welfare. In the learn-fare system, workers in the labor market are able to stay in the school or university to learn about new skills or knowledge, when they have to leave their job. And, the learn-fare system gives workers opportunities to take part in education and training or lifelong learning even after having left the educational system for a period of time. To effectively operate the learn-fare system, universities have to provide learning programs for adult learners, and the central and local governments have to raise the funds for the learn-fare system.
The final policy recommendation is to set up system for executing RHRP through the cooperation of central and local governments. The RHRP system located in regions can produce and disseminate information related to human resources, and combine and steer similar contents from several policies of central governments. The RHRP system will play an essential role for local governments to develop human resources policies themselves.
5. Conclusion
In the era of the fourth industrial revolution, local government have to play the more important roles for human resource policies than central government. Central government has lead regional development policies for a long time, but the gap of income and life quality between the capital area and other local areas as well as rural areas and urban areas are increasing. Also, the regional bodies need to play significant roles for the human resource policy to cope with the era of the fourth industrial revolution. We suggest four elements for RHRP.
- establishing RHRP system that allows learners to take part in learning themselves to develop their competencies.
- enforcing the ability of local government to have an influence on regional policies such as education and training, lifelong learning, job seeking and job offer, and welfare and culture.
- building cooperation or steering system - among bodies like organizations, unions, universities, and public institutes. This system is able to operate the learn-fare system and creative spaces in the region.
- bringing in institutions for RHRP such as recognition of prior learning, regional qualification framework, and special degree.요 약 vii
제1장 서 론 1
제1절 연구 필요성 및 목적 3
제2절 연구 내용 8
제3절 연구 추진 방법 13
제4절 연구 범위 및 한계 14
제2장 제4차 산업혁명과 지역인적자원 17
제1절 기술혁신: 제4차 산업혁명의 동력 19
제2절 제조혁신: 생산양식의 변화 25
제3절 거래혁신: 자본주의의 구조 변화 33
제4절 제4차 산업혁명 시대의 인적자원과 지역발전 37
제5절 지역인적자원정책의 새로운 패러다임 47
제3장 지역 차원의 인적자원 양성 및 활용 59
제1절 인적자원 중심의 지역혁신생태계 61
제2절 지역 노동시장과 일자리 77
제3절 지역 차원의 정규교육 92
제4절 평생학습의 새로운 모습 108
제5절 인적자원 양성·활용의 연계장치 126
제6절 지역인적자원정책 전달체계 139
제4장 미래를 위한 지역인적자원정책 대안 157
제1절 초연결사회에서의 파트너십 160
제2절 학습·제조·창업을 위한 창작공간 165
제3절 지역의 지식 축적·활용 171
제4절 한국형 장인 육성 179
제5절 지역 중심의 학습복지 185
제6절 지방자치단체의 인적자원정책 190
제5장 결 론 195
SUMMARY 201
참고문헌 211
부록 229
1. 인적자원정책과 인구구조 변화 231
2. 지역향토산업 추진 현황 234
3. 지역산업별 종사자 특성 249
4. 대전지역 일자리 현황 26
A study on the participation in BEAR project phase 2
No full text우리 정부(교육부)의 유네스코(UNESCO) 신탁기금(Trust-Fund) 사업인 아프리카 직업기술교육 지원사업(BEAR: Better Education for Africa's Rise) 2차 사업이 2017년부터 본격적으로 추진되고 있다. 지난 5월에는 사전조사단(Scoping mission)으로 4명의 국내 전문가들이 2차 사업 대상국을 방문하여 노동시장 현황 및 주요 협력 분야를 조사하였다.
BEAR 2차 사업(2017~2021)은 5년간 1,000만 달러의 예산을 들여 아프리카 5개국의 직업기술교육을 지원하는 프로그램으로, 사업의 기본 계획에 대해 유네스코 본부와 협력 협정을 체결하였다(2016. 12.).
1차 사업과 마찬가지로 BEAR 2차 사업 또한 국가 발전 및 경제성장에 기여한 우리의 직업기술교육훈련의 경험과 노하우를 아프리카 상황에 적합한, 차별화되고 발전된 모델로 제시·지원 및 토착화시키는 것이 주요 목적이다. 또한 BEAR 사업은 유네스코 신탁기금 사업의 대표 브랜드로서 우리나라의 국제개발협력위원회가 발표한 개발협력 구상의 핵심 사업에 포함되어 있기도 하다.
BEAR 1차 사업(2011~2017)은 아프리카의 직업기술교육 역량 제고 및 경제발전 기여와 국제사회에서의 국격 제고, 리더십 강화를 목표로 교육과정(교육과정 재구성 및 교수·학습 자료 개발), 교사훈련(기업현장 실무 중심의 교사훈련 과정 지원), 인프라(수요중심 직업교육 운영 모델 개발) 등을 주요 내용으로 하여 수행된 바 있다. 한국직업능력개발원(KRIVET)이 노동시장 분석 및 교육과정 개발에 참여하여 성공적으로 추진하였다.
유네스코 본부에서는 BEAR 1단계 사업의 정량적 성과로 교사훈련 744명, 12개 교육과정 개발, 2,200여 명의 중등학교 학생(훈련생) 수혜, 정성적 성과로는 개인과 산업 수요에 부합하도록 직업기술교육 분야에서 의미 있는 진보를 이루었다고 평가하고 있다(Chakroun, B., 2016). 이는 유네스코 본부에서 확인 가능한 정량적인 부분을 산출한 것이고, 우리나라의 경험과 지식 공유를 통한 협력관계 강화 등의 비정량적인 부분에서도 이에 못지않은 큰 기여를 했다고 볼 수 있다.
이에 따라 한국 정부(교육부 중심)가 유네스코에 지원한 신탁기금 사업으로 수행한 BEAR 1차 사업의 성공적인 마무리와 함께 2차 사업 참여 및 수행 요청과 필요성이 증대하고 있다. 아울러 BEAR 2차 사업에 대한 국제입찰 과정에 참여하기 위한 체계적인 대응과 실행 전략 마련, 그리고 세부 추진 전략 도출 등에 대한 준비가 필요하게 되었다.
유네스코 본부에서는 BEAR 2차 사업 콘셉트 노트에서 민관협력(PPP) 파트너십 강화, 노동시장 분석, 교육과정 개발의 실행 및 확대 등을 통한 직업기술교육의 적절성 제고, 교사훈련기관 및 프로그램 개선 등을 통한 양질의 직업기술교육 지원, 직업기술교육과 고등교육 간의 연계 강화, 기능경기대회 지원, 진로지도 및 상담 지원 등을 주요 사업 내용으로 제시하고 있다(UNESCO, 2017). 이는 BEAR 2차 사업이 종료된 1차 사업의 기반 위에서 그간의 성과와 문제점을 해소하여 사업의 효과적인 수행과 성과 기반의 결과 도출에 주안점을 두고 있음을 볼 수 있다.
본 연구의 목적은 BEAR 2차 사업에 대한 국제 공개경쟁 입찰 과정에 체계적으로 대응하기 위한 전략, 추진 사항 등을 준비하기 위한 기초조사·분석(공모 절차 등 포함), 참여 전략(타당성 조사 결과와 연계, 1차 사업 성과·경험 반영 등), 제안서 작성(국제기구 컨설팅 기관·전문가 참여, 유네스코 본부 연계 등) 등에 있다.This Research was conducted for preparing the strategies for the international open and competitive tendering process of BEAR II Project, the primary research and analysis(including the competition process), the participation strategy(linking with the feasibility study, reflection of I Project performance and experience), and preparation of proposals(participation of international organization consulting agencies and experts, connecting with the UNESCO headquarters, etc.).
In the environmental analysis of target countries(Ethiopia, Kenya, Madagascar, Tanzania, and Uganda) for BEAR II Project, we analyzed in detail the demographic structure, industrial & employment structure, education & TVET system, and national development plan, etc.
To win the BEAR II Project, we looked at the process of global competition, the advantages of KRIVET implementation (organizational aspects, workforce composition, and international business performance). In addition, as an aid donor, it is expected that Korea will be able to provide support through the Korean government, flexibility in connection with other ODA projects, know-how of the I BEAR Project and follow-up business execution organizations, job creation through induction of industrialization, transplantation of functional manpower supply system in Korea, TVET project execution strategy reflecting the international trend, and strengthening of the expertise through alliance with relevant experts.
A draft proposal prepared in preparation for the bid of the BEAR II Project. We looked at the framework of traditional business proposals and proposals for special purpose projects and analyzed the best practices of the project.
In the preliminary survey, the areas of the BEAR II Project for the countries were Ethiopia(agricultural processing), Kenya(environmental industry), Madagascar(textile), Tanzania(agricultural industry and creative industry), and Uganda(agricultural processing and harvest). As the subject of implementation of BEARII Project(UNESCO headquarters or Nairobi office) has not been decided yet, the method and content of the international bidding have not been determined. Therefore, it is necessary to respond according to UNESCO’s decision.
Based on the draft proposal attached in Korean and English, we should respond appropriately to UNESCO’s international bidding process and details. For this, we need to work together and react flexibly to the relevant organizations such as UNESCO headquarters, the Education Ministry, and KRIVET.요 약 vii
제1장 서 론 3
제1절 연구의 필요성 및 목적 3
제2절 주요 연구 내용 및 방법 5
제3절 주요 관련 연구 결과 9
제2장 BEAR 2차 사업 대상국 환경 분석 13
제1절 개요 13
제2절 에티오피아 13
제3절 케냐 30
제4절 마다가스카르 45
제5절 탄자니아 51
제6절 우간다 62
제3장 BEAR 2차 사업 수주 방안 75
제1절 국제기구 사업 공모 절차 75
제2절 KRIVET 수행의 장점 76
제3절 공통 수주 방안 84
제4장 BEAR 2차 사업 제안서 작성 97
제1절 목차 구성 97
제2절 우수사례(샘플) 분석 100
제5장 결론 107
제1절 요약 107
제2절 제언 108
SUMMARY 111
참고문헌 113
부록 11
A Study on Support and Utilization of Korea Collegiate Essential Skills Assessment(K-CESA)
No full text■ 연구 목적
본 연구는 이렇게 변화하는 상황에서 대학생을 대상으로 직업세계에서 필수적으로 요구되는 핵심역량을 진단하는 국내 유일의 표준화된 진단도구인 K-CESA(Korea Collegiate Essential Skills Assessment) 시스템을 발전시키는 것을 목적으로 한다. 대학생의 핵심역량의 정확한 진단, 진단 결과를 토대로 하는 대학교육의 질적 수월성 제고를 지원하는 방안을 탐색하여, 궁극적으로 고등교육의 경쟁력 강화, 산업수요 맞춤형 인재와 역량기반 우수인재 양성 등의 국가인적자원 개발에 기여하고자 한다(교육부, 2015; 교육부, 2016; 교육부, 한국대학교육협의회, 2017).
■ 연구 내용
본 연구는 2016년 시작된 10개년 계획의 제2차 연도에 해당한다. 총 10년에 걸친 연구에서 수행할 연구를 분야에 따라 구분하면 다음과 같이 4개 영역-① 대학생 핵심역량 진단도구로서의 K-CESA 개선, ② K-CESA 데이터 분석과 정책 방안 도출, ③ K-CESA 활용 촉진을 위한 방안 창출, ④ K-CESA 시스템의 안정성 확보와 업그레이드-으로 나눌 수 있다.1. Introduction
Korea Collegiate Essential Skills Assessment(K-CESA) is established and operated as assessment tool for essential skills of students in collegiate level. K-CESA would contribute to Korea human resource development by exploring ways to support the quality excellence of university education based on essential skills assessment of college students. The purpose of this study is to explore the ways to develop K-CESA system and to support the excellence of university education based on accurate assessments and results of colligate essential skills. This study is proceeding with the ten-year plan, and study for the second year of 2017 was conducted based on K-CESA medium and long-term fundamental plan and the results from the first year of 2016.
2. K-CESA Participation Status and Analysis Results
The number of colleges for K-CESA has increased from 64 colleges in 2015 to 104 colleges in 2016, and it is estimated at 43 colleges in 2017. The number of students is 21,548 in 2015, 25,645 in 2016, and 12,082 in 2017(January ~ June).
As a result of K-CESA, overall essential skill of male students is higher than that of female students, and the higher the grade year is, the higher the level. By major department, social science, education, and engineering department are at high level. Also there is a high level of essential skills among students in public universities and financially supported universities. In order to examine the factors affecting essential skills, the level of essential skills were analysed according to students' gender, high school they were in and the location, university admission method, career plan, average grade, home economics, financing method. In addition, as the level of communication skill have been appeared low in every year, the students' status on communication skill were checked by the scores of total and sub-factors, and individual factors.
3. New Question Item Development for Interpersonal Skill
K-CESA has been revising the assessment tool and studying new question items according to the utilization of sub-areas of essential skill. The development of the preliminary question and the preliminary investigation were carried out through the external expert team and K-CESA college student supporters to develop interpersonal skill question item. Also Interpersonal skill self-report type and situation-based type assessment were integrated and standardized result table is developed.
4. Case on the Improvement of utilization
K-CESA provide consulting services for colleges in order to improve the utilization and practical application of the assessment results. Most colleges wanted integrated consulting, and in particular, they had a strong desire for actual practical programs and curriculum to use the assessment results in college. In addition, by utilizing K-CESA, there is conference on topics of 1) explore the relationship and influence between K-CESA and similar skills; 2) analyzing essential skill of college students, designing instructional Model, and verifying effects; 3) curriculum, training program proposal.
K-CESA has college advisory group(supporters) to investigate various interpretations of the results and the recognition and requirements for essential skills assessment.
5. Implications
Base on K-CESA status and analysis results, the implications and suggestions for policy making are as follows: 1) Quality management of higher education through efforts to improve the utilization of K-CESA in higher education evaluation, 2) Increasing effectiveness in policy to overcome inconsistency between curriculum and industry requirement skills, 3) Proposal for further development of essential skill as future competence in the 4th Industrial Revolution, 4) Development and provision of programs to improve essential skills, 5) Strengthen student support service through interpretation of K-CESA result and proposal of essential skill improvement program, 6) Activation of essential skill research through domestic and international conferences.요약 ix
제1장 서 론 1
제1절 연구의 필요성과 목적 3
제2절 연구 내용 5
제3절 연구 방법 10
제2장 대학생 핵심역량 진단(K-CESA) 참여 현황과 분석 결과 15
제1절 K-CESA 진단 참여 대학과 학생 현황 17
제2절 K-CESA 진단 결과 21
제3절 K-CESA 진단 참여 학생 설문조사 43
제4절 의사소통역량 하위요인별 특징 66
제3장 대인관계역량 신규 문항 개발 83
제1절 문항 개발의 개요 85
제2절 기존 문항 분석과 선별 93
제3절 조사 결과 분석 109
제4절 규준 설정 및 결과표 개발 122
제5절 신규 문항 개발의 의의 129
제4장 K-CESA 활용성 제고 사례 133
제1절 대학 컨설팅 지원 135
제2절 K-CESA 활용 대학생 핵심역량 학술대회 141
제3절 대학생 자문단 구성과 활동 144
제5장 정책 제언 149
SUMMARY 163
참고문헌 167
부록 171
1. K-CESA 10개년 계획 173
2. K-CESA 안내자료 175
3. K-CESA 학술대회 발표자료 18
Plan for the Credit Recognition System for the Korean Master Hands
No full text○ 연구 목적
본 연구에서는, 첫째 명장의 ‘경험학습인정(RPL)’을 전제로 명장 선정 시 심사 기준과 현행 학점은행제 학위 수여 요건 간 연계(안)를 모색하고, 둘째 관련 법제도 개선 및 추진 로드맵을 제안하고자 한다.
○ 연구 내용
본 연구에서는 우선 대한민국 명장 학점 인정 관련 법제도, 주요 선행연구 및 학점 인정 관련 동향을 분석하였다. 대한민국 명장의 학점 인정 및 학위 취득에 대한 의견 수렴을 위해 명장, 자격 및 교육훈련전문가를 대상으로 전문가협의회와 FGI(Focus Group Interview)를 추진하고, 최종 방안 검토를 위해 전문가자문회의를 실시하였다. 연구 결과로 대한민국 명장 학점 인정(안)과 추진 로드맵 및 후속과제를 도출하였다.To prepare a credit recognition system for the Korean master hands, analyses of major preceding researches, and FGI of education experts and certification experts were promoted in this research.
On the basis of the results, the henceforth tasks were proposed such as a medium-and long-term semester credit recognition system plan for the master hands, improvement of legal system, and a road map.
The professionals’ common opinion that the personal opportunity of a lifelong vocational competency development should be equally offered like who would receive a credit recognition suggested an outline of the credit recognition system as the Korean master hands would be selected or be given preference although there was a different comment on seeking a connection with education credits.
In the short run, they proposed a plan of a credit recognition system considering the criterion of selecting the Korean master hand with RPL as the center-point within the current credit recognition system, and a next plan applying the SOF by ISC under KQF in the medium-and long-run.
The procedure of composition and operation of ‘Credit Recognition Committee(a tentative name)’ for the Korean master hands, and necessary henceforth tasks are also suggested.Ⅰ. 서 론 2
Ⅱ. 대한민국 명장 학점 인정 관련 동향 7
Ⅲ. FGI 및 결과 분석 14
Ⅳ. 대한민국 명장 학점 인정(안) 26
참고문헌 32
Abstract 34
[부록] 3
[동향 / 해외] 생산인구감소 및 고령화의 덫에 걸린 중국 : 현황과 대응 전략
No full text현재 중국은 유례없는 빠른 속도의 생산인구감소 및 고령화를 경험하고 있다. 세계 인구 대국으로서 누려오던 인구보너스 효과가 타격을 입는 것은 불가피하다. 또한, 중국의 풍부한 저임 노동력을 활용해 오던 주변국들 역시 직·간접적으로 영향을 받을 것이다. 이에 본고에서는 중국의 생산인구감소 및 고령화 문제를 보다 심도 있게 들여다보고, 중국의 대응 전략을 살펴보고자 한다. 이를 위해 중국의 인구 정책에 대한 청사진을 담은 「국가인구발전규획 2016~2030년」을 비롯한 각종 자료를 정리·분석하였다.
Ⅰ. 들어가면서
Ⅱ. 중국의 인구 구조 변화 추세
Ⅲ. 중국 인구 구조 변화의 영향
Ⅳ. 중국정부의 대
A Study on Support and Utilization ofKorea Collegiate Essential Skills Assessment(K-CESA)
Get PDFK-CESA(Korea Collegiate Essential Skills Assessment) is the standardized assessment tool to evaluate and utilize essential skills of student in collegiate level by leading the colleges to have the interest and practice of essential skills. As learning outcomes, essential skills are regarded as important concept in the field of higher education and human resource development. K-CESA had been a long-term project of 6 years from 2009, and completed in 2014. Improvement in sustainability and utilization of K-CESA, and securing continuous discussion on essential skills is necessary for the further stage. Hence, the purpose of this study is to develop a system by enhancing the supportability and utilization of K-CESA. This study will be carried out as the ten-year plan, and 2016 is the first year
A Study on Strengthening the roles of CCEI through the Collaboration of Regional Universities
Get PDFThis study aims to explore practical measures to cultivate creative makers who can lead the development of new industries and the re-takeoff of existing manufacturing industries through the collaboration between Center for Creative Economy and Innovation(CCEI) and regional universities under the conditions of acceleration of the fourth industrial revolution. To this end, we tried to find sustainable development ways after we reviewed the roles and functions of existing CCEI. In particular, we seeked various ways to activate a new entrepreneurship model which could lessen the costs of starting an innovative business and the risks of failure.
According to the above research purposes, the following matters were analyzed.
First, the concepts of creative economy and the fourth industrial revolution were defined, and then we inquired the components of a maker ecosystem such as a maker movements, maker spaces, maker fairs etc.
Second, the existing situations and problems of CCEI were analyzed. Especially we focused on the connection between CCEI and regional universities.
Third, through a questionnaire survey, the actual conditions of CCEI, the CCEI’s role as a hub apparatus of youth startups and the performance of CCEI as a maker space were analyzed.
Fourth, maker startup ecosystems of main countries were analyzed and several implications were derived. We especially focused on Techshop in USA, Maker Space in Germany and Maker Space in China.
Finally, several policy suggestions to strengthen the roles of CCEI were presented
The Structural Relationship between Corporate Culture and Corporate Education Performance using Autoregressive Cross-lagged Modeling with a Focus on Innovation Culture
Get PDF본 연구는 오차회귀 지연모형을 통하여 혁신문화와 기업교육성과간의 상호교차 지연효과를 종단적으로 살펴보고자 하였다. 연구목적을 위해 한국직업능력개발원의 인적자본기업패널(Human Capital Corporate Panel, 이하 HCCP) 3,4,5차년도 자료(본사용, 근로자용 자료)를 활용하여 분석하였다. 연구방법으로는 구조방정식을 사용하였으며, 8개 경쟁모델 비교를 통해 최종모델을 선정하였으며 연구결과는 다음과 같다. 첫째, 자기회귀 교차지연 모형을 통해 혁신문화는 시간에 걸쳐 안정적으로 과거 혁신문화에 의해 영향을 받는 것으로 확인되었다. 또한 시간에 지연되어 기업교육성과에도 영향을 주었다. 둘째로, 기업교육성과는 시간에 걸쳐 안정적으로 과거 기업교육성과에 의해 영향을 받는 것으로 확인되었다. 더불어 시간에 지연되어 혁신문화에 영향을 주었다. 셋째로, 본 연구를 통해 혁신문화와 기업교육성과와의 관계구조를 검증해 볼 수 있었다. 이와 같이 기업문화와 기업교육성과간의 시간에 걸친 상호 교차 지연효과는 기업의 인적자원 개발자로 하여금 기업문화 변화와 성과 간에 예측 및 관리 가능성에 대한 함의를 제공한다고 할 수 있다.This study was designed to longitudinally explore the cross-lagged effect between innovation culture and corporate education performance by using the autoregressive cross-lagged modeling. For this purpose, the 3rd, 4th, and 5th waves of Human Capital Corporate Panel (HCCP), selectively targeting headquarters and their employees, were statistically analyzed, and structural equations enabled us to fit the final model through competitive model comparison.
The findings of this study indicated that the current corporate innovation culture had interacted with its previous innovation culture on a regular basis and that it had also influenced corporate education performance by time-lagged period. Moreover, corporate education performance was found to be correlated with its pervious performance, thus having a time-lagged effect on innovation culture. Consequently, this study contributed to confirming the structural relationship between innovation culture and corporate education performance. In this manner, the cross-lagged effect between innovation culture and corporate education performance provided the practical implications concerning the prediction and management of corporate culture and performance
A Semantic Network Analysis on Excellent Training Teachers
Get PDF이 연구의 목적은 실업자 및 재직자 우수 직업훈련교사에 관한 의미연결망 분석을 통해 훈련생이 인식한 우수 직업훈련교사의 특성을 구명하는 데 있었다. 이를 위해 기존에 수행된 만족도 조사 등에서 훈련생으로부터 응답받은 우수 직업훈련교사의 추천사유 자료를 수집하고, 전처리 과정을 거쳐, 최종적으로 실업자훈련은 2,356명, 재직자훈련은 1,227명이 응답한 추천사유에 관해 의미연결망 분석을 실시하였다.
이 연구의 주요 결과는 첫째, 실업자 및 재직자 우수 직업훈련교사의 주요단어는 각 82개, 71개로, 각 1% 이상의 비율을 차지하는 공통적인 주요단어는 수업, 학생, 열정, 열의, 이해, 친절, 도움, 쉽게, 지식, 준비, 재미, 자세히, 전문적, 적극적, 실무 등으로 나타났다. 둘째, 실업자 및 재직자 우수 직업훈련교사의 주요단어에 대해 의미연결망 분석을 실시한 결과, 실업자 우수 직업훈련교사는 수업과 학생을 중심으로 그 이외의 단어들과 강한 연결망을 형성하고 있었고, 재직자 우수 직업훈련교사는 수업을 중심으로 그 이외의 단어들과 강한 연결망을 형성하고 있었다. 셋째, 실업자 및 재직자 우수 직업훈련교사의 주요단어를 군집화하여 의미연결망 분석을 실시한 결과, 실업자 우수 직업훈련교사는 수업관리 및 응대, 수업방법, 수업준비 및 피드백, 학생응대, 학생관리, 담임역할, 취업지원 등 7가지 특성이 도출되었고, 재직자 우수 직업훈련교사는 수업응대, 수업방법, 수업준비 및 피드백, 학생관리, 교사전문성, 실무도움 등 6가지 특성이 도출되었다.This study investigated the characteristics of excellent training teachers using a semantic network analysis of the reasons of recommendation for training teachers. First, the key words of the unemployed and employed excellent training teachers were each 82 and 71 pieces, and common key words were class, student, passion, enthusiasm, understanding, kindness, and help. Second, unemployed excellent training teachers had formed strong networks with two words, class and student, around the other words, while employed excellent training teachers had formed strong networks with a word, class, around the other words. Third, seven characteristics of unemployed excellent training teachers have been derived, including classroom management and response, teaching methods, lesson preparation and feedback, student response, student management, class teacher role, employment support, while six characteristics of employed excellent training teachers have been derived, including classroom response, teaching methods, lesson preparation and feedback, student management, teacher expertise, and practical assistance