[특집] 학력중시사회에서 능력중시 사회로의 대 전환

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[권두언] 직능원 창립 5주년을 맞으며...

본원은 금년 10월로 창립된지 5년을 맞게 된다. 지식기반사회와 지구촌의 무한 경쟁시대에 부응하는 국가인적자원개발의 필요성이 대두돼 1997년 정부출연연구기관 가운데 드물게 교육부와 노동부가 공동출연해 설립한 한국직업능력개발원이 이번에 5주년을 맞이하게 되었다....

[권두칼럼] 한국직업능력개발원의 발전 방향

한국직업능력개발원은 인적자원개발 정책 및 자격제도의 연구·개발, 직업교육훈련 프로그램의 개발·보급·평가, 교육훈련기관의 평가, 직업진로정보의 제공 등의 업무를 수행함으로써 국제 경쟁력을 높이고, 국민의 삶의 질을 향상시키기 위해 설립되었습니다. 본원은 이러한 설립 목적에 따라 인적자원개발에 관한 연구 업무를 수행하고, 국민의 직업능력 향상에 기여하고자 전 직원이 노력한 결과, 소정의 목표를 달성하였을 뿐만 아니라 인문사회연구회로부터 우수 연구기관이란 평가도 받았습니다. ...중략... 본원은 이러한 사회적 역할과 시대의 요성에 부응하기 위해 다음과 같은 4가지 발전 방향을 가지고 제2의 도약을 준비하겠습니다. ..

Study on Plans for Developing Occupational Skills for College Students to Solve Unemployment Problems of Young Adults

본 연구는 청년실업 및 대졸자 취업 실태, 실업의 원인 그리고 기업에서 요구하는 대졸자의 직업능력과 대학에서 청년실업문제를 해결하기 위한 사례를 분석ㆍ파악함으로써 향후 청년실업을 극복하기 위한 대학생의 직업능력개발 방안을 탐색ㆍ제안하고자 한다. 이러한 목적에서 수행되는 본 연구의 구체적인 목적을 제시하면 다음과 같다. 첫째, 청년실업 문제의 핵심을 파악하기 위하여 대졸자의 취업 또는 실업 현황과 앞으로의 전망 그리고 청년실업률이 증가하는 원인 등을 분석ㆍ논의하고자 한다. 둘째, 직업능력개발 방안을 마련하기 위하여 기업에서 요구하는 대졸자들의 직업능력은 어떤 것이 있으며, 어떠한 기준을 가지고 직원을 채용하는 지를 알아보고 기업들은 향후 대학에서 학생들에게 어떠한 직업능력을 어떻게 개발시켜 주기를 요구하는지를 분석ㆍ파악하고자 한다. 셋째, 직업능력개발 방안을 마련하기 위하여 최근 대학에서는 대학생들의 실업문제를 해결하기 위하여 어떠한 노력과 대책들을 추진하고 있는지 그 사례를 분석하고, 대학생 직업능력개발을 잘하고 있는 우수 대학 사례를 제시하고자 한다. 넷째, 청년실업문제를 해결하기 위한 직업능력 개발 방안을 정부 차원, 대학 차원, 기업 차원, 학생 자신 차원으로 구분하여 탐색ㆍ제안하고자 한다.1. Purpose The purpose of this study is to propose plans for developing occupational skills for college students in order to solve problems of unemployment for young adults. The procedures taken for this study are as follow; First, we discussed reasons for rise of unemployment for young adults and analyzed the status quo of employment for college graduates. Second, we looked into the criteria factors that corporate uses in hiring and studied their cases. We also analyzed what kind of occupational skills that corporate want universities to focused on their students. Third, we analyzed case studies on what universities are doing and how they plan to alleviate the problems of unemployment then proposed universities that have good programs. Fourth, we proposed integrated plans for developing occupational skills for government, university, corporate and the students themselves. The 2. Reason for Unemployment and Employment Status Quo The unemployment rate for young adults in 1997 was 2.6%(7.6% for age 15-29) but it sharply rose to 7.0%(16.1% for age 15-29) in 1998. Since then the economy has recovered and in July, 2004 the unemployment rate has reduced down to 3.5%(11.0% for age 15-29) but is on the rise again. The study showed reasons for unemployment is complexly related between government, corporate, university and individuals. The reasons for government's side are as follow; First, government has increased student enrollment dramatically since 1980 causing people to get higher education without proper solution after graduation. Second, government's near sighted plan is not much helpful in employment. The reasons for corporate's side are as follow; First, limiting new employment has reduced a total work force causing unemployment. Second, relatively small labor force for young adults is causing problem in the quality of employment. Third, the hiring pattern is changing to hire experienced employee. Fourth, employee's school background and physical appearance is affected when hiring. The reasons for university's side are as follow; First, the quality of education does not match with the speed of their expansion. Second, due to conservatism in the education system, failure to nurture and supply industrial work force accordingly also affected unemployment. Third, cut-off situation between school and labor market. Fourth, instability of student consultation system. The reasons for individual's side are as follow; First, individual tends to overestimate themselves. Second, young adults tend to lack independency and rely too much on their family for support. Third, lack of preparation in employment. 3. Corporate's Criteria Factors in Hiring Human Resource Management team from Samsung Electronics, POSCO, SK, Shinsegae, CJ, Hanwha, KEPCO, SK Telecommunication, and Hyundai-Kia Motors have participated in the research survey asking what they look for in hiring. The results are as follow; First, a person with creative mind. Second, a person with amicable communication skills. Third, a person with confidence. Fourth, a person basic abilities including use of computer. Fifth, a person with international sense. 4. Programs provided by the university for employment First, schools have established cooperate relations with companies to provide customized education, internship and Sandwich education curriculum. Second, school runs Job Information Center to help students find jobs. Third, schools offer job-related courses to students. Fourth, professors use their human network to find jobs for their students. Fifth, schools set up Graduation Prep Committee to help find direction for students. 5. Countermeasure for Developing Occupational Skills to Overcome Unemployment Unemployment problem is not caused by a single reason. Therefore, plans to overcome unemployment must come from all sides; government, corporate, university and individual alike. A. Countermeasure for Government As a countermeasure for government, First, economy needs to activate to increase employment. Therefore lighten restrictions is needed to encourage corporate's activity. Second, one of the main reason of unemployment is imprudently establishing more schools and increasing allocation of student to the schools. Therefore drastic cut down in allocation of student is necessary and the school curriculum should be changed to more student and corporate oriented. Third, political measures are needed to encourage students to apply medium-small sized companies. Fourth, propose ways and encourage for universities to adopt, implement practical courses and acknowledge internship as a credit. Fifth, a system is needed for individual to continue to study and acquire skills needed at the job through Lifelong education center. Sixth, to incite universities to continue to help students, make public announcement of their employment rate. Seventh, in order to solve unemployment problem for young adults, institutions that provide vocational training must work together. B. Countermeasure for University First, university needs to efficiently manage industry-academic cooperation to overcome unemployment. Second, Ministry of Education is going to support universities planning to establish Human Resource Development Center so the center should maintain close relations with student academic management. The HRD Center needs to strengthen ties with Job Information Center to collect information. Third, open education system needs to be preceded and encouraged between corporate and school. Fourth, to help students with employment assistance, student counseling needs to be reinforced. Fifth, Women Career Development Center may be necessary to increase female employment. Sixth, Graduate Validation needs to be adopted in order to have corporate's trust. Seventh, select job-related courses offered at the lifelong education center and give credits which not only will help student enrollment but at the same time, students will have competitive in finding jobs. C. Countermeasure for Corporate First, corporate needs to implement and activate various hands-on programs through internship, customized education and corporate training. Second, corporate should not focus too much on school background or physical appearance when hiring and give more chances to those graduated from local university. Third, corporate tends to take an advantage of internship by giving simple labor job or use as an errand boy rather than hands-on experience opportunity. Therefore, corporate needs to exercise the true meaning of internship. Fourth, corporate needs to participate more actively on nurturing professionals by investing in vocational training. Fifth, corporate and school need to have more productive relations and be more communicative in developing curriculum or courses, giving updated information to one another, and actively use exchange program. Sixth, to meet the demands of industry, corporate needs to establish industry-academic relations with university and open courses that are needed at work. D. Countermeasure for Individual First, in the world of globalization, corporate is looking for someone with international mind and foreign language skills. Therefore, individual needs to build skills required by the corporate. Second, individual needs to choose the field of study at school based on one's interested field of work after graduation and concentrate on taking courses that are related to the field of work. Third, to get the job you want, one must study the requirements of the corporate and prepare throughly. Fourth, there's an added points to those with license related to your field of study or foreign language. The more you have, the better it is. Fifth, it's a trend that corporate is looking for someone who shares the same mind with a corporate's philosophy. Get acquainted with the corporate culture. Sixth, do not seek only in domestic market. Seventh, focus on choosing a company that one can develop oneself. The size of the company is not important. Eighth, opening a small business is always another option.요 약 제1장 서론 제1절 연구의 필요성 및 목적 1 1. 연구의 필요성 1 2. 연구의 목적 4 제2절 연구의 내용 및 범위 5 1. 청년층 실업과 취업 현황 5 2. 기업의 인재 채용 기준 5 3. 대학의 직업능력개발 실태 6 4. 청년실업 극복을 위한 직업능력개발 대책 6 제3절 연구 방법 7 1. 문헌 분석 7 2. 사례 분석 7 3. 전문가 협의회 8 4. 국내통계조사 데이터 분석 9 제2장 청년층 실업과 취업현황 제1절 청년층 실업 현황 12 1. 청년 실업률 13 2. 청년층 경제활동현황 14 3. 실업률 추이 16 제2절 청년층 취업 현황 17 1. 구직기간과 구직 경로 19 2. 첫 직장의 특징과 취업의 질 22 제3절 청년층의 실업 원인 24 1. 법·제도적 요인 25 2. 노동시장 요인 26 3. 대학내부의 요인 29 4. 구직자 개인적 요인 31 제3장 기업의 인재 채용 기준 제1절 기업이 요구하는 인재상과 채용방법 35 1. 기업에서 요구하는 인재상 36 2. 채용방법 40 제2절 기업이 요구하는 인재채용 기준과 과제 63 1. 기업의 인재 채용 기준 67 2. 기업에서 원하는 인재양성을 위한 요구 71 3. 기업에서 요구하는 인재양성을 위한 과제 74 제4장 대학의 직업능력개발 실태 제1절 산학협동 교육 76 1. 맞춤식 교육 운영 사례 78 2. 인턴제도 운영 사례 82 3. 산학협동 교육의 과제 98 제2절 취업정보센터 운영을 통한 취업지원 101 1. 취업정보센터 운영 실태 101 2. 취업정보센터 운영을 통한 취업지원 사례 105 3. 취업정보센터 운영을 통한 취업지원의 과제 112 제3절 취업관련 강좌를 개설한 경우 113 1. 취업관련 강좌 운영 실태 113 2. 취업관련 강좌를 개설한 대학 사례 115 3. 취업관련 강좌 개설의 과제 123 제4절 대학교수들의 학생 취업전략 124 1. 책임지도 교수제 124 2. 평생지도 교수제 125 3. 기타 125 제5절 졸업준비위원회를 통한 취업지원 127 제5장 청년실업 극복을 위한 직업능력 개발 대책 제1절 정부 차원의 대책 129 1. 기업 활동 관련 규제의 완화 132 2. 교육 분야의 개혁 133 3. 중소기업 취업 촉진대책 137 4. 기업의 채용구조에 맞는 정책적 뒷받침 필요 139 5. 평생교육과의 연계를 통한 직업능력개발 140 6. 교육훈련과 노동시장 연계를 위한 파트너십 구축 141 7. 취업률 공포를 통한 대학의 경쟁력 강화 142 제2절 대학 차원의 대책 143 1. 사회적 수요에 부응하는 유연한 교육체계 144 2. 산학협력단의 적극적인 활 146 3. 종합인력개발센터를 통한 진로ㆍ취업지도 기능 강화 147 4. 산학협동체제 구축 149 5. 취업지원체제 강화 150 6. 여대생취업에 대한 관심 고취 151 7. 대학교육의 질적 향상을 위한 졸업인증제 도입 152 8. 평생교육원 강좌의 학점 인정을 통한 직업능력개발 153 제3절 기업 차원의 대책 154 1. 직장체험프로그램의 도입 확대 155 2. 학력, 학벌 등 외형적 채용기준의 변화 155 3. 인턴 제도의 올바른 운영 156 4. 인재를 양산하기 위한 직업교육에 대한 투자 156 5. 기업체와 대학과의 적극적인 교류 157 6. 기업체에서 요구하는 과의 설치 158 제4절 학생 개인의 입장에서 대책 158 1. 국제적 마인드와 외국어 능력의 준비 160 2. 경력관리를 통한 취업준비 161 3. 직무에 대한 철저한 대비를 통한 취업준비 162 4. 자격증 취득 및 개성 있는 취업준비 163 5. 기업문화의 이해를 통한 취업준비 164 6. 해외 진출에 대한 준비 164 7. 중소기업에 대한 의식 변화를 통한 취업준비 165 8. 창업을 통한 취업준비 165 제6장 요약 및 제언 제1절 결론 168 제2절 제언 171 SUMMARY 173 기업 면담지 181 청년실업해소특별법안 182 참고문헌 18

A Study on Comprehensive Plans for Technical High Schools

본 연구는 고등학교 단계에서 학과 중심의 교육, 교사 중심의 교육을 극복하여 일 중심의 교육(work-based learning)을 강화하고, 산업사회의 수요에 맞는 기초직업능력과 문제해결능력을 지닌 인력 양성이 가능하도록 하기 위하여 실업계 고등학교 교육을 종합적으로 재검토하고, 이러한 검토결과를 토대로 실업계 고등학교 체제개편 대책을 마련하고자 한다. 이를 위한 구체적인 세부 목표는 다음과 같다. 첫째, 지식기반사회와 평생학습사회로의 시대적 변화에 따른 실업계 고등학교 체제개편의 필요성을 분석한다. 둘째, 실업계 고등학교 교육과 일반계 고등학교 교육의 문제 및 그 원인을 심층적으로 진단한다. 셋째, 미국, 일본 등 주요 선진 국가의 직업교육과 관련된 고등학교 교육 체제개편 동향을 분석한다. 넷째, 이상의 연구 결과들을 토대로 실업계 고등학교 체제를 중심으로 한 고등학교 교육 체제개편의 구체적 방안을 종합적으로 모색한다.Vocational high schools, which have made enormous contributions in the nurturing of skilled workers vital in past Korean economic development, have been faced with challenges--both internal and external--due to the rapidly changing environment in the last decade. The advent of a knowledge-based economy, changes in industry and occupation structures, the realization of a life-long learning society, the spread of secondary education, and the decrease in the school-age population all demand the reformulation of the vocational high school system in areas such as program type, curriculum, and career opportunities available to students. In addition, the inflexible management of vocational high school education and negligence of school activities on the part of vocational high school students are among the factors threatening the identity of vocational high schools as valuable institutions of education. These challenges and threats illustrate the necessity of a fundamental restructuring of the system so that vocational high schools can rightfully carry out their functions as educational institutions. With this in mind, this research attempts to analyze and suggest measures for the improvement of vocational education in high schools through a systemic approach. Outlined in the following are the key points in the scheme for restructuring the high school vocational education system. 1. Measures to Restructure the High School Vocational Education System 1) Overall Direction The recommended direction of the systemic restructuring of high school vocational education can be summed up into four parts. First, the diversification and specialization of the high school system is required in order to allow students to make selections of schools based on their talents, aptitudes, abilities and career goals. In other words, the current two-fold system divided into general and vocational high schools needs to be expanded, taking into consideration the changing demands in education and the labor market. The second requirement is the professionalization of vocational high schools and the rigorous cultivation of basic vocational skills. Vocational education at the high school level currently emphasizes two aspects: one is the fostering of basic vocational skills throughout all high schools and the other is the solidifying of existing vocational high school education. Third, both vertical and horizontal linkages in vocational high school education needs to be strengthened. By improving career education in middle schools, students should be encouraged to select from a variety of high schools in accordance with their abilities and goals. Moreover, policies facilitating linkages into both further education and the job market upon graduation from high school are necessary. A cross-recognized, integrated curriculum is also needed so that students may take courses of their interest in interlinked high schools and fully utilize excellent teachers and facilities available in other schools. Lastly, the securing of autonomous and flexible management of the high schools system is imperative. In order to actively meet the demands in high school education and in the labor market, the autonomy of each school regarding the organization and management of curriculum, designing of new curriculum, and recruitment of students and teachers needs to be maximized. Schools should be also granted autonomy in financial management, and a committee consisting of teachers, parents, local leaders, and alumnae can participate in budget allocation, securing and managing independent funds. For the purpose of providing a wider range of alternatives, administrative regulations should be loosened to allow students to freely transfer not only across different categories of vocational high schools, but also from vocational to general high schools and vice versa. 2) A Restructured Model of the High School Education System In accordance with the basic direction of the restructuring of the high school system, it is recommended that the high school system be divided into three sectors: general, integrated, and professional. Integrated high schools are those designed to remedy the side effects of premature career choices, encompassing a wide variety of career programs and education programs in order to allow students to make selections based on their career paths and aptitudes. It is suggested that vocational high schools be renamed "professional high schools," more suitable for the realization of professional vocational education to rear professionals in areas such as agriculture, engineering, commerce, marine and ocean resources, home economics, and business. Professional high schools are similar to previous vocational high schools which had various related fields of specialization. "Special purpose" schools, emphasizing extremely specified fields of concentration, should be expanded in order to foster skilled workers in special sectors. The curriculum in specialized schools must take into consideration compatibility with vocational education in firms, company schools, and polytechnic colleges. 3) Impact of System Restructuring on Student Careers Once the restructuring of the high school education system takes place, a reconstruction of the models for student career decisions will follow. First, ties between high school education and career opportunities will be strengthened, enabling students to choose from a variety of options after the completion of the high school curriculum. Second, career selections can be made at multiple levels. Students of integrated high schools are allowed to defer career decisions until they complete general program requirements in their first year, as opposed to making tentative decisions when entering into high school. Third, diverse career choices are made available to students upon graduation from high school in the new system. Also under this new system, attaining further education in mid-career can be facilitated for professional high school graduates, and various paths for college education exist for students of professional and specialized high schools. 2. Restructuring Strategies 1) Expansion of Specialized High Schools First, the creation of specialized schools in the field of vocational education or the transformation of existing vocational high schools into specialized high schools is strongly recommended. Laws and policies that facilitate the creation of private special-purpose high schools that focus on vocational education by industry organizations, firms, or private learning institutes are also needed. Financial and faculty support should be provided to existing vocational high schools or technical high schools when they are being transformed into specialized high schools. Second, a diverse set of procedures and standards that take into consideration the different talents and aptitudes of students in the selection process is necessary. In accordance with the purpose of specialized schools, more weight should be given to performance in areas of specialty rather than the student's overall academic record. Third, a variety of specialized curricula and a reform in teaching/learning methods are needed. For the realization of this goal, the organizing and managing authority of curricula should be given to schools. The professionalism of high school faculty members should also be enhanced. The backbone of a new and creative curriculum and teaching/learning system is the professionalism of teachers. Fourth, the provision of support towards the development of models and textbooks for the specialized high school curriculum is necessary. In addition to the autonomy given to schools in organizing and managing the curriculum, researchers and teachers in the field should cooperate in their attempts to develop models and textbooks of the education curriculum in various areas of specialization. It is suggested that the details of such a project be worked out by the joint efforts of the Korea Research Institute for Vocational Education and Training and 'the Consultative Council of Specialized High Schools'(tentative name), while the Ministry of Education provides administrative and financial support. 2) Strengthening of Vocational Education in General High Schools The first recommendation for strengthening vocational education in general high schools is making mandatory courses such as "Career and Occupation" that provide an opportunity to explore the world of jobs and running an field-oriented education program. These requirements will provide the student with not only an understanding of his or her future job but also better judgment when selecting a job. Second, it is possible to think of a system in which students who complete vocational education programs are given an advantage in college entrance exams. By providing incentives to students who choose to obtain further education as opposed to jumping straight into the workplace, the diffusion of vocational education can be expected. Third, a variety of job-related applied courses and basic professional courses should be made available. Vocational education at the high school level should include applied courses that provide the student with a better understanding of the workplace and basic professional courses that prevent high school vocational education from becoming superficial. Fourth, the vocational education program in general high schools need to be restructured so that students who desire more in-depth education or further practical training upon completion of the basic course requirements may do so at local vocational education and training institutions or public training centers. 3) Introduction of Integrated High Schools First, the establishment of integrated high schools should be written into the Implemental Decree of the Elementary and Secondary School Act. The first proposal is to have the Minister of Education designate and promulgate such schools, and the second proposal is to give the principal approval to newly formulate and operate an integrated high school. Second, the related provisions in the Implemental Decree of the Elementary and Secondary School Act should be re-written as to allow the principal of the integrated school to make primary selections of students and then recruit other students nation-wide. As for selection standards, middle school records, aptitude tests, and interview results rather than having a separate written exam are deemed more efficient. Third, the most optimal alternative is to decrease the number of students in each class in vocational high schools in order to minimize the extent of an over-supply of teachers. A distinct policy of teacher relocations that utilize full-time instructors in the industry-school cooperation sector and teachers of practical training is recommended. Other options such as allowing teachers to move around to and from the different types of high schools and rotational systems should be considered as well. Fourth, schools should be given the authority to organize the education curriculum, and with this the required courses designated by the government or the various levels of boards of education should be minimized. Fifth, the education curriculum needs to be reorganized in order to prevent integrated high school students from being at a disadvantage when going to college. For instance, a professional vocational section should be included as an elective in the college entrance exam. In addition, students going on to college--either the general or junior college--should be given preferential treatment, and the linked education program between integrated high schools and junior colleges (2+2) or university (2+4) should be given wide support. 4) Related Measures in Restructuring of the High School System If the new system of high school vocation education is to achieve its stated purpose, then attempts must be made to implement related policy measures. First, a flexibly-run program must be developed for the new high school vocational education system. It is important to design and manage a vocational education program that links vocational education to the workplace through industry-government-school cooperation as well as nurturing the basic vocational aptitudes of students. Additionally, an "open" curriculum that can allow students to make career and school decisions of their choice is necessary. Vocational education curricula in schools should be managed taking into account the distinct characteristics of each region, each school, and school category. The designation of required courses in each field and major of vocational education by the Ministry of Education and the boards of education under each city and province as well as minimum credit requirements need to be abolished for autonomy in organization and management of the education curriculum. In order to instill professionalism among principals and teachers, the developers of the vocational education curriculum, special education and training need to be fortified. Second, career education for students at the elementary and secondary school level should be strengthened, for which tests assessing the maturity of career development and individual aptitude must take place on a regular basis. A 'career assessment and counselling system,' where maturity of career development, career interests, and aptitude are tested from elementary school onwards should be put in place. These accumulated records are then used to assess the career directions of students. The activation of field-oriented career education is also recommended. For instance, a general understanding of career planning and specialty education through extracurricular activities need to be fostered. A mandatory field program in industry should be included in high school career education. The expansion of programs to rear professional counselors and the institutionalization of the training system is needed for systematic career guidance. Third, it is important to provide students with access to continuing education and upgrade their level of education. In order to broaden the opportunity for high school graduate workers towards higher education, the system of post-secondary education needs to be organized. More specifically, junior colleges and industrial colleges set up for the purpose of vocational education should be nurtured into open community colleges that can enhance the vocational skills of workers and provide continuing education for the local community. Currently junior colleges and industrial colleges are becoming more generalized, contrasting directly with their stated goals, which need to be reemphasized. In addition, it is important to develop channels through which high schools graduates can continue their education even after getting jobs by providing tuition aid and loans. Policy-wise, an attempt must be made to facilitate the further education of vocational high school graduates for the continued enhancement of their vocational skills. The linkage between mid-level and advanced-level vocational education should be strengthened, with the current proposal for a '2+2' system of linking vocational high schools and junior colleges as a model. Fourth, vocational education needs to be connected to vocational qualification through the development of a "National Skill Standard" for increased efficiency in human resources development. A variety of qualification systems and other vocational skill certification schemes need to be implemented in order to enhance the basic vocational skills and professionalism of vocational high school students. In addition, there is a need for the tight management of the quality of skill certification that vocational high school graduates achieve for an objective and comprehensive evaluation system. In order to maintain a credible system of vocational skill certification, a strict standard for the authorization of qualification needs to be developed and the procedures for attaining qualification should also be made more exact. Government-commissioned institutions for overseeing and implementing skill qualification should be subject to evaluation every 3 to 5 years as a basis for not only determining re-assignment but also for better accountability. Fifth, the linkage between vocational education and training institutes and vocational high school education must be strengthened. In the case of vocational education programs operated in general high schools, it is required that students take basic required courses and then complete their advanced professional education in an interlinked vocational high school, a vocational education and training institute, or a public training center in the region. Other policy recommendations include the increased public utilization of training facilities and equipment, the promotion of exchange of instructors among vocational education and training institutions, cross-recognition of courses, and joint development of education programs. Sixth, new measures must be introduced with regard to faculty members in the newly-constructed high school vocational education system. Increased opportunities for training in minor fields and long-term training for applicants of further training in their major fields should be available to teachers. The number of professional counselors in charge of providing career counseling and guidance to students needs to be widely increased, and faculty members overseeing industry-school cooperation full-time must be specifically designated rather than having a few teachers holding the office merely part-time. Increased flexibility in the relocation of teachers through the mobility of teachers across schools and across related vocational education institutions is also important. A resetting of the standards for hiring new faculty members in professional vocational education curriculum is necessary for the immediate hiring of highly-qualified teachers in new areas of study. Lastly, industry-school cooperation at the high school level needs to be strengthened. For this purpose, a system of information management and evaluation on field training programs, where select cases with outstanding performance are rewarded with concentrated support, should be established to enhance the quality of vocational education programs. A win-win strategy of diversifying the field training programs of vocational high schools and at the same time reinforcing administrative and financial support for the main participants in field training--training centers, vocational education schools, teachers, and students--leads to mutual benefits. Furthermore, a consistent gameplan needs to be formulated at the government level regarding industry-school cooperation in vocational high schools in order to adjust to the rapidly changing industrial society. 3.Measures for Administrative and Financial Support in the Restructuring of the High School System In order to ensure the proper operation of the new system of high school vocational education, it needs to be equipped with complementary changes in related administrative and financial supports. First, the existing Lifelong Education Division under the Ministry of Education should be renamed and expanded into the Lifelong Vocational Education Division in order to facilitate effective administrative accountability and procedures. Separate divisions dealing exclusively with high school vocational education matters should be set up under each metropolitan area board of education. In a similar vein, unit schools should be allowed to maximize their operational independence so that the effectiveness of vocational education in unit schools can be increased to the fullest. Second, as a basis for the realization of vocational education in vocational high schools, related laws and policies that can enforce the effectiveness of high school vocational education need to be set in place. In addition, related laws linking vocational education and qualification, supporting efforts to make social evaluations of the accomplishments of vocational education, are also needed. Laws pertaining to the improvement of the quality of teachers in vocational high schools should also be made more sophisticated in their content. Third, central and regional government investment needs to be increased in order to continuously pursue reform in the high school vocational education system, faced with changing demands in the knowledge-based society of the 21st century. In recognition of the limitations in governmental support, the financial burden of reform needs to be distributed across different actors--the school juridical persons and the private sector. In order to increase the efficiency of the financial management of vocational education, policy directives to make more realistic the standards for allocating the budget for high school vocational education, to widen the autonomy of budget management in schools, to invest in common facilities and equipment, and to adopt a system of evaluating the finances of vocational education must take place.연구요약 Ⅰ. 서 론 1 1. 연구의 필요성 및 목적 1

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