시설 청소년의 자립기술과 직업기초능력

시설 퇴소 청소년(관련법에 따라 만 18세 퇴소)의 취업은 비교적 단순직(단순노무직 33%, 서비스직 19.6%)에 머물러 자립곤란이 예상되므로 이에 대한 지원 확대가 필요함. 시설 청소년의 자립기술 수행수준은 모든 영역에서 숙달 수준이 낮게 나타났으며, 특히 ‘직장생활기술’,‘돈 관리기술’,‘ 진로탐색 및 취업기술’이 취약한 것으로 나타남. 시설 청소년이 인식하고 있는 직업기초능력 수준과 자립담당자 및 기업의 직업기초능력 요구수준을 비교한 결과 ‘수리능력’이 취약한 것으로 나타남. 이에, 시설 청소년의 자립에 바탕이 되는 자립기술과 직업기초능력을 향상시킬 수 있는 실제적이고 단계적인 프로그램의 개발과 적용이 요구됨.Youth discharged from institutional care (at the age 18 by law) tend to find employment mainly in simple manual work (unskilled manual worker 33%, service sector 19.6%); increased assistance should be provided to ensure they become self-reliant. The institutionalized youth were found to be low across the board in the level of skills needed to achieve self-reliance, particularly workplace skills, money management skills, and career exploration and employment skills. Mathematical ability of this group of young people shows considerable room for improvement when compared against the core competencies set by the self-reliance program coordinators and companies. Practical and systematical programs must be developed and offered to help institutionalized youth improve their self-reliance and core competencies for independent living

The actual condition of vocational trainingin juvenile protection agencies and remedies

본연구의 목적은 사회적 약자인 보호소년의 직업능력을 개발하기 위해 보호소년의 직업능력개발훈련의 실태를 분석 및 진단하고, 성공적인 사회 복귀를 위한 개선 방안을 제시하는 데 있다. 본연구에서 다루고자 하는 내용을 구체적으로 제시하면 다음과 같다. 가. 보호소년의 특성과 직업능력개발훈련 1) 보호소년의 특성 2) 직업능력개발훈련을 통한 보호소년의 교정교화의 의의 3) 소년원 직업능력개발훈련 운영 현황 나. 보호소년 특성과 직업능력개발훈련 실태 1) 보호소년 특성 파악, 보호소년의 사회정서적, 기초직업능력수준 2) 직업훈련교사 대상으로 보호소년 직업능력개발훈련 운영 실태 및 요구 분석 다. 보호소년 직업능력개발훈련 만족도 및 개선사항 1) 직업능력개발훈련 운영 만족도 2) 직업능력개발훈련 개선사항 및 취업관련 요구 라. 보호소년 직업능력개발훈련 개선 방안 1) 보호소년 직업능력개발훈련의 전제 2) 보호소년 직업능력개발훈련의 개선 방안Ⅰ. Research summary The purposes of this research are to analysis and diagnosis the actual condition of vocational ability development training for juveniles under protection for occupational capability development of juveniles who are assorted as a socially disadvantaged group and to suggest the remedies for their successful return to normal social life. In order to accomplish these purpose of the research, we collated the relevant literature materials by cooperation from the Ministry of justice, and we also accomplished both of complementary qualitative and quantitative researches such as interviews, FGI, and surveys for convergence of opinions and mutual agreement related to the actual condition, request, and satisfaction level of operating vocational ability development training for juveniles. Ⅱ. Characteristics of protected juveniles and their vocational ability development training 1. The concept and characteristics of protected juveniles 『The juvenile law』 is the law defining protective dispositions for antisocial juveniles, and it has various regulations for juvenile protection up to date since it has been materialized as the law and system in 1958. The definition of ‘the protected juveniles’ signifies the juveniles who sent from the juvenile department of the Family Court or the juvenile department of the district Court according to the statements on 『the juvenile law』 of Article 2, section 1, and Article 32, Section 1, Item 8 to 10. That is, ‘the protected juveniles’ calling the juveniles under protective dispositions are who under full 19 years old with antisociality or criminal tendency and committed crimes outside the range of criminal penalties when prosecutors and judges considered them for adjusting environment and correcting conducts. The juvenile protective dispositions are assorted from No.1 to 10 disposals by judgements of the juvenile protection education institution. No.1 disposal is for guardian care, and No.2 to No.5 disposals are for probation to be managed by probation office. As types of the strongest punitive character, No.7 to 10 disposals are for sending to training school. No. 9 disposal is for sending to the training school and getting curriculum education (including school qualification exam), personality education, or vocational ability development training for over 6 month. No. 10 disposal which is the strongest juvenile protective disposition is for sending to the training school and getting the vocational ability development training for within 2 years. People who are underage for the vocational training (the vocational ability development training is available from 15 years old) or who have insufficient academic background would get the curriculum education in school qualification exam classes. Hence, the objects of this research are protected juveniles getting the vocational ability development training in training schools under No.9(sending to a training school for short-term, less than 6 month) and No.10 (sending to a training school for long-term, less than 2 years) disposals. The previous researches about problem behavior of protected juveniles are focused on analyzing economic and domestic factors, and those are trying to find individual factors that made the antisocial behaviors of juveniles available in these days. As the psychological factors related to delinquency actions, Bartol & Bartol (2010) suggested cognitive, developmental factors like aggression and impulsiveness, hyperactivity, and ADHD (attention deficit hyperactivity disorder) and CD (conduct disorder). Kwon Jieun (1998) considered the depression, impulsiveness, self-justification, antisocial tendency, anxiety, aggression as the causal factors of delinquency in individual aspect, and Park Hyunsun (1998) pointed out the impulsive/aggressive tendency, depressed/abandonable tendency, and developmental risk as the individual risk factors of delinquency. On this wise, several previous researchers found the individual characters occurred to delinquent teenagers including protected juveniles from depression, aggression, impulsiveness, and self-control. The criminal trend of young offenders was reduced in the view of the crime situation, but the rate of young offenders of 16 ~ 18 years old is continuously increasing, and the rate of male is more 4 times than female offenders. In addition, it was informed that the rate of joint offenses is higher than the rate of one-man crimes, and the criminal motivation like the love of gain for supplying the entertainment expenses was multiply increased since 2010. Especially the rate of young offenders with more than four criminal records was increased from 6.9% in 2007 to 12.0% in 2011, and it can be interpreted that the juvenile delinquencies are getting habitualized. 2. Vocational ability development training in training schools The vocational ability development training in training schools is accomplished according to the regulations of 『The regulations for vocational ability development of laborer』. Starting from the Anyang training school in 1973, the vocational ability development training in training schools has been operated by public vocational training institutions up to date since ‘the public vocational training centers’ were established in training schools across the country in 1974. Because the protected juveniles in training schools prepare to entry into the labor market upon their age, the training schools applied initial and upgrading training to over 15 years old protected juveniles who received No.9 or No.10 disposal for over 6 month within 1 year. The collective training is mainly executed due to the nature of reception institutions, but it is combined with on-th-job training and has a character of the mixed training. The enforcement system of vocational ability development training in training schools make entered protected juveniles go through the courses of the entered inmate education (10 days), basic education, and enducation for returning to society in order. They get living guide and treatment evaluation during the entered inmate education period and curriculum education, vocational ability development training, personality education, medical and rehabilitation education, and special activities during basic education period. Career counseling, social adjustment guidance, self-sufficiency, and job placement is performed during the period of education for returning to society. There are ten training schools including Seoul training school at the moment, and 8 schools are for boys and 2 schools are for girls, and those are operated as each name according to corresponding education curriculum. Ⅲ. The characters of protected juveniles and actual condition of the vocational ability development training 1. In the aspect of vocational training teachers As the result of the in-depth interview and FGI for vocational training teachers, it showed the they appealed the difficulty and its remedies about class operation and human, material infrastructure due to the characters of protected juveniles and training schools. According to the character of training schools, each learner has different beginning and ending time for training courses, and also the academic level or age is different between 16 to 21 years old so that the coursed are operated as mixed training, therefore the vocational training reached to limit status difficult to systematize and operate for each age or academic level. Furthermore, many opinion stated night duties and assignment tasks of most teachers have larger part of the work than their vocational training duties. In case of contract workers, there were great difficulties in management of protected juveniles in the aspect of following-up control, and they could not use their ability because their identifications were not managed properly. Whereupon, those were requested to expand the vocational training classes and corresponding manpower and to find the management plan of efficient vocational ability development training through the improvement of labor conditions for the teachers. For the last, although a practice through the close connection with industrial sites for employment, it is difficult to process the practice by insufficient place for vocational training, and field practice or vocational guidance also has difficulty. Therefore, the employment supporting by construction of human and material infrastructure for proper vocational ability development training was requested. 2. In the aspect of protected juveniles As the result of the in-depth interviews for protected juveniles, it showed there are difficulties such as surrounding environment that makes them goes in to criminal situations, re-entering to a training school by the violation of probation, low academic level, unclear career awareness by lack of their own interest and attention to their aptitude, in-depth vocational training request, and job placement after coming out of the training school. They had a difficulty to choose the vocational training to learn over a year within a short-term, and even they did not know their own interest or aptitude after they selected their job career, and the information about their career was not enough. Hence, the systematic vocational guidance education and counseling was requested to improve the level of awareness for their career and occupation. Also, protected juveniles had very low academic level even if they graduated from middle school. Meanwhile, some outstanding students among the protected juveniles want to acquire one of qualifications as soon as possible and learn the improvement process for their spare time, but normally one teacher has various charges of basic and improvement course at the same time. Accordingly, it is requested to seek the management plan of vocational ability development training for each level through the reinforcement of corresponding educational manpower. For the last, it was requested to find the environmental improvement plans for continuous job placement and healthy growth of protected juveniles as well as employment supporting such as sufficient field practices or commuting job placement so that they can get occupations and settle down stably. 3. Implications First, as the result of interview about the individual features of training teachers from protective authorities and the backgrounds of selecting corresponding occupation, it was shown most training teachers had great difficulty to apply the proper teaching method or education to protected juveniles due to the lack of prior education that makes teachers understand the characters of protected juveniles before the training is began. Accordingly, the necessity of prior education regarding the characters of learner to the teachers in charge of vocational training for protected juveniles. Second, most of protected juveniles were included in the age group of middle or highschool students, and all of them aware their academic level is low. Third, it was pointed out the systematic education and guidance are necessary for the awareness level of life course and career of protected juveniles. Among the present vocational ability development training courses, the preference for bakery, hair, and welding was high. Fourth, the vocational ability development training is affected by the frequent inflow and temporal nature due to the character of training school, and it made frequently changeable number of trainees and different academic level of trainees so that the vocational training has fundamental limitation. Fifth, although the field practice connecting with industrial sites is important educational method for vocational training, various difficulties occurred to field practice or vocational guidance in vocational training of training schools. Sixth, although these fundamental limit of vocational training in training schools, most of teacher and protected juveniles were satisfied with the chances for the vocational training. Ⅳ. The satisfaction level of vocational ability development training for protected juveniles and improvement requirements 1. In the aspect in vocational training teachers As of the year 2013, it has shown 1/3 (34.8%) of vocational training teachers in training school has less than 3 years of career, and the result of the proportion of their work status, the proportion of counseling about vocational training and assignment task (23.9%) and other administrative work (17.4%) had great part as well as vacational ability development training tasks. For the reason thought by the teachers that protected juveniles join in the training, 56.5% of teachers considered the protected juveniles have purpose on employment/foundation (30.4%) and skill acquisition (26.1%). Nevertheless, they also thought 34.8% of protected juveniles participate for vacational training regardless of their intention because it was impossible to take curriculums. As the difficulties in class of vocational ability development training, ‘interruption for classes by participation of protected juveniles causing problem behaviors (average 1.8)’, ‘academic level below standard of protected juveniles (average 2.0)’, ‘difficulty of study progress by continuous inflow of trainees (average 2.0)’ was appointed. The support of employment and entering school from training schools was mainly applied for employment consultations (91.3%), special lectures (82.6%), participation in career fairs (82.6%), and inspections for employment and entering school (82.6%) in the order, and an opinion was proposed the manpower in overall training schools is insufficient. Especially the shortage rate was shown as protective manpower (73.9%), outside professional lecturer (73.9%), and regular vocational training teacher (65.2%) in above order. Over the majority considered the present budget support from the government for vocational ability development training is not enough. The aspects especially requiring the budget support were ‘expansion of relevant facilities (32.5%)’, ‘training and supporting alternate manpower for specialty improvement of vocational training teachers (30.0%)’, ‘reinforcement of professionals and vocational training teachers (22.5%)’. As the institutional requirements for improvement of vocational ability development training in training schools, securement of regular positioned vocational training teachers (average 4.6), intension of career counseling (average 4.2), characteristic vocational training for each training school (average 4.1), intension of personality education (average 4.1) in above order. 2. In the aspect of protected juveniles It was found the awareness of relevant information for vocational ability development training participated by protected juvenile was generally low as the average 2 point. Especially, the awareness of suitability for ‘wage (average 2.2)’ and one’s own value, ability, interest, and character was low. While some purposes on participation in the vocational ability development training of protected juveniles were considered as investment for their own future such as ‘employment and foundation after coming out of the training school (21.6%) and ’skill acquisition for employment (21.6%), 15.5% of responses was for ‘in order to bear the long-term of detention in the training school’. Also, according to the survey result through the multiple response method about desired vocational ability development training other than present course, ‘bakery (22.9%)’, ‘hair design (14.7%)’,’construction machinery (operation) (12.1%)’ was preferred in above order. There were ‘barista’ or ‘fashion design’ among the other reponses. The satisfaction levels of protected juveniles for vocational ability development training became low in order of ‘employment consultation (average 3.49),’support of exclusive administrative manpower (average 3.54)’, ‘professionalism and teaching method of outside lecturers (average 3.56)’. Also among the expectations for the vocational ability development training participating at present by themselves, ‘adaptation after returning to society and prevention of repeated crime (average 3.6)’ and ‘aid for employment (average 3.5)’ showed high rate. The responses of requirements for improvement had high proportion as in order of ‘intension of support for certificate acquisitors after the completion of vocational ability development training (average 3.67)’, ‘reinforcement of vocational ability development training and field practice customized for corporations (average 3.62)’, ‘intention of employment supporting and consultation after the completion of vocational ability development training (average 3.58)’. The proportion of career decision were high as in order of female (77.3%), over 19 years old people (79.7%), people graduated high school (81.9%), people having families (77.3%). Also, the proportion of the responses for the reasons the protected juveniles can not decide their career (No.1 and 2 ranked responses) were high as in order of ‘do not know one’s own aptitude and talent (21.9%), ‘no information about career (12.4%)’. The career information desired by protected juveniles (No.1 and 2 ranked responses) had high ratio of responses as in order of ‘financial wage (28.7%),’promising job (28.1%)’, ‘job stability (13.0%)’. Also, the difficulties of employment (entering school) considered by protected juveniles had high ratio as in order of ‘low school record (26.7%)’, ‘lack of skill or certificate (19.8%), poor family circumstances (11.5%)’. 3. Implications First, as it is appeared 1/3 (34.8%) of vocational training teachers in training school have less than 3 years of experience, the prior education for learners, relevant systems, and specialty improvement for next new training teachers is required. Second, as the result of examining the proportion of tasks for vocational training teachers, it is appeared the nonoccupational task other than vocational ability development training had high proportion, so in-depth discussion for setting up a role of vocational training teachers in training school. Third, the preparation for expansion of protective authorities for protected juveniles treated with medication and customized class management plan considering the character and level of protected juveniles such as operating the prior education class for learners having academic level below standard before the beginning of the training. Fourth, the preparation of continuous supporting plan considering the character of protected juveniles in the medium to longer term is required more than the supporting plan mainly consisted of consultation processed by vocational training teachers with low leveled expertise of employment and entering school or one-time special lecture and participation in an exhibition. Fifth, those reinforcement of vocational training teachers and manpower in charge, securement of facilities and materials for efficiency of vocational training, and division of labor and reinforcement of manpower for making vocational teachers concentrate in vocational ability development training are required. Sixth, clarifying the relevant supporting plans such as securing the manpower of vocational training teachers for qualitatively guaranteed vocational training in training school, consultation for employment and entering school for protected juveniles, reinforcement by development and application of systematic personality education. Also, the consideration for plans of specialized vocational training for each training school is also required. Seventh, motivation of participation in the training through the interest and aptitude inspections for understanding of the character of protected juveniles related to occupational selection of vocational ability development training and detail information provision such as the wage of corresponding occupation. Eighth, the preparation for motivation plan of training participation and systematic prior education through the sufficient information support about the vocational ability development training process participated by each learner at present is requested. Ninth, the progress of vocational training process helping self-reliance of protected juveniles by vocational ability development training process in various field as well as the present vocational ability development training executed through a close examination about prospective jobs considering the character of protected juveniles is required. Tenth, in case of newly established process of vocational ability development training, it is needed to try to inspire the motivation for training of protected juveniles by efforts for on-site-spot study of relevant work places and provision of the employment information. Eleventh, More operational and detail support for how the process of vocational ability development training that most protected juveniles participate at present is applied to their future employment. Twelfth, when the process of vocational ability development training is expanded for later No.9 protected juveniles, the establishment of target consciousness by preparing for inducement f

소년원학교 직업교육훈련 개편방안

이 연구에서는 소년원학교 직업교육훈련의 현재 현황을 평생교육 관점에서 분석하고 새로운 직업교육훈련 개설의 적합성과 운영 개선안을 살펴보고자 함. 더 나아가 직업교육훈련의 근본 취지를 재조명하여 보호소년의 특성 및 소년원학교에 적합한 미래지향적인 직업교육훈련 발굴과 향후 방향성을 제시하는 데 그 목적이 있음.제1장 서론_1 제1절 연구 필요성 및 목적 3 제2절 연구 내용 및 방법 7 제2장 소년원학교 보호소년 및 직업교육훈련_11 제1절 소년보호처분 개념 및 종류 13 제2절 소년원학교 및 보호소년 17 제3절 소년원학교 직업교육훈련 28 제4절 4차 산업혁명과 직업계고 학과 개편 39 제5절 일반고생 대상 특화 직업교육훈련 47 제3장 소년원학교 직업교육훈련 실태 및 요구_59 제1절 FGI(Focus Group Interview) 및 개별면담 61 제2절 설문조사 82 제3절 요약 및 시사점 132 제4장 소년원학교 직업교육훈련의 내실화를 위한 개편방안_141 제1절 소년원학교 직업교육훈련 개편의 전제 143 제2절 소년원학교 직업교육훈련 개편방안 144 참고문헌_163 부 록_175 [부록 1] 보호소년용 설문지 177 [부록 2] 직업훈련교사용 설문지 192 [부록 3] 신규과정(안) 요약표 19

Vocational Training as Self-reliance Support for Youth in Residential Care

최근 한국사회는 가족해체와 경기침체 등의 환경적 요인으로 가족기능이 약화되면서 지역사회의 공적 보호가 필요한 청소년들이 지속적으로 증가하는 추세이다. 이 중 시설퇴소·보호관찰처분 청소년 등 자립에 당면한 청소년은 2009년 현재 63,396명으로 추산되고 있다(보건복지부, 2009). 이에, 특별한 보호가 필요한 청소년의 보호 및 자립기반 구축을 위해 보건복지부를 비롯한 관련 부처에서는 다양한 지원사업을 통해 이들의 삶의 질 개선을 꾀하고 있다. 그러나 시설에서 보호받는 청소년들은 만 18세가 되면 아동복지법에 따라 퇴소해야 하고 보호와 양육에 치중된 지원책만으로는 퇴소 이후의 생활보장이 미흡한 실정이다(이윤화·김난희, 2006). 현재 이들의 자립에 필수적인 직업훈련 지원은 대부분 적성파악과 직업체험 등 단기간의 일회성 정책들이며, 각 부처별 연계체제의 미흡으로 사각지대가 발생하는 등 실질적 자립지원에는 한계가 있다. 즉, 아동복지시설 청소년들의 자립지원을 위해서는 맞춤형 직업훈련 지원이 요구되나, 2009년 기준으로 시설 청소년 17,586명 중 직업훈련시설에서 전문적 직업훈련을 받은 청소년은 65명에 불과한 실정이고(보건복지부, 2009), 시설퇴소 청소년의 73.1%가 비정규직으로 일하고 있어, 결국 고위험 청소년 집단에서 빈곤계층으로 전락하고 있는 것으로 나타났다(신혜령 외, 2008). 이에, 시설 청소년의 퇴소 후 자족적인 생활지원을 위해 자신에 대한 이해를 바탕으로 미래를 대비할 수 있도록 지원하는 직업교육훈련 및 지지 체제를 개발함으로써 이들의 빈곤 대물림을 막는 것이 절실히 요구된다. 따라서 본 연구의 목적은 위기 청소년 중 시설에서 생활하는 청소년의 자립지원을 위한 직업훈련 지원체제를 개발하는 데 있다. 세부적 연구 목적은 다음과 같다. 첫째, 이론적 측면에서 시설 청소년의 정의를 살펴보고 현재 시설 청소년 및 시설퇴소 청소년의 취업 특성을 파악함으로써 연구의 범위 및 방향을 규정짓는다. 둘째, 정책적 측면에서 현재 시설 청소년의 자립지원을 위한 직업훈련 관련 지원책의 현황과 사례를 조사하여, 청소년 자립지원 정책의 시사점을 도출한다. 셋째, 실제적 측면에서 시설 청소년의 자립지원을 위한 직업훈련 실태와 요구를 파악함으로써 이의 성공 요인과 제한점을 분석한다. 넷째, 이러한 이론적이고 실제적인 연구 결과를 토대로 정부 정책 및 일선 시설 청소년 자립지원 기관의 운영 측면에서의 직업훈련 발전(개선) 방안을 제시한다.Ⅰ. Outline of the Research The aim of this research is to develop a self-reliance support system for the youth in the residential care. To accomplish the aim, complementary qualitative and quantitative research through analysis on relevant literatures and materials focusing on self-reliance of the youth in the residential care, investigation(FGI and survey) focusing on the current state and bottlenecks of self-reliance support policy, and case studies to grasp success factors of vocational training was carried out. Based on precedent studies and related laws(Child Welfare Act and Framework Act on Juveniles, etc), this research limited the youth in the residential care who needs self-reliance support to the youth ages 12 to 25 in a child welfare institution, the provision of temporary or long-term care that stands in parents who have no skill their intention to play the role of parenting a child in scope. Ⅱ. Characteristics and the Current State of the youth in the residential care The youth under the long-term care of a welfare institution for reasons of poverty of family, parents’ divorce or separation and running away from home comprises a large proportion. And the proportion is reported to be gradually increasing Tong-Won, Kim, et al., 2005; Jae-il, Jeon, 2000). A non-contact situation with the family of the youth who enter a welfare institution in adolescence makes them experience psychological severance above the physical severance and has psychological and social problems(Seon-Uk, -Jeong, 2002; So-Yoen, KIm, 2010). According to the Ministry of Health and Welfare of 2010, a high college entrance rate of the youth in the residential care lows compared with the total percentage and the employment rate of those is more than twice the national average unemployment rate. The range of employment by job classification is labor and service industries which are simple comparatively. It is expected that there lay much difficulty in self-reliance. Support and backing for this difficulty need to be extended. Meanwhile, the youth in the residential care required support in the order of technical training, college entrance, employment referral, information on employment, employment and career guidance and psychological help as a much-needed support for their employment (Gyeong-Hui, Jang, 2008). The importance of vocational training support to get the stable job which corresponds with their aptitude for successful self-reliance is emphasized. Although the youth in the residential care before releasing ask for technical training, guidance for college or universty entrance, provision of information on employment and psychological guidance, scarcity of an institution which can carry out them constantly and professionally is quite serious. Ⅲ. Self-Reliance Policy for Domestic Adolescents in the Residential Care The Ministry of Health and Welfare has conducted various policies for stable self-reliance living settlement and a guarantee impartial opportunity since 2011. Major contents of self-reliance support policy specified in Child Welfare Act include operation of self-reliance support standardization program(Ready? Action!), provision of resettlement funds for self-reliance aid, operation of Self-reliance Experience Center and program, excavation and disposition of self-reliance guide, Baramgaebi supporters and Didimsiattongjang (Child Development Account). The Ministry of Gender Equality and Family operates ‘dodreamzone’ as reinforcement program of the capability of the youth’s self-reliance and provides the vulnerable adolescents ages 15 to 24 requiring self-reliance with vocational training and earning qualifications for career guidance, motivating, economic education, job exploration, technical training, connection guidance to continue study and entering the workforce. The Ministry of Employment and Labor operates the Newstart project, Employment Officer Training School for employment and welfare support of the youth in the residential care. Particularly. Employment Officer Training School for self-reliance support of ‘Adolescents at risk outside of school’ supports so that they may grow as a sound member of society by running parallel with psychotherapy in a stable shelter through living in a dormitory as well as vocational training. The Ministry of Education, Science and Technology provides enter school aid and educational expenses of the Discharged from the Child Residential Care and gives them priority in assigning dormitory accommodations. Also scholarship support businesses for adolescents in a low-income family and at-risk by establishment of Education Huimangsadari has been run since 2011. The Ministry of Land, Transport and Maritime Affairs grants a resident qualification of permanent rental housing, resident support of group home which leads a communal life and rental housing support for the discharged from the Child Residential Care. Self-reliance policies for the youth in the residential care which the Korean government proceeds by department unfold variously reflecting characteristics of department, but places where there are no suffer are arising from the lack of cooperation among departments. Measures for support cooperation reflecting characteristics by department need to be set up. Ⅳ. The Current State and Needs of Vocational Training for Self-Reliance of the Youth in the Residential Care 1. FGI and In-Depth Separate Interviewing a. People in charge of self-reliance support Investigation on characteristics of the youth in the residential care, the actual situation of self-reliance, needs related to self-reliance and personal characteristics of a social worker were conducted among 10 persons in charge of self-reliance support in child welfare institutions using FGI from March 28th to April 26th. The result is as follows. For characteristics of the youth in the residential care, most of the youth in the residential care have low academic standards, as sent a welfare institution after childhood by torment and abuse from family or family break-up. And they are the youth who need more emotional help of a social aspect, getting both psychological and emotional therapy. For self-reliance, the school dropout rate is quite high because most of the youth in the residential care go on to college or university regardless of their own aptitude. For employment, the employment persistency rate is low because they have low ability to keep daily life and the level of satisfaction is also low because of getting vocational training of the legal support field. Support for their stable employment is required because they still remain at low-level employment, taking a temporary position of simple labor or service industries. Most of social workers find it difficult to give employment and career guidance to them due to the lack of information on career guidance. For self-reliance of the youth in the residential care, social workers required vocational training institutes to educate and instruct, grasping characteristics of the youth well and reflecting it and cultivation of a leader and vocational training institutes and programs in various sectors. For characteristics of the youth in the residential care, the provision of more careful and repetitive opportunities is required but the government’s support policies of setting a limit on participation and applying strict standards in case of dropping out of a program need to be reformed. For a self-reliance center, aids services for data management and late support are required. It is hard to accomplish self-reliance of the youth in the residential care based on immanent problems that they have in a short period of time. Connecting the government, child welfare institutions, local government in various aspects and providing a medium and long term, continuous support(therapy) to solve their complicated problems are req uired. b. The youth in the residential care In-depth interviewing on characteristics, occupational view, the actual situation of occupational fundamental ability, the actual situation related to self-reliance actual situation and needs of the youth in the residential care was conducted among 21 adolescents under 13 to 18 living in child welfare institutions from May 8th to 23th. The result is as follows. When they enter an institution due to wounds form broken home, they hide their feelings and live by the rule of the institution. Although at release age, they feel the fear of self-reliance, there are frequent occasions that they choose release unconditionally due to the lack of sense of reality and antipathy for the rule. Because they have unrealistic expectations for their vocation and future, they receive unconditionally anything that the institution suggests on preparation for it. Durability and the level of satisfaction leave room for doubts. It reveals that they tend rather to prepare with their clear objectives than to seek self-reliance in easiest way to access. The youth in the residential care require administrative procedures and an application method of a local community resources, money management skills and guidance to vocational training. And there was the opinion that it'd better to start guidance related to self-reliance and training from the age of a middle school student because they lack perseverance and social adaptability in assessment of themselves. 2. Survey The survey was conducted among the youth in the residential care of high school second-grade students, the age of sixteen living in residential care for children of child welfare institutions in Seoul and Gyeonggi-do born between March 1st, 1995 and February 28th, 1996 and each person in charge of self-reliance helping them by institution. It was conducted form July 9th, 2012 to 13th by mail and 49 institutions and 236 the youth in the residential care, exclusive of mail sent back by ambiguity of address, responded to the survey and the questionnaire divided into two groups, for the youth in the residential care and for a person in charge of self-reliance was composed of general aspects, the level of self-reliance skills, the actual situation and bottlenecks of self-reliance support. a. People in charge of self-reliance People in charge of self-reliance of child welfare institutions have a dual role with other duty. They recognize that ‘self-reliance support program operation’, ‘self-reliance support program plan’ and ‘a career counseling for the youth in the residential care’ of duties related to self-reliance are relatively important. And frequency of performance is less compared to the important, while their recognition of the important of ‘a career counseling for the youth in the residential care’ of duties related to self-reliance is comparatively high. The youth in the residential care rated their recognition and performance level of the important of ‘daily life skills’ and ‘self-preservation skills’ regarding the level of self-reliance skills are high. Also, while they rated the recognition of the important in the order of ‘money management skills’, ‘work life skills’, ‘career exploration and employment skills’ is high, the level of current performance is low. While they rated their recognition of ‘team work ability’ and ‘tools use ability’ regarding the level of vocational fundamental skills is high, they rated their recognition of ‘capacity for figures’ and ‘career development ability’ is low. They required preferentially ‘self-reliance ability improvement’, ‘housing provision’ and ‘appropriate career and employment guidance’ regarding self-reliance support for the youth in the residential care. The bottlenecks of ‘guiding appropriate career and employment guidance’ for the youth in the residential care includes ‘their personality and the lack of desire’, ‘the lack of information and professionalism on career’ and ‘poor school records’. The survey reveals that the rate of their recognition of Ready? Action’(100.0%), ‘DidimsiattongJang’(100.0%), ‘resettlement funds for self-reliance support’(95.9%), ‘self-reliance experience’(95.9%) of the government policies and their actual participation high. Guidance and public relations for the government policies in operation need to be strengthened. b. the youth in the residential care The youth in the Residential Care recognize that difficulties in career and employment are caused by their poor school records and the lack of preparation for employment like technology and certificates. They required support that necessary to grasp their own aptitude and explore a relevant job. The level of self-reliance skills of the youth in the residential care is normal generally, They are vulnerable to the scope of ‘exploration of career and employment skills’ and ‘daily life skills’ In the case that the youth in the residential care decide their career path and they keep in touch with their family. As ‘daily life skills’, ‘self-preservation skills’, ‘mony management skills’, ‘social skills’ and ‘exploration of career and employment skills’ rated as their vulnerable point of self-reliance reveals high score statistically significant, the importance of career guidance and returning of original family is strengthened. They rated ‘teamwork ability’ and ‘leadership’ of the level of the vocational fundamental ability of the youth in the residential care high and rated ‘capacity for figures’ and ‘problem solving skill’. The recognition and the participation rate of ‘DidimsiattongJang’(74.0%), ‘resettlement funds for self-reliance support’(59.5%) was high. In the other hand, their intention of participation in the policy of ‘the self-reliance experience’ and ‘resettlement funds for self-reliance support’ is high, it can be found the cause of that from preference for activities of Experience and financial support. 3. Successful cases of self-reliance support for the youth in the residential care Analyses on self-reliance support, self-reliance-related needs and bottlenecks and surmountableness factors in formation processes of self-reliance by institution discovering cases that support for successful self-reliance, passing environmental restriction as the youth in the residential care and conducting in-depth interviewing were carried out. The cases drew success factors of self-reliance support through interviewing and requesting a manuscript of a exclusive person in charge of self-reliance who discovered cases of four best institutions(having been recommended released people who worked for a company covered by the four insurances over one year and kept working and settling in stable their own housing and were the most satisfied form the exclusive person in charge) proven to be the low-risk group by Seoul city''s checklist on the youth in the residential care and guided the youth released from a institution. In-depth interviewing for a case study was consisted of characteristics of recipients of a institution, career and employment guide, a related support policy, success and surmountableness factors, support for preparation for the path and self-development and preparation for employment. Interviewing and case study were carried out over the span of July to August, 2012. The case study drew the following implications. First, a care and support system to help with confidence and emotional stability that can be independent for self-reliance support and career and employment preparation to set in needs to take precedence. Second, self-reliance manual proposed by the government needs to be redeemed to conduct systematic and practical self-reliance support, considering their needs and characteristics of the youth in the residential care by age more closely. Third, support to strengthen duties and professionalism of the person in charge of self-reliance needs to be extend. Fourth, environment of duties for self-reliance o that the person in charge of self-reliance can concentrates duties for self-reliance, reducing unnecessary administrative and financial procedures needs to be improved. Fifth, the youth in the residential care-customized self-reliance support through scrutiny on doubleness and vulnerability of support by branch of the government needs to be fulfilled. Sixth, the youth in the residential care who entered in adolescence by original family disorganization have been increasing, hence a program for their home comeback home through the provision of stable support for them need to be supported. V. Measures of vocation support system establishment for self-reliance of the youth in the residential care 1. Stages and support policies for self-reliance of the youth in the residential care Vocation support for self-reliance of the youth in the residential care can be greatly divided into the periodic three stages, including employment support to keep self-reliance after releasing a institution. The first stage supporting counseling(therapy) and career guidance when entering a institution grasps the level of children for a diagnosis of the self-reliance level and fundamental ability, considering characteristics of child development and combines counselling with therapy through psychological and social diagnoses. Also it conducts systemic support and customized career guidance for fundamental learning ability. The Second stage supporting vocation for the self-reliance a year before releasing a institution applies a real experience-centered self-reliance program and operates vocational qualification classes. Also it supports recovery of family function through counseling and education of original family. The third stage supporting employment for the maintenance of self-reliance after releasing a institution conducts a two year-monitoring and support by the person in charge of self-reliance and operates a systemic connection system for twenty-four hours. Also it manages database of changes of self-reliance-related released people and combines continuous self-reliance -related support. 2. Policies and proposals for the self-reliance support of the youth in the residential care a. The aspect of support for the self-reliance program First, self-reliance manual and a program, considering development stages and characteristics of the youth in the residential care needs to be compensated. Second, career guidance and vocational education and training for self-reliance of the youth in the residential care need to be conducted at leat in the middle school stage and need to be practical working-centered that can be utilized in practical self-reliance. Third, benefit criterion and specialized vocational education facilities support of the youth in the residential care about school-age vocational education in effect at the government level for effective vocational education and training for self-reliance of the youth in the residential care need to be extended. b. The aspect of manpower First, capability of the people in charge of self-reliance needs to be reinforced and improvement of their working conditions is required. Second, support to obtain certificates in vocational training of the youth in the residential care is required. Third, recovery of family function through counselling and education of original family is required. Fourth, identity establishment of the youth in the residential care and education on parents'' read character is required. c. The aspect of a self-reliance support system First, systemic management of database on the information and needs of the youth in the residential care even after their releasing for their successful self-reliance needs to be conducted. Second, an integrated management system(operation of self-reliance committee(a tentative name) of the youth in the residential care at the government branch level) by branch for self-reliance committee(a tentative name) of the youth in the residential care needs to be established.요 약 제1장 서 론_1 제1절 연구의 필요성 및 목적3 제2절 연구 내용 및 방법5 제3절 연구 범위 및 제한점10 제2장 시설 청소년의 자립지원 관련 이론적 배경_11 제1절 시설 청소년의 개념 및 특성13 제2절 아동복지시설과 시설 청소년 현황18 제3절 시설 청소년의 진학과 취업 현황26 제4절 시설 청소년 자립지원 정책34 제5절 시사점57 제3장 시설 청소년 자립지원을 위한 직업교육훈련 실태 및 요구 분석_59 제1절 FGI(Focus Group Interview) 및 개별 심층 면담61 제2절 설문조사113 제3절 시사점151 제4장 시설 청소년의 자립지원 성공 사례_155 제1절 ○○○○ 직업훈련원 사례158 제2절 ○○○○ 보육원 사례184 제3절 ○○ 천사원 사례196 제4절 ○○○○○○ 고등학교 사례212 제5절 시사점219 제5장 시설 청소년 자립지원을 위한 직업지원체제 구축 방안_223 제1절 시설 청소년의 자립지원을 위한 단계 및 지원책226 제2절 시설 청소년의 자립지원을 위한 정책 방안 및 제언238 SUMMARY_245 참고문헌_261 부 록_267 자립담당자용 설문지269 청소년용 설문지27

[이슈 분석] 미래사회에 대응한 평생직업교육 방향과 과제

I. 직업계고 재구조화 1. 정책 배경 및 추진 내용 2. 주요 이슈 및 향후 추진 방향 II. 직업계고 학점제 도입 1. 정책 배경 및 추진 내용 2. 주요 이슈 및 향후 추진 방향 (1) 주요 이슈 및 개선(안) (2) 추진 전략 III. 마이스터고 선정·운영 1. 정책 배경 및 추진 내용 2. 주요 이슈 및 향후 추진 방향 IV. 산학일체형 도제학교 내실화 1. 정책 배경 및 추진 내용 2. 주요 이슈 및 향후 추진 방향 V. NCS학습모듈 개발·활용 1. 정책 배경 및 추진 내용 2. NCS학습모듈 개발 현황 3. 주요 이슈 및 향후 추진 방

The association of types of presentation and cognitive style on multimedia learning for vocational high school students

Ⅰ. 서론 / 167 1. 연구목적 및 필요성 / 167 2. 연구 가설 / 168 3. 연구의 제한점 및 용어 정의 / 169 Ⅱ. 이론적 배경 / 170 1. 인지양식에 따른 학습자의 특성 / 170 2. 멀티미디어 매체의 정보제시 유형이 학습에 미치는 영향 / 173 3. 인지양식과 정보제시 유형에 따른 멀티미디어 매체의 학습 효과 / 175 Ⅲ. 연구 방법 / 178 1. 연구 설계 / 178 2. 연구 대상 / 179 3. 연구 도구 / 181 4. 연구 절차 / 182 5. 분석 방법 / 182 Ⅳ. 결과 및 해석 / 184 1. 실업계 고등학교 학습자의 일반적 특성 / 184 2. 인지양식에 따른 특성과 학습효과 / 188 3. 정보제시유형에 따른 학습효과 / 192 4. 인지양식과 정보제시유형이 학습효과에 미치는 영향 / 193 Ⅴ. 결론 및 제언 / 196 참고문헌 / 200 Abstract / 202In this research, Cognitive style(field-dependent/field-independent) clears effective information presentation method to vocational high school learners by differing and presents information presentation type to other learner. This study was intended to provide the guidelines for developing efficient multimedia learning materials. Through this research, result and offer drawn are same as following. As analysis result that dichotomies analysis uses PROBIT, multimedia presentation(motion picture+narration+text) improved the learning performances in comparison with picture+text presentation for field-dependent learners. Multimedia practical use education that picture and narration etc. are presented to multimedia presentation laying stress on same reflex to vocational high school learners, especially field-dependent learner who studies accomplishment degree is low than field-independent learner that decline and basis teachability tribal problem is advancing seriously studying winter season could understand the most efficient multimedia learning material. The results of this study imply that in developing the curriculum and teaching-learning materials, presentation form appropriate to the learner's cognitive style need to be considered to improve the individual learner's performance

[KRIVET 광장] 전문가 상담 : 자녀성격 유형별 학습 방법 (MBTI 성격유형을중심으로)

Q) 고교1학년 자녀를 두고있는 부모입니다. 아이가청소년 상담실에서M B T I 검사를 하였다고 하는데그것이무엇이고공부와는어떻게연결지어야하나요