Development of a vocational Aptitude Inventory for Secondary School Students (Ⅱ)

본 연구는 중·고등학생을 위한 직업적성검사 개발(Ⅰ)에 이어지는 2차년도의 연구사업으로서, 1차년도에 확립된 검사 개발의 방향에 준거하여 신뢰성 있고 타당한 자기보고식 검사 개발을 완성하는 데 있었으며, 그 세부 목표는 다음과 같다. 첫째, 1차년도 연구에 의하여 개발된 문항 시안을 보완·완성하여 타당하고 신뢰성 있고 검사 문항을 개발하는 것이다. 둘째, 검사의 신뢰도 및 타당도 관련 근거를 다양한 측면에서 확보하는 것이며, 셋째, 정확한 검사 결과 해석을 위하여 대표성 있는 규준을 제작하는 것이다. 넷째, 1차년도 직무조사 결과를 반영하는 직업분류를 바탕으로 체계적이며 교육적인 검사 결과 해석의 논리를 개발하는 것이며, 마지막으로, 교사 및 상담가가 이해하기 쉬우면서도 동시에 검사의 기본 특성을 손쉽게 안내할 수 있는 검사 요강을 제작하는 것이다.1. Introduction The purpose of this study was to develop a vocational aptitude inventory which enables secondary schoolers to evaluate their perceived abilities in various areas. In 2000, the first year of the two-year-project, the followings were performed. First, abilities the inventory should cover were selected . Second, the validity of self-reporting method was evaluated . Third, a new job classification was made based on the job survey to get the criterion for career guidance based on test scores. Finally, items were developed through the steps of the behaviorally-anchored rating scales(BARS) method. In this study, based on the results of the first year study, the items were developed through three pilot studies, norms were made with 5,574 students from 80 schools, and the reliabilities and validities of the inventory were examined. 2. Item development The sub-scales of the inventory were bodily·kinesthetic, manual, spatia l·visual, verbal·linguistic, mathematical·logical, musical, creative, interpersonal, intrapersonal, and naturalist abilities. Items constructed in last year were reviewed and revised by several teachers and specialists. Pilot tests for the revised items were done three times, and item analysis and item revision were executed after every pilot tests. Each item was written according to the agreed upon definitions of elements. The item revision procedures include item-scale correlations and factor analysis to assure internal consistency and appropriate scale independence. 3. Reliability and validity Two measures of reliability were computed for the Vocational Aptitude Inventory. The alpha coefficients were ranged between .68 and .92. Test-retest reliabilities were generally above .70 except intrapersonal abilities and naturalist abilities. Proper inventory development procedure was followed in order to ensure validity. The relations between VAI scores and other measures supported the validity of scales. The positive evaluation of students about VAI showed the validity of educational results. 4. The logic for the interpretation of test results In order to provide students with proper advice after taking tests, 26 job groups were made. The job classification of the previous year which was made based on a job survey, was reviewed by several specialists of job study. The principle of the classification was the abilities required in the job. As the test result, students will get the information which includes the degrees of fit of an individual to every job group and the abilities which an individual should improve in order to work in a specific job group. 5. The characteristics of the inventory The strengths of the inventory are as follows: First, this measure includes abilities such as bodily·kinesthetic, musical, interpersonal abilities, which, in spite of their importance in the present work place, have not been included in the previous aptitude test batteries. Secondly, the self-evaluation method was adopted based on the efficacy theory. Thirdly, to reduce the errors in the self-evaluation, the behaviorally anchored rating scales were implemented . Fourth . reliabilities and validities were thoroughly examined in several ways. Fifth, a job classification based on job survey is systematically connected to the results of the test scores. Sixth, VAI is relatively easy and requires less time than other tests. Most of all, taking this inventory itself is to be a special educational experience: they will realize the importance of various abilities and the relationship between those abilities and jobs. 6. Future tasks In order to improve VAI and make it to be used widely, the followings should be done. First, the inventory should be presented on the web in a way that maximize the virtue of it. Secondly, in that case, the characteristics of the measure on the web, and differences between paper version and web version should be empirically investigated. Thirdly, for the predictive validity of inventory, longitudinal study is required.Ⅰ. 서론 1 1. 연구의 필요성 및 목적 1 2. 연구 내용 3 3. 연구 방법 7 Ⅱ. 국내 적성검사의 기술적 특징에 대한 검토 13 1. 신뢰도의 종류 및 국내 적성검사의 신뢰도 13 2. 타당도의 개념 및 국내 적성검사의 타당도 18 Ⅲ. 문항 개발 21 1. 문항 시안 21 2. 예비검사 문항 제작 22 3. 문항의 수정·보완을 위한 예비검사 실시 25 Ⅳ. 검사의 표준화 및 특성 분석 47 1. 규준 제작 47 2. 검사의 신뢰도 51 3. 검사의 타당도 52 4. 검사 점수의 지역별·성별·학년별·계열별 차이 61 Ⅴ. 검사 결과의 해석 논리 71 1. 직업분류 71 2. 검사 결과 제시 논리 104 Ⅵ. 요약 및 논의 111 1. 중·고등학생을 위한 직업적성검사의 특징 111 2. 검사의 활용 방법 113 3. 향후 과제 114 참 고 문 헌 117 ABSTRACT 119 【부록 1】3차 예비검사 관련 자료 123 【부록 2】기술통계 및 규준표 133 【부록 3】본 검사 요인분석 결과 165 【부록 4】직업분류 관련 자료 169 【부록 5】직업별 O*NET의 직업명 20

진로교육의 과제: 통합적 파트너십 구축

노동시장의 급격한 변화 속에 개인이 평생에 걸쳐 자신의 진로를 개척할 수 있는 역량, 즉 평생진로 개발 역량을 갖출 필요성이 강조되고 있다. 부처간 호혜적 협력을 위한 진로교육전문위원회의 구성, 진로교육 관련 사업 증가 등 진로교육이 강화되는 추세이지만, 여전히 학교에서의 진로교육은 미흡 한 수준이고, 평생진로개발의 관점이 서비스로서 구체화되지 못하며, 국가적 수준에서의 전략적 리더십이 부족한 실정이다. 이 글에서는 중고등학교와 대학에서의 진로교육 현황을 검토하는 가운데 노정된 과제들을 해결하기 위한 핵심 주체를 ‘통합적 파트너십 구축’으로 보고 다양한 영역과 국면에서의 연계의 필요성을 검토하였다. 개인의 삶에서 수평적·수직적으로 연계되는 서비스, 부처간 네트워크, 지역 네트워크, 전문가간 네트워크 구축의 필요성, 학습과 진로가 통합되는 교과통합형 진로교육의 필요성을 제안 하였다.Ⅰ. 평생진로개발 지원의 필요성 1 Ⅱ. 진로교육의 현황 2 Ⅲ. 진로교육을 위한 파트너십 구축 10 Ⅳ. 맺음말 28 참고문헌 2

중고등학생의 적성 및 학습시간 변화

학습시간이 증가했으며, 수리·논리력은 향상됐지만 비인지적 능력은 감소 10개 적성 영역 중 ‘자연친화력’, ‘창의력’, ‘언어능력’, ‘자기성찰능력’ 에서 남녀 모두 점수 하락 적성 영역 중 유일하게 ‘수리·논리력’ 만 향상 ‘신체·운동능력’, ‘공간·시각능력’, ‘ 손재능’, ‘음악능력’, ‘대인관계능력’ 에서는 남학생만 감소, 여학생은 변화 없음. 학습시간이 전체적으로 증가. 여학생의 학습시간이 남학생보다 큰 폭으로 증가Learning time has increased, mathematics and reasoning skills have improved, but non-cognitive skills have diminished. Of the ten aptitude domains, the scores on ‘Nature-friendly skills’, ‘Creativity’, ‘Language skills’ and ‘Self-examination skills’ have dropped among both male and female students. Only the scores on the aptitude domain of ‘Mathematics and reasoning skills’ have improved. Male students have dropped in scores on ‘Physical and athletic skills’ ‘Spatial and visual skills’, ‘Hand skills’, ‘Music skills’, and ‘Interpersonal skills’, while there was no change among female students

International Comparison of Adult Learning Strategies and Analysis of the Relationship with competencies

본 연구에서는 OECD 국제성인역량조사(PIAAC)의 데이터를 활용하여 한국 성인의 학습전략 수준을 다른 나라와 비교하고, 학습전략과 평생학습, 성인 역량과의 관계를 살펴보았다. 한국 성인의 학습전략 수준은 23개 국가 가운데 가장 낮았다. 젊은 층일수록, 여성보다는 남성이, 교육수준이 높을수록 학습전략 점수가 높았으며, 평생학습에 참여하는 사람이 참여하지 않는 사람보다 학습전략 점수가 높게 나타났다. 언어능력과 수리력으로 측정한 성인의 역량과 학습전략은 학력, 연령, 평생학습참여 여부를 통제한 후에도 유의미한 관계가 있었다. 성인 학습의 질 제고를 위하여 학습전략의 중요성을 고려할 필요성을 정책적 시사점으로 제시했다.The purpose of this study was to compare adult learning strategy of adults, using the data of the 2012 OECD Adult Learning Survey used in the Program for International Assessment of Adult Competencies(PIAAC). Korean adults were the lowest in the learning strategies among 23 countries. Learning strategies scores showed differences according to age, gender, years of learning, and adult learning participation. A positive relationship of learning strategies with competencies were found after adjusting to age, gender, years of education and adult learning participation

고교 직업교육 목적에 대한 특성화고 교사의 인식

고교 직업교육의 목적에 대한 다양한 입장을 검토하고 대비시키는 가운데, 이상적인 고교 직업교육의 지향점에 대해 특성화고 교사들이 어떻게 인식하고 있는지 살펴보았음. 교사들은 현재 정책에 조응하는 방식으로 직업교육의 목적을 인식하고 있었음. 남교사가 여교사보다, 전문교과 교사가 보통교과 교사보다 더 직업주의적으로 직업교육의 목적을 인식하고 있었음. 지나친 직업교육주의가 가져올 수 있는 문제점과 과거 고교 직업교육의 목적과 방향이 항상 자주 변경되었던 경험을 고려할 때, 정책 결정 과정에서 신중한 접근이 필요함을 제안함.Ⅰ. 서론 ··································· 1 Ⅱ. 직업교육의 목적과 방향 ···················· 3 Ⅲ. 연구 방법 ······························ 8 Ⅳ. 분석 결과 ······························ 11 Ⅴ. 결론 및 논의 ···························· 17 참고문헌 ································· 2

Vocational Education and Training in Nordic Countries

본 연구에서는 북유럽의 강소 복지국가인 덴마크, 핀란드, 노르웨이, 스웨덴의 고교 단계 직업교육 체제의 핵심 특징을 찾아내고자 하였다. 북유럽 국가의 직업교육 제도 밑에 작용하는 핵심 가치, 그 핵심가치를 구체적으로 구현하기 위한 정책적 노력들, 그리고 현장훈련에 근간을 둔 직업교육 모델이 구축된 과정을 살펴보았다. 북유럽 직업교육 제도가 자리하고 있는 사회문화적 맥락을 고려하고자 북유럽의 경제·사회·문화적 특성을 검토하고, 북유럽 4개국의 교육 정책 및 제도, 고교단계 직업교육 훈련 운영 실태, 최근의 혁신 사례 중심으로 살펴보았다. 결론으로서 북유럽 국가 사례가 한국 직업교육에 주는 시사점을 도출하였다. ○ 주요내용 - 북유럽의 사회 문화와 노동 시장 - 덴마크의 직업교육 - 핀란드의 직업교육 - 노르웨이의 직업교육 - 스웨덴의 직업교육1. Purpose of The Study This study aims to examine upper secondary vocational education and training(VET) systems in Northern European countries(Denmark, Finland, Norway and Sweden). The followings are the research questions of this study. First, what are the core values that Northern European education systems are based on, and what policies have these countries framed for emboding the core values? Second, how have apprenticeship-based VET models been constructed, and what are institutional measures for supporting the model? Third, what policy implications do their systems offer for Korean upper secondary VET? 2. Overview of Northern European Countries To understand the context of Northern European VET, the social, cultural and economic features of these countries were considered in this study. The main features are as follows. First, Northern European countries are small but strong. Despite the small population and economic sizes, these countries have achieved high economic growth and comprehensive welfare systems. Second, Social democratic tradition has prevailed in these countries. Accepting basic principles of free market economy, these countries have pursued the ideal of Socialism that takes equality as a priority value and have tried to realize it in the democratic and legal mode. Third, these countries have constructed welfare systems. Fourth, these countries have developed social corporatism. The important social groups, labor, capital and the state, have systematically taken an active part in main policies making process. To take an objective view on features of the education system in Northern European countries, this study compared these countries with other OECD countries. In these countries, 77.6-81.1 percent of adult population completed upper secondary education, which is above OECD average. In addition, the ratios of expenditure on education compared to GDP are above OECD average, and the ratios of public expenditure on education are top of the league. The result of OECD Programme for the International Students Assessment(PISA) shows that only Finland is top of the league. However the result of International Adult Literacy Survey(IALS) shows that all of Northern European countries have the highest level of it. Furthermore relatively high are the proportion of a youth participating in VET in these countries: Denmark, 47.8Finland, 65.4%Norway, 60% and Sweden, 54.2%. 3. Main Features of VET in Northern Europe The main features of VET in Northern Europe are the followings: First, in these countries, the state entirely finances VET courses. Under social democratic tradition, focusing on equality, these countries have aimed to realize equal access to education and training. Second, local authorities own upper secondary VET institutions, being autonomous in terms of governing them to a great extent. However, the Government has considerable influences on VET. The Government sets out the overall framework for national level curriculum and quality assurance, and the local authorities are in charge of implementing education and training. It is essential that local VET providers be autonomous in terms of adapting VET to local needs and demands. Third, in these countries, social partners plays a central role at all the levels of VET, consequently their VET corresponds closely with labor market skills demands. In addition, there are a variety of committees, from the national advisory councils on VET to the local training committees, and the roles of social partners are regulated by a number of acts. Trade-specific and programme committees, consisting of representatives from both sides of industry, have a dominant position in formation of curricular, performing a central role in the development of new VET courses and renewal of established VET courses, in order to match technological changes in the labor market. The committees are responsible for deciding purpose, period, content and requirement for the VET courses, and issuing certificate of qualification. In these countries, the mutual trust and close cooperation among the Tripartite actors(labor, capital and the state) have involved in making VET more adaptable to the continuous labor market changes, and maintain quality of VET courses. Forth, at the upper secondary level, all of these countries have emphasized the importance of practical training within VET courses. However, places and periods for practical training vary in these countries. For example, Denmark and Norway take the apprenticeship training at enterprise as basic practice programme, while in Finland and Sweden, school-based practice is considered as the main programme. In Denmark, a majority of students participating in VET courses, choose apprenticeship training. in Norway, about 23 percent of vocational students and in Finland, 16.7 percent of them participate in apprenticeship programme. In Sweden, school-based practice has prevailed. In recent years, however, the Swedish government has tried to introduce apprenticeship training programme. Fifth, these countries have formulated quality assurance system. High drop-out rate in the upper secondary VET has generated a lot of controversy, yet imposing strict requirements for graduate qualification, according to the standard, is one of the factors which caused high drop-out rate. The Northern European countries have similar quality assurance systems. Such a quality assurance system of VET is applied to individual level as well as institution and national-level. Sixth, flexible vocational education system enables students to have a wide variety of choices in these countries. For example, in Denmark, each student establishes a “personal educational plan&ampquot, based on his personal assessment of prior learning, and according to the plan, education programme is provided to each student. That is, in Denmark, the flexible and modulized VET system is constructed which enable each student to adjust the pace and content of learning based on his competency and level of his prior learning. The Norwegian Education Act also states the individual's right of receiving education according to their competencies and aptitudes. The emphasis on the individually-focused education is compatible with the view that the students who may struggle and lack motivation should be paid more attentions. Seventh, in addition, within VET system in Northern European countries, individual education institution has closely linked to each other so that it enables all students to transfer between learning pathways under a certain condition. Denmark, Finland and Norway have similar flexible systems. Eighth, the Northern European countries have strict quality assurance system and flexible education system so that they enable students who fail in meeting the standard quality requirement to have second-chances, as well as alternative pathways. These alternative programmes are provided with no charge within the public education system. Ninth, relatively high are the proportion of a youth participating in upper secondary VET in these countries- Denmark: 47.8, Finland: 65.4%, Norway: 60% and Sweden: 54.2%. This is the result of not only the socio-cultural tradition of respect for a journeyman but also the strong policy implement. In these countries, every person has opportunities for continuing education within the lifelong education framework. Besides, the industrial sector, the demander of VET, has made the effort to create a skills-focused custom in recruitment, wage level, promotion and so on. That is why, on the whole, in these countries, the VET participation rates have been increased or kept status quo, while in other OECD countries, the rates have been decreased. Tenth, in the Northern European countries, an active and comprehensive career education has been implemented in the integrated way, across all subjects. Besides, the work experience programmes are provided to a majority of students. Finally, these countries have reformed their education system in line with “the European Qualifications Framework&amp, and have implemented the European Credit Transfer System for VET (ECTS) and international degree system. These trends have entailed emphasis on basic competency, English and the second foreign language. In addition, these countries have participated in the Leonardo da Vinci programme which enables VET organizations to work with European partners and exchange best practices. 4. Policy Implications Korea and Northern European countries have developed distinctly different systems, therefore it may be more difficult to extract some policy implications from Northern Europe case which can be applied directly to Korean VET system. However, in relation to improving coherence between the VET programmes and labor market skills demands, the Northern European case brings some policy implications, as follows. First, there is a need to expand the responsibility of the government for VET. That is, it is needed for the government to increase gradually financial support for VET and make the VET tracks more attractive, as well as to introduce a rigid quality assurance system. Second, there is a need for constructing partnership between the government and the industry. To stimulate the industrial sector to participate in VET, the government, the industry, local authorities and enterprises should come up with measures at all the levels. Third, there is a need to improve the linkage between the VET programmes and labor market skills demands. To promote workplace training with VET system, the role of stakeholder- the government, the industry and education institutions- should be stated by acts and controled strictly. In addition, the government should offer incentive (e.g. financial incentive) for enterprises and trainees participating in workplace training. Fourth, it is needed to expand the autonomy of local authorities and active support of the government. In other words, the government should empower local authorities to administrate VET, at the same time, it should set out overall framework and offer financial support programmes. Fifth, there is a need for strengthening quality assurance system. It is necessary to set out National Skills Standard, led by the industrial sector and reflect the Standards in VET programmes and qualification system. The graduate qualification also should be tighten up. Sixth, it is necessary to provide a variety of experience-focused alternative education programmes for the student who lack basic competency. Seventh, flexible education system should be constructed, in order to offer students many pathways. The flexible system enables student to have many chances to participate in a variety programmes and substantial options. Eighth, it is necessary for the industrial sector, the demander of VET, to make the effort to create a skills-focused employment custom.목 차 요 약 제1장 서론 제1절 연구의 필요성 및 목적 1 제2절 연구 내용 및 방법 5 1. 연구 내용 5 2. 연구 방법 7 제2장 북유럽 개관 제1절 북유럽의 사회문화와 노동시장 11 1. 북유럽 강소국(强小國) 12 2. 북유럽의 사회민주주의 15 3. 복지국가 19 4. 유연안정성을 추구하는 노동시장 정책 20 5. 사회적 합의주의 22 6. 북유럽 사회 모델의 변화 25 제2절 OECD 통계로 보는 북유럽 직업교육 27 1. 교육비 투자 및 고등교육 진학률 27 2. OECD 국가의 고교 단계 직업교육훈련 유형 35 3. OECD 국가의 진로교육 실태 41 제3절 북유럽 개관 요약 44 제3장 덴마크의 직업교육 제1절 사회 경제적 배경 47 1. 인구 47 2. 경제 및 노동시장 48 제2절 직업교육훈련 정책 및 제도 52 1. 직업교육의 기본원칙 52 2. 법 체제 53 3. 행정 체제 57 4. 파트너십 62 5. 재정 66 제3절 고교 단계 직업교육훈련 68 1. 직업교육훈련 체제 68 2. 교육과정 73 3. 도제훈련(Apprenticeship) 81 4. 졸업자격 인증체제, 중도탈락, 유연성, 통합성 85 5. 교사 92 6. 진로지도 93 제4절 세계화 동향 및 혁신 사례 96 1. 세계화에 대비한 직업교육훈련 정책 96 2. 최근의 직업교육훈련 혁신 사례 98 제5절 요약 및 시사점 101 1. 덴마크 직업교육훈련 체제의 주요 특징 101 2. 정책 시사점 105 제4장 핀란드의 직업교육 제1절 사회 경제적 배경 111 1. 인구 111 2. 경제 및 노동시장 112 3. 국민의 교육 수준 116 제2절 직업교육훈련 정책 및 제도 117 1. 법 체제 117 2. 행정 체제 118 3. 파트너십 124 4. 재정 125 제3절 고교 단계 직업교육훈련 128 1. 직업교육훈련 체제 128 2. 고등교육 단계 직업교육훈련 140 3. 계속직업교육훈련 142 제4절 요약 및 시사점 144 1. 핀란드 직업교육 체제의 주요 특징 144 2. 정책 시사점 151 제5장 노르웨이의 직업교육 제1절 사회 경제적 배경 155 1. 인구 156 2. 경제 및 노동시장 157 3. 국민의 교육 수준 159 제2절 직업교육훈련의 정책 및 제도 160 1. 직업교육의 기본 원칙 160 2. 법 체제 161 3. 행정 체제 162 4. 파트너십 167 5. 재정 169 제3절 고교 단계 직업교육훈련 171 1. 직업교육훈련 체제 171 2. 교육과정 172 3. 도제훈련(apprenticeship) 176 4. 졸업자격 인증 체제, 중도탈락, 제도적 유연성 181 5. 교사 187 6. 진로지도 190 제4절 세계화 동향 및 혁신 사례 192 1. 최근의 개혁 192 2. 세계화와 EU의 흐름에 대응하는 전략 194 제5절 요약 및 시사점 197 1. 노르웨이 직업교육훈련 체제의 주요 특징 197 2. 정책 시사점 208 제6장 스웨덴의 직업교육 제1절 사회 경제적 배경 217 1. 인구 218 2. 경제 및 노동시장 220 3. 국민의 교육 수준 222 제2절 직업교육훈련 정책 및 제도 223 1. 직업교육의 기본 원칙 223 2. 법 체제 224 3. 행정 체제 226 4. 파트너십 228 5. 재정 229 제3절 고교 단계 직업교육훈련 230 1. 직업교육훈련 체제 230 2. 교육과정 235 3. 현장 훈련 242 4. 졸업자격 인증 체제, 중도탈락, 제도적 유연성 242 5. 교사 245 6. 진로지도 246 제4절 혁신 사례 247 1. 새로운 고교 체제: 통합 체제에서 삼두마차 체제로의 전환 247 2. 도제훈련 체제 도입을 통한 직업 현장 훈련의 강화 250 3. 교사 교육과 자격의 체계화 251 4. 고등직업교육의 통합 체계화와 강화 252 제5절 요약 및 시사점 253 제7장 북유럽 직업교육의 주요 특징 및 시사점 제1절 북유럽 직업교육은 하나의 모델인가? 257 제2절 북유럽 직업교육의 주목할 만한 특징 261 1. 국가가 전적으로 지원하는 직업교육훈련 261 2. 중앙과 지방의 역할 분담, 지역의 높은 자율성 264 3. 사회적 파트너의 주도적 참여, 현장성 높은 직업교육 265 4. 도제훈련의 강조 267 5. 체계적인 질 관리 269 6. 개인의 특성에 따라 다양한 선택이 가능 271 7. 진로변경이 용이한 유연한 제도 273 8. 제2의 기회가 열린 유연한 체제 274 9. 높은 직업교육 참여율, 상대적으로 낮은 스티그마 275 10. 교과통합, 체험중심, 개별화된 진로지도 277 11. 세계화와 EU의 움직임에 대한 대응 278 제3절 북유럽 사례가 우리의 직업교육에 주는 시사점 280 1. 시사점 도출의 기본전제 280 2. 정책적 시사점 283 SUMMARY 291 <부록 1> 노르웨이, 오슬로 교육 현장 스케치 301 <부록 2> 한국의 학업중단현황(2008년 3월 1일～2009년 2월 28일 기준) 305 <부록 3> 스웨덴 고교단계 직업교육훈련 교과목 편성 및 이수 체제 307 참고문헌 31

A Survey on Korean''s Work Mentality and Ethics(2010)

급격하게 변화하는 우리사회에서 한국인이 어떻게 대응하며 살아가고 있는가를 직업의식을 통해서 그려보는 것이 본 연구의 목적이었다. 4년마다 조사되는 한국인의 직업의식 조사의 핵심내용 외에 2010년 조사에서는 청년, 고령자, 여성, 외국인 근로자의 경제활동에 관한 한국인의 인식을 별도의 추가 모듈로 구성하여 조사하였다. ○ 주요내용 - 직업의식의 개념 및 구조 - 직업의식의 집단 간 차이 - 개선이 필요한 직업윤리 - 청년실업과 관련한 한국인의 의식 - 고령자의 경제활동에 대한 인식 - 여성의 경제활동에 대한 인식 - 외국인의 경제활동에 대한 인식 - 직업의식의 변화1. Introduction Korea Research Institute for Vocational Education and Training(KRIVET) has carried out “The Survey on Koreans'' Occupational Consciousness" every four years since 1998. The Survey on Koreans'' Occupational Consciousness(2010) is the fourth survey and this study aims to inquire into the current state of Koreans'' occupational consciousness and work ethics along with the changing pattern of it. The occupational consciousness is defined in this study as people''s values, perceptions and attitudes on occupation, and it includes the perception on the importance of work, work values, professionalism, occupational status and work ethics. In addition, the perceptions on economic activity of the young & elderly, women and foreign workers were investigated. 1,500 household surveys were conducted with Korean aged 16 to 64. 2. Noticeable aspects and changes of Koreans'' occupational consciousness and work ethics in 2010 The major findings of this study with respect to the concept and structure of occupational consciousness are as follows. First, the multi-dimensionality of the perception on work-importance, that has been overlooked through the previous researches, was clearly shown in this study. The perception on the importance of work is consisted of two aspects, the normative perception of work-importance and the recognition of work-importance as one of the elements of life. The correlation of them is .24 and 23% of respondents recognize work-importance highly as an element of life, though not perceiving work-importance normatively. Second, two factors in perception of the degree of professionality in their own occupation are identified: professionality and socioeconomic status of one''s own job. 32% of respondents think that their jobs require the specialized knowledge, professional skills, and creativity but do not guarantee high income and social status. The major differences in the occupational consciousness by various groups, are as follows. First, as to the normative perception of work-importance, female tends to have lower figure than male. However, among employees with permanent contract, females tend to have the stronger normative perception of work-importance than male. Respondents over 40s compared to below 30s show the stronger normative perception of work-importance. However, with respect to the recognition of work-importance as one of elements of life, 30-40s age group show the highest figure. As for work values, economic reward is perceived as the most important factor through overall age groups, however, within the young generation below 30s, interest is considered as more important factor than in other age groups. Compared to G20 and Nordic countries, Koreans'' occupational consciousness has the pattern of that of the advanced countries, at the same time that of the developing countries. Koreans are similar to the developing countries in a sense that job security is considered as the highly important factor and that it's a shame to take monetary reward without working for it. On the other hand, Koreans show similarity with advanced countries, less people agreeing that work should be the most important issue worth of sacrificing leisure time. 45.7% of people spend more than one hour during working hours taking care of their private matters in workplace, and 11.72% more than 2 hours. 32.2% of employees think that it is acceptable to receive gifts related to business. Changes in the Koreans' occupational consciousness and work ethics are found in the following issues. First, the range of occupational status index has been reduced from 1990 to 2010 showing tendency of regressing toward the mean. Second, The importance of income in choosing job has been increased sharply(21.5%, in 2002→36.3%, in 2009). On the other hand, the importance of job security has decreased (34.4%, in 2002→30.4%, in 2009). Since 2006, in choosing job, income has became as the most important factor, job security as the second and the intrinsic values, such as job satisfaction, self-realization and interest, have been considered less important factors, relatively. 3. Youth unemployment and occupational consciousness More than 90% of Korean students answered that educational attainment required for taking a job desired is at least a junior college diploma. In case of failing to find a job suitable for one''s educational attainment, 36.6% of respondents answered that they will continue to look for a job and 33.9% will take the job offered regardless of mismatch with their educational level. 76.3% of respondents agreed that preparing for the civil service examination or the bar examination is risky way of preparing for the future. As to responsibility for youth unemployment, 34.0% of respondents attribute it to both society and the person. 4. Koreans'' attitude on the participation of the elderly in labor market. Results show that the age signal for the elderly is different among age groups. Older people tend to set higher age than younger generation for the age signal of the elderly. The same pattern exists in the age limits for participating in the labor market. Koreans tend to feel uncomfortable getting service from the elderly in such job as stewardess, cashier in the department store and coffee shop. In contrast, Koreans tend to feel less uncomfortable receiving services from the elderly in the job such as guard and helper in the gas station. 5. Koreans' Attitudes on female and foreign workers Most of Korean(85%) think that it is desirable for women to have job. The percentage of people who agree that women have to work regardless of marriage and child birth has increased sharply from 26.8%(1998) to 53.5%(2009). However prejudices against women in workplace still exist. 48.2% of Korean agree that, in general, male workers do better in work place than female workers. 33.9% agree that unmarried women tend to show better performance than married women. 52.4% of respondents think that male should have priority for the job if there isn't enough vacancy. With regard to foreign workers, 41.3% of Korean agree that more foreign workers with simple skills will need in the future and 32.3%, for the skilled professional foreign workers. However, many Korean think that Korean should be hired first before the foreign worker when there aren't enough jobs. 6. Suggestions for the future studies Qualitative research should be conducted for in-depth analysis of major findings in this study. Also, as for the 5th survey on the occupational consciousness in 2014, the basic module in 2006 and 2010 should be maintained, keeping changes to the minimum, in order to conduct a time-series analysis.요 약 제1장 서 론 제1절 필요성 및 목적 1 1. 연구의 필요성 1 2. 직업의식과 직업윤리의 개념 2 3. 연구의 목적 5 제2절 연구의 내용 5 제3절 연구의 방법 6 1. 설문조사 6 2. 국내외 통계 자료 재분석 15 3. 소세미나 개최 17 제2장 한국인의 직업의식 및 직업윤리의 실태와 변화 제1절 직업에 대한 태도 19 1. 일의 중요성에 대한 규범적 인식 19 2. 삶의 영역으로서의 일 중요성: 일과 여가 28 3. 직업 가치관 35 제2절 전문직업성과 직업 위세 42 1. 전문직업성 42 2. 직업위세 49 제3절 직업윤리 52 1. 직업윤리 수준에 대한 집단별 인식 차이 52 2. 업무 외 사적 활동 53 3. 업무 비리에 대한 인식 57 제4절 소결 61 제3장 청년실업과 한국인의 직업의식 제1절 청년실업 현황 65 제2절 청년층 직업의식 68 1. 대학 재학 및 졸업생의 직업관련 인식 분석 69 2. 청년층과 중장년층의 직업의식 비교 77 3. 청년층의 직업의식 변화 88 4. 청년층 직업의식 국제비교 95 제3절 청년실업과 관련된 한국인의 의식 98 1. 대학·전문대학 선택과 실업 99 2. 고학력 일자리 비중과 구직 활동 104 3. 취업 준비와 기피직종 108 4. 실업에 대한 책임과 자녀 지원 115 제4절 소결 118 제4장 고령자의 경제활동에 관한 한국인의 의식 제1절 인구의 고령화 123 제2절 고령자의 경제활동에 관한 의식 125 1. 고령화 사회의 직업의식 126 2. 고령자의 경제활동에 대한 인식 141 3. 노후의 일과 고령자 직업에 대한 견해 150 제4절 소 결 153 제5장 여성과 외국인 경제활동에 대한 한국인의 의식 제1절 문제의 제기 157 제2절 여성의 경제활동에 대한 한국인의 의식 158 1. 한국 여성의 경제활동 상황 158 2. 여성 경제활동에 대한 한국인의 인식 변화(1998～2009) 162 3. 경력 단절 여성 재취업 장애 요인에 대한 인식 168 4. 여성 경제활동에 대한 편견 171 5. 여성의 경제활동 확대 및 격차 해소 필요성에 대한 인식 175 제3절 외국인 경제활동에 대한 한국인의 의식 177 1. 외국인 근로자 현황 및 문제점 177 2. 외국인 인력의 필요성에 대한 인식 179 3. 내국인 우선 취업권에 대한 인식 182 4. 인력 교류에 대한 긍정적 인식 185 5. 외국인 경제활동 촉진 정책 실행 필요성 인식 187 제3절 소결 190 제6장 결 론 제1절 한국인의 직업의식 실태 및 변화 193 1. 한국인의 직업의식: 주목할 만한 현상들 193 2. 직업의식의 변화 199 제2절 시사점 201 제3절 향후 과제 205 SUMMARY 207 추가 기초분석 결과: 본문에 포함되지 않은 문항 분석 215 직업의식의 변화 235 여성 경제활동에 관한 의식(사회통계조사 결과) 237 한국인의 직업의식 및 직업윤리 실태조사표(취업자용) 239 2006년도 설문지에서 수정된 문항의 수정 내용 259 참고문헌 26

Narrative Inquiries of Young Workers: Work, Learning, and Life of Vocational High School Graduates

본 연구의 목적은 특성화고등학교를 졸업하고 취업한 20대 청년이 일하고 배우면서 살아가는 과정을 보여주는 데 있다. 특히, 20대 청년 취업자가 일터에서 학습하고 경력을 개발하는 과정에 초점을 맞추고자 한다. 고졸 청년들의 학습과 경력개발 과정에서 작용하는 제도, 사회문화, 개인의 특성들이 연관되면서 작용하는 측면을 함께 살펴보고자 한다. 또한 성인으로서 독립하려고 애를 쓰는 역동적인 과정인 20대에 속한다는 것이 고졸 취업자의 삶에 어떻게 작용하는가도 염두에 두고자 한다. 다시 말해, 본 연구는 일, 학습, 삶이 교차하는 20대 고졸 취업자의 삶을 학습과 경력개발 과정에 비중을 두고 입체적으로 이해하는 데 그 목적이 있다. 이러한 연구 목적을 달성하기 위하여 본 연구에서는 고졸 취업자의 내러티브를 탐구하고자 한다. 내러티브 탐구 방법은 청년 취업자들의 생생한 경험을 사회적, 문화적, 제도적 내러티브와 가족 관련 내러티브에 초점을 맞추면서 들여다볼 수 있게 할 것이다(Clandinin, Steeves, Li, et al., 2010). 내러티브 탐구 과정에서 고졸 청년 취업자의 직장, 학습 공간, 그리고 가정에서 사람들과의 관계가 어떻게 작용하며, 그가 과거, 현재, 미래라는 시간의 흐름 속에서 어떻게 살아내었는가를 함께 이야기하게 된다. 본 연구에서는 청년 근로자의 일과 학습과 삶에 대한 내러티브를 그의 내러티브의 전경이 되는 가족적, 사회적, 문화적, 제도적 맥락과 함께 연관지어, 어떻게 이들의 경험이 형성되는지에 대해서 좀 더 깊이 이해하도록 하고자 한다. 고졸 취업을 장려하는 정책 속에 많은 청년들이 고등학교를 졸업한 후에 취업을 했으나, 이들이 노동시장에 안착하는 과정에서 어떠한 어려움을 겪고 있으며, 고졸 취업자라는 것으로 인하여 어떻게 그들의 삶이 형성되어 가는지를 생생하게 보여줄 수 있을 것으로 기대한다.Recent policies for encouraging vocational high school graduates to enter the labor market instead of pursuing the higher education have been evaluated as effective. The employment rate of the vocational high school graduates has increased while the rate of advancement to the higher education right after vocational high school graduation has decreased. Nonetheless, at the individual level, it is not quite clear whether entering the labor market giving up or postponing higher education is a wise decision in the long term perspective. There is insufficient information on the reality of life of young workers after graduation of vocational high schools. The purpose of this study was to understand the work, learning, and life of young vocational high school graduates. Using the narrative inquiry method, it was intended to understand the working, learning and living of young workers in a wholistic way considering the context of their lives. In order to have a theoretical sensitivity before conducting the narrative inquiry, the previous researches, theories and policies on work, learning and life of vocational high school graduates in the ages of 20s. 5 researchers interviewed 15 participants. 5 Participants were invited among the participants of a previous research in 2013, which focused on only the adaptation at the initial stage of working life of vocational high school graduates. 10 participants have joined additionally in this study. The criteria for choosing participants were at least 2 years of work experience after graduation of vocational high schools and age under 30. Variation in terms of job security, gender, size of firm, region, industry was considered in the final selection of participants. Each participant met a researcher three times. Series of meetings were held to share and tune perspectives among researchers before, during and after interviews. 15 narrative accounts were completed, from which several resonant themes were found and discussed. Themes on work are disconnection and alienation, endurance, transition and dream. Regarding learning, the meaning of universities as a mandatory insurance, luxuries, special opportunity and regrets were expressed. Vocational training was perceived by participants as stepping stone, investment, and exclusion. Informal learning was described with mentor, autonomous learning, and survival skills. Themes on living are marrage, military service, civic education and surfing the life. Some of these themes have sub-themes. Based on the narrative inquiries and resonant themes, policy implications were discussed as the following topics: the danger of too much emphasis on the employment rate as a criterion of evaluating vocational high schools; the possible benefits of supporting vocational high school graduates with sufficient job experiences and higher education to be teachers for technical education in vocational high schools; the importance of basic general education, the need for financial support for higher education; career guidance service for adults focusing on lifelong learning; improvement of working condition in the external labor market. The possible researches using the narrative inquiry methos in the area of vocational education and training were suggested.요 약 제1장 서 론_1 제1절 연구의 필요성과 목적 3 제2절 연구 내용 및 방법 8 제2장 고졸 청년 취업자의 일, 학습, 삶에 대한 선행 논의_15 제1절 고졸 청년 취업자의 일에 대한 선행 논의 17 제2절 고졸 청년 취업자의 학습에 대한 선행 논의 35 제3절 한국 20대 청년의 삶에 관한 선행 논의 54 제3장 내러티브 탐구의 특징과 주요 과정_59 제1절 내러티브 탐구에 대한 이해 61 제2절 내러티브 탐구의 과정 64 제4장 고졸 청년 취업자의 일, 학습, 삶에 대한 이야기_79 제1절 “진정 내가 원하는 일을 하며 살래요”, 효주 씨 이야기 81 제2절 “직장은 안정적인데 삶이 답답해요”, 샛별 씨 이야기 92 제3절 “버틸 만했으니 버텼죠”, 남양 씨 이야기 103 제4절 “이제는 좀 인정받습니다”, 정왕 씨 이야기 113 제5절 “나름 잘 살아왔어요”, 새롬 씨 이야기 124 제6절 꿈과 현실을 조율해가고 있는 홍미 씨 134 제7절 “요리사의 길을 갈래요”, 석현 씨 이야기 148 제8절 “나에게 맞는 직장은 어디 있을까”, 승길 씨 이야기 159 제9절 자신만을 위한 선택 앞에 선 효섭 씨 170 제10절 “두근두근 신나는 인생, 하고 싶은 일이 많아요”, 미선 씨 이야기 182 제11절 “이만하면 많이 번 거 아닙니까?”, 주영 씨 이야기 193 제12절 “내 삶은 소중해요”, 단비 씨 이야기 205 제13절 “갈 데까지 가보겠다”, 혜정 씨 이야기 218 제14절 결핍을 채우기 위한 자기관리, 소영 씨 이야기 229 제15절 강인한 의지와 열정의 진국 씨 이야기 240 제16절 내러티브 탐구 과정에 대한 이야기 252 제5장 고졸 청년 취업자 내러티브의 공명_265 제1절 고졸 청년 근로자의 일에 관한 공명 268 제2절 고졸 취업자의 학습에 관한 공명 292 제3절 일과 학습의 매개 상황으로서의 삶 308 제6장 논의 및 제언_323 제1절 정책적 시사점 논의 및 제언 325 제2절 종단적 내러티브 탐구 후속 연구에 대한 제안 339 SUMMARY_343 참고문헌_347 부 록_35