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

[이슈 분석] 인공지능(AI) 시대의 고교 직업교육

Ⅰ. 문제 제기 Ⅱ. 직업세계의 변화와 미래 사회에서 요구되는 역량 1. 기계지능에 의한 인간노동의 광범위한 대체 2. 미래에 필요한 역량 Ⅲ. 미래 사회와 직업교육에 대한 교사 인식 1. 교사들이 선호하는 미래와 실현 가능성이 높은 미래 2. 미래 교육의 내용과 방법 3. 고교 직업교육의 목적과 현 정책의 미래지향성 Ⅳ. 2030 고교 직업교육의 방

Korean Adults' Key Competences: Analysis of National Data of ALL Survey

OECD에서는 1994년부터 1998년에 걸쳐서 ‘국제 성인 문해력 조사’ (Internaional Adult Literacy Survey: IALS)를 실시하였으며 이어서 ‘국제 성인 문해 및 생활능력 조사’(Adult Literacy and Life Skills Survey: ALL 조사)를 진행하였다. 2005년 6개국이 참여한 1차 보고서가 나왔으며, 우리나라를 포함하여 조금 늦게 참여한 나라들의 데이터가 수집되는 과정 중에 있다. 한국직업능력개발원에서는 교육과 노동시장에 관한 정책적 시사점을 얻을 수 있는 기초 데이터를 생성하고자, 2002년도에 ALL 사업에 참여하여, 2003년도에 예비조사를, 2004년도에는 5,006명에 대한 본조사를 완료하였다. 2005년도 연구는 국제비교 데이터 생성과 국내 자료를 분석하는 데 초점을 두고 한국 성인의 직업기초능력의 형성 요인이 무엇이며, 그것의 개인적, 사회적, 경제적 결과가 무엇인가를 분석하고자 하였다.1. The purpose of this study In the global economic system, the quality of labor in a country is essential components of a national's competitiveness. OECD has performed surveys on competencies in order to compare internationally the stock of human resources and to find implications for education and training. Korea has participated OECD ALL(Adult Literacy and life skills) survey at 2002, and the main survey was completed at the beginning of 2005. The household survey was executed with 5,506 16～65 age old adults. Prose literacy, document literacy, numeracy, and problem skill were measured. The purpose of this study was to analyze the national data of ALL survey in order to examine factors that influence on skills formation and skill loss of Korean adults and to find policy implications for life-long learning and human resource development. The international data of ALL survey is expected to be made at 2007. 2. Age, gender, education and skills Skills decreases as people get older. For university graduates, the degree of skill decrease becomes dull. Gender difference was significant only on numeracy. Years of education shows positive correlations with skills, with diminishing returns. 3. Life-long education and skills It was confirmed that Korean Adults participate in formal and non-formal education much less than adults in other countries. Only 11.1% of Korean involved in adult learning, which is prominently lower than other countries. Participation rate in informal learning in various everyday life was 51.0%, which is also lower than other countries. 81.2% of adult learners answered that the purpose of their learning were for their jobs and career development. The dominant reason for not participating adult learning was lack of time(79.2%) followed by child-care and housekeeping(37.6%), burden of costs(28.8%). The low-skilled tend not to participate in adult learning than the high-skilled. 4. Skills and the nature of the workplace Skill levels were different among occupational groups. Knowledge-experts showed the highest skills and information high-skill, managers, information low-skill, services low skill, goods were followed in order. The effects of skills on employment and income were partially found. Prose can explain income only for man considering age, size of firm, year of education. After controlling gender, age, year of education, prose differentiated significantly the employed longer than 12 month and the unemployed more than 6 months. Engagement in literacy and numeracy related tasks at work differed according to gender, age, year of education, occupation, and industry. Match and mismatch between job tasks and skills was examined on the basis of reported engagement in literacy and numeracy related jobs at work and measured skills. More women than men were labelled as skill surplus. The ratio of skill deficit was highest in managers among occupational groups. 5. Skills and Information and Communications Technologies(ICT) Gender, age, educational attainment, occupation, and community size were all significant factors to explain the difference in the use of, and familiarity with ICT. Especially, knowledge expert, managers, and information high-skill showed higher perception of ICT utility than occupations with low requirement for cognitive skills including information low-skill, services low-skill, and goods. The pattern is similar for the degree of ICT use in the workplace. There were substantial correlation between literacy skills and the ICT use. The result revealed that people with high literacy skills tend to use ICTs more intensively and be more familiar with them than those with low literacy skills. ICT use was also an important component to determine individuals' incomes. 6. Skills and Daily Life It was confirmed that literacy skills are closely related to the engagement in literacy activities in daily lifes as well as in workplace. In regards with health status, individuals with higher skills also lead physically and emotionally healthful lives. Men were healthier than women, and the older healthier than the younger. The more highly educated gave more positive answer to the questions on their health status. Literacy skills also exerted an influence on social capitals. Problem solving explains participation in group activities and level of prose has a relation with their voluntary activities. 7. Skill Formation, Loss and the Results Year of education, literacy practices in workplace and daily lives, and lifelong education were the most critical factors to determine the literacy skill formation. The skill loss is mostly attributable to the age effects. However, it was revealed that practice effects also play an important role in preventing from the rapid skill decrease. This study demonstrated that literacy skills have an impact on not only individual every lives but also their competitiveness in workplace. Skills have a relation with people's health status and participations in group and voluntary activities. In addition, the partial effect of skills on employment and incomes were found. 8. Implication in Policy-Making Judging from the data which informed significant lower participation in lifelong education compared to the other countries, political efforts are required to increase people's understanding of, and participation in lifelong education. The fact that 79.2 % respondents cannot take part in lifelong education owing to lack of time suggests that government need to establish related policies such as changes in working culture and introduction of learning vacation. Moreover, financial plan to support for potential participants in lifelong education should be considered in order to lesson individual burden on lifelong education. Conspicuous gender difference in skill loss implicated that women have relatively less opportunity to develop their abilities than men. This result provides with the evidence to emphasize the importance of learning and literacy skill use, especially for women in our society. This study presented the mechanism by which low literacy skills cause vicious circle of poverty. Lack of education is directly connected to the insufficient literacy skills, which lead limited opportunity of skill usage, deficient social network and even poor health status. This result puts weight on the necessity of social efforts to break off the circle. Lastly, both age and practice effects were confirmed in all features estimated in this study. Therefore, this findings can be used to intensify education and training for the middle and old aged.요 약 제1장 서 론 제1절 연구의 필요성 및 목적 1 1. 연구의 필요성 및 목적 1 2. 용어의 정의 4 제2절 연구의 내용 및 방법 5 1. 연구의 내용 5 2. 연구의 방법 7 제2장 ALL 조사의 개요 제1절 한국의 ALL 조사 참여 경과 11 제2절 ALL 조사의 내용 13 제3절 ALL 조사의 방법 15 1. 모집단 및 표본의 구성 15 2. 조사 실시 및 채점 17 3. 자료입력 및 직업 산업분류 20 4. 문항 모수치 추정 및 스케일링 22 5. 가중치 부여 26 제3장 성인 직업기초능력의 일반 현황 제1절 연령과 직업기초능력 33 1. ALL 1차 보고서에서의 논의 33 2. 연령에 따른 직업기초능력 변화 34 제2절 성별 직업기초능력 차이 36 1. ALL 1차 보고에서의 논의 36 2. 한국 성인의 성별 직업기초능력 차이 37 제3절 학력과 직업기초능력 38 1. ALL 1차 보고에서의 논의 38 2. 학력에 따른 직업기초능력 차이 39 제4절 부모의 학력과 직업기초능력 41 제4장 평생학습과 직업기초능력 제1절 평생학습에 대한 쟁점과 실태 53 1. 평생학습의 의의 53 2. 평생학습의 형태 55 3. ALL 1차 조사 결과 57 제2절 한국 성인의 평생학습 참여율 58 1. 평생학습 참여율 58 2. 무형식 평생학습 참여율 62 제3절 평생학습 참여 목적, 시간, 비용부담 주체 65 1. 참여 목적 65 2. 평생학습 참여 시간 66 3. 평생학습의 비용부담 주체 68 제4절 평생학습 장애 요인 70 제5절 직업기초능력과 평생학습 72 제5장 노동시장과 직업기초능력 제1절 직업 및 산업과 직업기초능력 79 1. 직업과 직업기초능력 79 2. 산업과 직업기초능력 83 제2절 직업기초능력에 따른 고용가능성 87 제3절 직업기초능력과 임금 89 1. ALL 1차보고서에서의 논의 89 2. 소득에 대한 직업기초능력과 교육수준의 상대적 기여도 분석 90 3. 직업군에 따른 소득 프리미엄 95 제6장 직장에서의 직업기초능력 활용과 스킬 불일치 제1절 주요 특성별 직업기초능력 활용 현황 117 1. ALL 1차 보고서 논의 및 직업기초능력 활용의 측정 117 2. 직업군별 직업기초능력 활용의 차이 119 3. 성별 직업기초능력 활용 차이 120 4. 연령별 직업기초능력 활용의 차이 121 제2절 직장에서의 직업기초능력의 활용 불일치 124 1. ALL 조사 보고 개요 124 2. 직업기초능력 활용과 보유 수준의 관계 125 3. 직업기초능력 과잉 및 직업기초능력 부족 126 제7장 ICT 활용과 직업기초능력 제1절 지식기반사회에서의 ICT 활용 157 1. 일반적 논의 및 쟁점 157 2. All 1차 보고서에서의 논의 160 제2절 ICT 활용의 일반 현황 161 1. ICT 활용 정도의 측정 항목 및 방법 161 2. 주요 특성별 ICT 활용 차이 162 제3절 직업 및 산업과 ICT 활용 167 1. 직업군별 ICT 활용 정도의 차이 167 제4절 ICT 활용과 직업기초능력 171 1. ICT 활용과 직업기초능력의 관계 171 2. ICT 활용과 노동시장에서의 임금격차 172 제8장 일상생활과 직업기초능력 제1절 일상생활에서의 직업기초능력 활용 183 1. ALL 1차 보고서에서의 논의 및 측정 183 2. 주요 특성별 일상생활에서의 기초능력 활용 차이 185 3. 일상생활에서의 기초능력 활용과 직업기초능력과의 관계 191 제2절 건강과 기초능력 193 1. ALL 1차 보고서에서의 논의 및 측정 193 2. 성인 건강지수의 일반적인 특성 194 3. 건강지수와 직업기초능력의 관계 198 제3절 직업기초능력과 사회자본 199 1. 사회자본 중요성 199 2. 사회자본의 개념 201 3. 국내ㆍ외의 사회자본 조사 및 연구 202 4. 주요 특성별 사회자본 실태 205 5. 사회자본과 직업기초능력 208 제9장 연구결과 종합, 시사점, 후속 과제 제1절 직업기초능력의 형성과 그 결과 221 1. 핵심 질문 219 2. 직업기초능력 형성에 작용하는 요인이 무엇인가? 222 3. 직업기초능력의 감소(skill loss)에 작용하는 것이 무엇인가? 225 4. 직업기초능력의 개인적, 사회적, 경제적 성과(outcome)가 무엇인가? 226 제2절 정책적 시사점 및 향후 과제 229 1. 정책적 시사점 229 2. 향후 과제 233 SUMMARY 241 국가간 채점 일치도 검증 결과에 대한 캐나다 통계청의 피드백 내용의 검토결과 및 재채점에의 반영 여부 249 문항 모수치 259 주요 변인간 상관계수 261 참고문헌 26

Secondment of KRIVET researchers to UNESCO

본 사업의 목적은 유네스코 방콕사무소에 전문가를 파견해서 유네스코 회원국들의 직업교육훈련제도를 통한 인적자원개발 동향을 파악하여 수원국의 자립역량을 배양하고 지속가능 발전을 지원하여 글로벌 사회에서의 우호관계를 증진해 나가도록 하는데 있음요약 제1장 사업의 개요_1 제1절 사업의 배경 및 목적 3 제2절 사업의 운영 4 제2장 국제기구에서의 인재개발협력 업무_9 제1절 주요 업무 내용 11 제2절 주요 업무 추진 실적 18 제3장 사업의 성과 및 향후 운영 방안_31 제1절 사업의 성과 33 제2절 향후 운영 방안(협력 방안) 제언 36 부 록_4