26 research outputs found
Job Analysis for Developing Vocational Education and Training Course
๋ณธ ์ฐ๊ตฌ๋ ๊ฐ ๊ธฐ๊ด์์ ๋ชฉ์ ๋ณ๋ก ๋ค์ํ๊ฒ ์ด๋ฃจ์ด์ง๊ณ ์๋ ์ง๋ฌด๋ถ์ ์ค์ ๋ฐ ํ์ฉ ์คํ๋ฅผ ํ์
ํ์ฌ ํฅํ ํจ์จ์ ์ธ ์ง์
๊ต์กํ๋ จ์ ๊ด๋ จ๋ ์ง๋ฌด๋ถ์ ์ฌ์
๋ฐฉํฅ์ ์ ์ํ๊ณ , ๊ต์กยทํ๋ จยท์๊ฒฉ์ ์ผ๊ด์ฑ ์๋ ์ฐ๊ณ ์ฒด์ ๊ตฌ์ถ์ ์ํ ์ง๋ฌด๋ถ์ ๋ฐฉ๋ฒ ๋ฐ ์ ์ฐจ ๋ชจํ์ ๊ฐ๋ฐํ๋ ๋ฐ ๋ชฉ์ ์ด ์๋ค. ๋ํ, ์ฌ์
์ผ๋ก๋ ๋์ผํ ์ง๋ฌด๋ถ์์ ํตํ ์ง์
๊ต์กํ๋ จ๊ณผ์ ๋ฐ ์ถ์ ๊ธฐ์ค์ ๊ธฐ์ด ์๋ฃ๋ฅผ ์ง์์ ์ผ๋ก ๊ฐ๋ฐยท๋ณด๊ธํ๋ ๋ฐ ์๋ค.1. Outline
Job analysis is essential in the development of vocational education and training course as well as developing guidelines for vocational qualification exams. However, due to inadequacy in systematic job analysis in the past, development and revision of educational programs, vocational training standards and guidelines for examination questions not only lack efficiency and connectivity, but are also becoming a waste of resources.
Purpose of the research lies in developing methods of job analysis and procedure models for establishment of a system that efficiently links education, training and qualification by understanding the job analysis conducted by various institutions. The purpose also lies in developing basic materials for vocational education and training course as well as developing guidelines for examination questions through job analysis on 10 promising occupations in the field of information communications as a project.
Contents of the research are as follows:
First, characteristics as well as strengths and weaknesses of the job analysis conducted when developing curriculum for schools, guidelines for vocational training, qualification category and guidelines for examination questions, and job dictionary were examined, and job analysis methods for development of education, training and qualification in connection with one another were studied.
Second, to establish job analysis methods and procedures, the contents, methods and procedures of job analysis conducted by Korea Research Institute for Vocational Education ๏ผ Training along with development of curriculum for vocational high schools, curriculum for junior colleges, guidelines for vocational training and examination questions of Human Resources Development Services of Korea as well as development of job dictionary, were analyzed.
Third, since the form used in job analysis must be appropriate for description of job contents, the form was designed so that anyone would have an easy understanding of the contents.
The research collected and analyzed previous job analysis-related research data as well as materials regarding the current status of job analysis at various institutions, and apprehended issues for improvement and degree of utilization by analyzing the questionnaire attached to the job analysis material for 2000. In addition, the actual status of job analysis conducted by various institutions was investigated and person(s) with experience in developing curriculum, person(s) in charge of job analysis for enterprises and person(s) in charge of producing questions for national qualification exams were interviewed, for development of the job analysis guidebook. Furthermore, a conference of specialists was held to examine the proposed job analysis guidebook, which will become applicable in 2001, and to select occupations that will be the subject of job analysis.
The report is divided into; Part I - Research for developing job analysis methods and procedure models, and Part II - Job analysis project for developing vocational education and training course.
2. Job Analysis Model for Developing Vocational Education and Training Course
Out of various methods of job analysis examined in terms of theoretical perspective, the job analysis model for developing vocational education and training course reflects the characteristics of job analysis materials that can be utilized in development of curriculum, vocational training standards, guidelines for examination questions as well as creating contents for job dictionary for providing vocational and career information, and developing career guidance and teaching materials.
DACUM method, which is valuable in curriculum development, was applied to the job analysis, and 5 rounds of conferences were held with industrial specialists possessing abundant on-site experience and training specialists.
Furthermore, since job details can be influenced by the knowledge level of participants and biased opinions can be presented by those participating in the analysis using the Brainstorming and DACUM methods, three on-site inspections that inspect materials and data were conducted at each stage to prevent such issues.
Accordingly, a six-step job analysis development procedure for joint development of vocational education and training course and guidelines for examination questions was set up as follows:
โ Step 1 : Preparation for job analysis
- Method : examination of data, interviews, selection of specialists
- Details : collect information on related technology, establish a
proposal for scope and level of jobs, prepare a draft of
occupational specification
โ Step 2 : Establishment of job model
- Method : the 1st conference of specialists, the 1st on-site inspection
- Details : establish job definition, scope of responsibility/task,
complete occupational specification and prepare job
specification
โ Step 3 : Obtain knowledge, function and tool
- Method : the 2nd conference of specialists, the 2nd on-site
inspection
- Details : establish task factors, determine accomplishment level,
obtain knowledgeยทfunctionยทtool
This is the stage where the constituent for vocational education and training course is obtained, thus, the most important part of the job analysis. Therefore, theoretical knowledge and functions needed in implementing task factors as well as additional technology or functions that accompany implementation of tasks must also be obtained.
โ Step 4 : Development of course and curriculum
- Method : the 3rd conference of specialists
- Details : prepare task/knowledgeยทfunctionยทtool matrix, develop
course and curriculum, prepare task/course matrix
โ Step 5 : "Detailization" of the contents of education and training
- Method : the 4th conference of specialists
- Details : prepare course profile, curriculum profile and road map
โ Step 6 : Establishment of guidelines for examination questions
- Method : the 5th conference of specialists, the 3rd on-site inspection
- Details : prepare guidelines for examination questions for the first exam, prepare guidelines for examination questions for the second exam, prepare final report
3. Job Analysis Project
Out of 30 occupations that are the subject of vocational research, ten were selected, which include occupations that can be operated as a vocational education and training program in vocational education and training institutes, occupations that require an imminent need for development and distribution due to insufficient development status at current time, and those that have not been developed recently.
Occupations chosen for the job analysis are information system analyst, web programmer, customer relationship management consultant, customer engineer, firmware engineer, mobile network manager, web PD, system administrator, cyber education manager, and medical information system officer.
Job analysis was conducted according to the newly established job analysis procedure and form for the 10 occupations mentioned above, and as a result, knowledge, function and tool were obtained and vocational education and training course as well as guidelines for examination questions were developed.์ฐ๊ตฌ์์ฝ
์ 1๋ถ ์ง๋ฌด๋ถ์ ๋ฐฉ๋ฒ ๋ฐ ์ ์ฐจ ๋ชจํ ๊ฐ๋ฐ ์ฐ๊ตฌ 1
โ
. ์ ๋ก 1
1. ์ฐ๊ตฌ์ ํ์์ฑ ๋ฐ ๋ชฉ์ 1
2. ์ฐ๊ตฌ์ ๋ด์ฉ 3
3. ์ฐ๊ตฌ์ ๋ฐฉ๋ฒ 6
4. ์ฐ๊ตฌ์ ๋ถ์ํ ๋ฐ ๊ด๋ จ ์ฉ์ด์ ์ ์ 9
5. ๋ณด๊ณ ์ ๊ตฌ์ฑ ๋ฐ ์ฐ๊ตฌ์ ์ ํ 13
โ
ก. ์ง๋ฌด๋ถ์์ ์ด๋ก ์ ๊ณ ์ฐฐ 15
1. ์ง๋ฌด๋ถ์์ ๋ฐ๋ฌ๊ณผ์ ๋ฐ ์ ์ 15
2. ์ง๋ฌด๋ถ์์ ํ์์ฑ ๋ฐ ๋ชฉ์ 19
3. ์ง๋ฌด๋ถ์์ ๊ธฐ๋ฒ 21
4. ์ง๋ฌด๋ถ์ ๊ด๋ จ ์ฉ์ด์ ๊ฐ๋
31
โ
ข. ์ง๋ฌด๋ถ์์ ํ์ฉ์คํ ๋ฐ ์ ๊ทผ๋ฐฉ๋ฒ 35
1. ์ง๋ฌด๋ถ์ ํ์ฉ์คํ 35
2. ์ง๋ฌด๋ถ์ ์ ๊ทผ๋ฐฉ๋ฒ 57
3. ์ง๋ฌด๋ถ์์ ํน์ง ๋ฐ ์์ฌ์ 69
โ
ฃ. ์ง์
๊ต์กํ๋ จ๊ณผ์ ๊ฐ๋ฐ์ ์ํ ์ง๋ฌด๋ถ์ ๋ชจํ 79
1. ์ค๋ฌธ์กฐ์ฌ 79
2. ์ง์
๊ต์กํ๋ จ๊ณผ์ ๊ฐ๋ฐ์ ์ํ ์ง๋ฌด๋ถ์ ๋ชจํ 82
โ
ค. ํ์ฉ ๋ฐฉ์ 143
1. ์ฃผ์ ๋จ์๋ณ ํด์ 143
2. ํ์ฉ ๋ฐฉ์ 146
์ 2๋ถ ์ง์
๊ต์กํ๋ จ๊ณผ์ ๊ฐ๋ฐ์ ์ํ ์ง๋ฌด๋ถ์ ์ฌ์
151
โ
. ์ง์ข
์ ์ ๋ฐฐ๊ฒฝ 151
โ
ก. 10์ง์ข
์ง๋ฌด๋ถ์ ๊ฒฐ๊ณผ ์์ฝ 155
1. ์ ๋ณด์์คํ
๋ถ์์ฌ 155
2. ์นํ๋ก๊ทธ๋๋จธ 158
3. CRM์ ๋ฌธ๊ฐ 159
4. ๊ณ ๊ฐ์ง์์ ๋ฌธ๊ฐ(CE) 163
5. ํ์จ์ด์์ง๋์ด 165
6. ์ด๋ํต์ ๋ง์ด์ฉ๊ด๋ฆฌ์ 168
7. ์นํผ๋ 171
8. ์์คํ
๊ด๋ฆฌ์ 174
9. ์ฌ์ด๋ฒ๊ต์ก์ด์์ 177
10. ์๋ฃ์ ๋ณด์์คํ
๊ด๋ฆฌ์ฌ 180
โ
ข. ์ง์
์ ์ฑ๊ณผ ์ง์
๊ธฐ์ด๋ฅ๋ ฅ์ ๋ํ ์ข
ํฉ๋ถ์ 185
1. ์ง์
์ ์ฑ์ค๋ฌธ ๋ถ์ 185
2. ์ง์
๊ธฐ์ด๋ฅ๋ ฅ์ค๋ฌธ ๋ถ์ 187
์ฐธ๊ณ ๋ฌธํ 189
Abstract 193
๋ถ ๋ก 19
Cost and Benefit Analysis of Acquiring National Technical Qualification
๋ณธ ์ฐ๊ตฌ๋ ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ ์ทจ๋ ๋ฐ ์ด์ฉ์ ์ง์ถ๋๋ ๊ฐ์ธ๊ณผ ์ ๋ถ์ ํฌ์ ๋น์ฉ์ ์ฐ์ถํ์ฌ ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ๋ํ ํฌ์ ์คํ๋ฅผ ๋ถ์ํ๊ณ , ์๊ฒฉ์ผ๋ก ์ธํ ํจ๊ณผ๋ฅผ ๊ธ์ ์ , ๋น๊ธ์ ์ ์ธก๋ฉด์์ ๋ถ์ํ์ฌ ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ํจ๊ณผ์ ๋ํ ์ ํํ ์๋ฃ๋ฅผ ์ ๊ณตํ๋ฉฐ, ๊ทธ ํจ๊ณผ๋ฅผ ๋์ผ ์ ์๋ ๊ฐ์ ๋ฐฉ์์ ๋ชจ์ํ๋ ๋ฐ ๋ชฉ์ ์ด ์๋ค.1. Introduction
National technical qualification has the meaning of the human resource investment as same as vocational education and training in functional and quantitative aspects. Although there have been many studies about the cost and benefit analysis on the vocational education and training, cost and benefit analysis on acquisition of national technical qualification was provided by limited sources.
This study tried to analyze the current status of investment on national technical qualification and to provide accurate information about the effects on national technical qualification using pecuniary and non-pecuniary methods.
To achieve the purpose of this study, several research methods were employed. Those research methods included a review of related literatures, data analysis, consulting from specialists, and investigation and interviewing for the development of effective items of qualification system.
2. Value of national technical qualification
Companies require the information about the ability of applicant, and the individual needs the information about the requirement for the job, and pecuniary and non-pecuniary compensation in the aspect of labor supply. The qualification plays an important role to fulfill this information as the same as the educational level.
The relation between education level and qualification has substitutional relationship in the same aspect of delivery of market signal in the labor market. The acquisition of qualification intensify the delivery function of market signal by schooling. Therefore, the relation between schooling and qualification can be changed by the individual and marketable circumstances.
Non-economic value of qualification has been extended in wide range. Self-development grants the important values to the companies and individuals. The specialty of individual task and adaptation to the task are ensured by the acquisition of qualification. These advantages contribute to the productivity improvement, and increase the profit directly or indirectly. Also, inspired achievement and pride has the positive effect on the improvement of quality of personal life.
3. Cost analysis of national technical qualification
Financial operation of national technical qualification spent 80% of whole cost to the conduction of technical qualification. The expenditure for the practical test(79.9%) exceeded the expenditure for the written examination(20.1%). The cause of large expenditure for practical test consist in the transition state of written examination to the practical test, then purchasing the materials for practical test demands large cost.
The income of Korea Manpower Agency consists of examination fee and registration fee after the acquisition of qualification. During 1995 to 1999, official approval income accounted for 6 to 7% of whole income as the income of registration, and 90% of income as the fee for official approval of qualification.
The average period required for the acquisition of national technical qualification was 6.59 months and the average cost was 256,498 wons. The result of cost analysis for acquisition of national technical qualification suggested followings;
First, the higher qualification grade, the more direct cost was consumed.
Second, the workers from obligatory employment had more investment than the workers from general employment. But the difference was not significant.
Third, direct investment cost had the highest position in the case of unemployment, and the second highest position was the employment status. The status of soldiers and students had the same aspect.
Fourth, according to the industrial section, the ranking of average direct cost followed by these sequence; construction, manufacturing, service, electrical and waterworks.
Fifth, the time required for the acquisition of qualification in women group was shorter than men. In the case of direct cost, investment cost to the women was lower than the cost to the men.
4. Benefit analysis of national technical qualification
Benefit analysis of national technical qualification was divided by pecuniary and non-pecuniary effect. The average wage was analyzed for pecuniary effect based on the educational level, employment period, and existence of qualification. The characteristics were investigated by the analysis of average wage based on the job task, educational level, and age. The benefit was studied by the group of qualification grade and industrial sector. For non-pecuniary effect, the law was investigated as systematic benefit.
The differences of wage benefit between holders and non-holders of national technical qualification were followings.
First, the difference of average wage between holders and non-holders of national technical qualification was large in the group of low level of education.
Second, the workers who had short employment period had more wage benefit than workers who has longer employment period.
Third, monthly benefit based on the qualification grade was highest in the technician group among other skilled workers.
Fourth, the highest status of qualification benefit in the industrial sector was architectural area, and the next level was environmental area.
Fifth, the average wages of the qualification holders were higher in the task cooperation group than the group of task in-cooperation.
Sixth, the average wages of qualification holders were higher in the task cooperation group than the group of task in-cooperation in aspect of the educational level.
Seventh, the average wages of qualification holders based on ages and task cooperation level were high in the task cooperation group.
Eighth, according to the level of status of obligatory employment and educational level, the qualification holders had higher average wages than non holders group.
The main purpose of acquisition of national technical qualification was for employment, and the rest of the purpose was for future needs, and for helping current status.
5. Suggestions
This study was conducted for cost and benefit analysis of national technical qualification. The followings are suggested for the re-enforcement of the operation of the vocational qualification systems.
First, the financial support for the national technical qualification should be ensured.
Second, cost of national technical qualification should be invested for the response to the needs from industrial and technological changes.
Third, cost benefit analysis of national technical qualification should be conducted periodically to provide the information about the effective operation of national technical qualification system.
Fourth, the development of task-oriented items of national technical qualification is needed in order to enhance the effect and usage of qualification in the industrial area..์ฐ๊ตฌ์์ฝ
โ
. ์ ๋ก 1
1. ์ฐ๊ตฌ์ ํ์์ฑ ๋ฐ ๋ชฉ์ 1
2. ์ฐ๊ตฌ์ ๋ด์ฉ 2
3. ์ฐ๊ตฌ์ ๋ฐฉ๋ฒ ๋ฐ ์ ์ฐจ 4
4. ์ฉ์ด์ ์ ์ 11
5. ์ฐ๊ตฌ์ ๋ฒ์ ๋ฐ ์ ํ์ 13
โ
ก. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ๋์ ์ผ๋ฐ ํํฉ 15
1. ์๊ฒฉ์ ๊ฐ๋
๋ฐ ๊ธฐ๋ฅ 15
2. ์๊ฒฉ์ ์ ํ 15
3. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ๋์ ๋ณ์ฒ๊ณผ ํํฉ 17
โ
ข. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ๊ฐ์น 25
1. ์๊ฒฉ์ ๊ฒฝ์ ์ ๊ฐ์น 25
2. ์๊ฒฉ์ ๋น๊ฒฝ์ ์ ๊ฐ์น 27
โ
ฃ. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ํจ๊ณผ ๋ถ์ 31
1. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ์ ๋ถ ํฌ์ ํํฉ ๋ถ์ 31
2. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ ์ทจ๋์ ์์๋๋ ๊ฐ์ธ์ ๋น์ฉ ๋ถ์ 36
3. ๊ตญ๊ฐ๊ธฐ์ ์๊ฒฉ์ ํจ๊ณผ ๋ถ์ 43
4. ์์ฌ์ 79
โ
ค. ์์ฝ ๋ฐ ์ ์ธ 85
1. ์ ์ฝ 85
2. ์ ์ธ 91
์ฐธ๊ณ ๋ฌธํ 97
ABSTRACT 99
๋ถ ๋ก 10
Job Analysis for Development of Vocational Education & Training Programs
๋ณธ ์ฌ์
์์๋ ์ฐ์
์ฌํ ๋ฐ ์ง์
๊ต์กํ๋ จ๊ธฐ๊ด์ ํ๋ก๊ทธ๋จ ๊ฐ๋ฐ์ ์ํ์ฌ ์ ํ์ผ๋ก ์๊ตฌ๋๋ ์ง์ข
(์ธ๋ ฅ ์์ ์ฆ๊ฐ๊ฐ ์์๋๊ณ ์ ๋ง ์ฐ์
์ผ๋ก ์ ๋ง๋๋ ์ง์ข
, ์ฐ์
์ฒด์ ๊ธฐ์กด ์ธ๋ ฅ์ ํฅ์ ยท ์ ํ ๊ต์กํ๋ จ๊ณผ ์ค์ง์๋ค์ ์ฌ์ทจ์ง์ ๋์์ ์ค ์ ์๋ ์ง์ข
, ์ฐ์
๋ฐ์ ์ ๋ฐ๋ผ ์ง๋ฌด ๋ณํ๊ฐ ์ผ์ด๋ ์ง์
๊ต์กํ๋ จ ํ๋ก๊ทธ๋จ์ ๋ฐ์๋์ด์ผ ํ ๋ด์ฉ์ด ์๋ ์ง์ข
)์ ๋ํ ์ง๋ฌด๋ถ์๊ณผ ์๋ด ์๋ฃ๋ฅผ ๊ฐ๋ฐ ยท ๋ณด๊ธํ๊ณ ์ ํ๋ค.โ
. ์ฌ์
์ ๊ฐ์
1. ์ฌ์
์ ํ์์ฑ ๋ฐ ๋ชฉ์ 1
2. ์ฌ์
์ ๋ด์ฉ 2
โ
ก. ์ง๋ฌด๋ถ์ ๋์ ์ง์ข
์ ์
1. ์ง๋ฌด๋ถ์ ๋์ ์ง์ข
์ ์ ๊ทผ๊ฑฐ 3
2. 1999๋
์ง๋ฌด๋ถ์ ๋์ ์ง์ข
11
โ
ข. ์ง๋ฌด๋ถ์ ์ง์นจ์
1. ์ง๋ฌด๋ถ์์ ๋ชฉ์ , ๋ฐฉ๋ฒ ๋ฐ ์ ์ฐจ 19
2. ์ง๋ฌด๋ถ์์ ์ ์ฉ ๋ฐ ์์ฑ ๋ฐฉ๋ฒ 24
3. ๊ต์กํ๋ จ ํ๋ก๊ทธ๋จ ๊ฐ๋ฐ 47
์ฐธ๊ณ ๋ฌธํ 53
๋ถ๋ก 5
Current Status of Domestic and Foreign Vocational Training Broadcasting and Analysis of the Awareness and Request
โ
. ์๋ก
โ
ก. ๊ตญ๋ด์ธ ์ง์
ํ๋ จ๋ฐฉ์ก ์ด์ํํฉ
1. ๊ตญ๋ด ์ง์
ํ๋ จ๋ฐฉ์ก
2. ๊ตญ์ธ ์ง์
ํ๋ จ๋ฐฉ์ก
3. ์์ฌ์
โ
ข. ์ฌ์ง์์ ์ค์
์์ ์ธ์ ๋ฐ ์๊ตฌ
1. ์ค๋ฌธ์กฐ์ฌ ๋ถ์ ํ
2. ์ค๋ฌธ์กฐ์ฌ ๋์
3. ์ค๋ฌธ์กฐ์ฌ ๊ฒฐ๊ณผ
โ
ฃ. ๊ฒฐ๋ก ๋ฐ ์ ์ธ
์ฐธ๊ณ ๋ฌธํ
AbstractThe purpose of this study is to provide strategic suggestions for the development of the vocational training broadcasting. To do so, it focuses on exploring the current status of domestic and foreign vocational training broadcastion and examining the awareness and request of the employed and unemployed on the vocational training broadcasting.
In Korea, the vocational training broadcasting has been provided on the EBS Satellite TV plus2 to improve vocational capabilities of the employed and unemployed under the support of Labor Ministry in corporation with Human Resources Development Service of Korea. In case of the foreign broadcasting, PBS(US), BBC(UK), France5 ยทDemain(France), and BR-alpha(Germany) have been providing various programs for their people's vocational training.
For this study, a survey was conducted on 790 of the employed and unemployed through post-mail. The result of the survey is as follows. First, although the awareness of the employed and unemployed on the vocational training broadcasting is low, most of them intends to watch the vocational training broadcasting in the future. Second, the most preferred programs were certificate acquirement courses. Computer utilization and vocational capability enhancement courses were also strongly preferred. Third, most importantly, it is necessary to secure stable training resources by sharing human, material and information resources with vocational training institutes and educational organizations.
As a result, programming is required to meet the needs of each target audience in balance