평생직업교육-평생취업체제 구축

평생직업교육-평생취업체제 구축을 위한 7대 과제 과제 1. 성공하는 기술인 양성을 위한 진로교육 강화 과제 2. 직업교육으로의 진로 전환 지원 과제 3. 취업 중심으로의 전문계 고교 개편 과제 4. 세계적 수준의 전문 직업교육기관 육성 과제 5. 대학의 성인 직업교육 훈련 기능 확대 과제 6. 전문계고 졸업자에 대한 사회로의 진출 우대 과제 7. 현장 지향 교육을 위한 산업체 수요 반영 Ⅰ. 현황 및 문제점 1. 청년층 노동시장 현황 - 대졸자 과잉 공급에 따른 하향 취업, 높은 청년실업으로 인한 개인적·국가적 손실 초래 - 중소기업은 구인난 직면 → 사회 전반의 인력수급 체제 재구조화 필요 2. 학생의 진로경로와 직업교육 현황 - 일반교육 및 고등교육을 선호하는 학생들의 교육경로 → 일반교육 및 대학교육 중심의 교육경로로 인하여 고교 단계에서의 노동시장 진입 규모는 제한적임에 비하여 대학 이후의 노동시장 이행에 집중, 높은 실업률 등의 부작용 초래 3. 주요 문제점 가. 형식적인 진로교육과 진로변경의 어려움 - 체험중심의 진로교육 미흡 나. 학력간 임금격차로 인한 직업교육 확대 - 전문고졸자와 대졸자간의 임금격차 심화 다. 기업의 군필자 선호로 전문계고 졸업생 취업 기회 제한 - 기업의 군필자 선호로 전문고 졸업생 취업 기회 제한 라. 재직 근로자를 위한 계속 교육기회 부족 - 계속 교육기회 부족 심화 - 대학 주관의 인생 3모작을 위한 재취업 지원 프로그램 부족 Ⅱ. 비전 Ⅲ. 제안 1. 직업교육으로의 진로지원을 확대해야 합니다. - 초·중·고교생의 직업체험 강화 - 1社 1校 산학협력 체결 - 초등학교에서 고교까지 직업 친화적인 교육과정 구축 - 일반고 학생이 다양한 직업교육을 받을 수 있는 기회 확대 - 대졸 미취업자의 직업교육기관 재입학 지원: 정보제공, 컨설팅 등 2. 취업에 강한 매력적인 직업교육을 운영해야 합니다. - 전문계 고교 교육과정의 획기적 개선 - '산업체 협약 학교' 도입 - 유망 분야로의 학과 개편 - '해외취업중점 전문대학'(GHC: Global Hub College) 육성 사업 - '명문 직업아카데미' 이증 및 이수결과 학력 인정 - 취업자 전형 등을 통한 대학의 계속교육(Reschooling) 기능 확대 - 대학의 직업훈련 프로그램에 대한 고용보험기금 지원 확대 3. 사회적 여건 개선을 위한 인프라를 강화해야 합니다. - 능력위주 인사관리 산업체에 대한 지원 강화 - 전문계고 및 전문대졸자의 기능분야 국가공무원 추천채용제 확대 - 산업기능요원제도 폐지 신중 재검토 - 산업체의 요구가 반영된 국가직무능력표준(KSS) 개발·운영 활성화 - '산업별 인적자원개발협의체'(SC: Sector Council) 지원 확대 - 지역 직업 교육훈련 전달 체계의 비효율성 제

신증후 출혈열 진단을 위한 ELISA와 IFAT의 비교

보건학과/석사[한글] 신증후 출혈열 (hemorrhagic fever with renal syndrome)은 Hantaan virus에 의한 감염이다. 이 병은 군인에서 처음으로 보고되었으나, 농민등 산야에 노출되는 사람에게도 많이 발생한다. 이 병이 많이 발생하는 가을철에는 Leptospira증이나 쯔쯔가무시병도 발생되고 있으며, 이 세가지병이 임상적으로 확진하기 어려움으로 혈청학적 검사가 필요하게된다. 혈청학적 시험 중에서는 enzyme-linked immunosorbent assay (ELISA)와 indirect immunofluorescent antibody test (IFAT) 방법이 흔히 이용되고 있다. 그러나 이들 방법에 의한 IgG와 IgM 항체 시험의 신증후 출혈열 진단에 있어서의 유용성에 관해서는 비교된바 없다. 이 연구에서는 ELISA IgG와 IgM 시험, IFAT IgG, IgM 및 polyvalent conjugate를 쓴 시험을 비교하고저 하였다. 이 시험에는 신증후 출혈열 환자 100명과 대조군, 즉 불명열 환자 82명, Leptospira증 환자 7명, 쯔쯔가무시병 환자 11명에서 입원 초기에 채취한 혈청 을 사용하였다. Virus 항원을 만들기 위해서는 Hantaan virus 76118을 사용하였다. 즉 ELISA 시험용으로는 Vero E6 cell에서 virus를 배양하여 비동화 시킨 cell lysate를 IgG 시험에, 원침한 상청액은 IgM 시험에 사용하였다. IFAT 시험용 항원도 같은 virus를 Vero cell에 배양한 것이었으며, 이것으로 spot slide를 만들었다. ELISA 시험용 conjugate는 horseradish peroxidase labeled anti-human IgG (Fc portion specific)과 anti-human IgM (μ chain specific)을 사용하였고, IFAT 시험에는 fluorescein isothiocyanate (FITC) labeled anti-human IgG (γ chain specific), IgM (μ cha in specific) 및 polyvalent를 사용하였다. ELISA 시험은 역가 200 이상을, IFAT 시험은 역가 16 이상을 양성으로 해석하여 다음과 같은 결과를 얻었다. 1. 신증후 출혈열 환자 혈청의 ELISA IgG 항체가는 40%의 검체가 12,800-102,400을, IgM 항체가는 50%의 검체가 12,800-51,200을 보였다. ELISA IgG 항체 시험은 감도가 56%,특이도가 99% 이었고, IgM 시험은 감도가 97%, 특이도가 100% 이었다. 2. 신증후 출혈열 환자 혈청의 IFAT IgG 항체가는 64%가 512-4,096이었고, IgM 항체가는 79%가 64-512, polyvalent conjugate를 쓴 시험의 항체가는 52%가 1,024-4,096이었다. IFAT IgG항체 시험은 감도가 89%, 특이도가 98%, IgM 시험은 감도가 91%, 특이도가 97%, polyvalent conjugate를 쓴 시험은 감도가 92%, 특이도가 99% 이었다. 3. IgG 항체 시험에 있어서 IFAT로 양성인 혈청중 61.8%와 음성인 검체중의 9%가 ELISA로 양성이었다. IgM 항체 시험에 있어서 IFAT로 양성인 검체는 모두가, 음성인 검체는 66.7%가 ELISA로 양성이었다. 4. ELISA IgM 시험과 IFAT polyvalent conjugate를 쓴 시험의 비교에서 IFAT로 양성인검체는 모두가, 음성인 검체는 62.5%가 ELISA로 양성이었다. 이 연구에서 신증후 출혈열 진단을 위한 혈청학적 시험으로 ELISA와 IFAT 는 각각 여러가지 장단점이 있고, 어느 방법으로나 IgG와 IgM 항체가를 동시에 시험하여 종합 판단하는 것이 가장 높은 양성율을 보이지만, 부득이 제한된 시험 종목을 선택해야 될 경우에는 그 감도와 특이도로 볼 때 ELISA IgM 시험이나 polyvalent conjugate를 쓰는 IFAT가 가장 유용할 것이라는 결론을 얻었다. [영문] Hemorrhagic fever with renal syndrome (HFRS), caused by Hantaan virus, often affects not only military personnel but also people exposed to scrubs such as farmers, In autumn, when HFRS infection is most prevalent, leptospirosis and scrub typhus also occur in Korea, requiring differential serologic tests. For the diagnosis of HFRS, enzyme-linked immunosorbent assay (ELISA) and indirect immunofluorescent antibody test (IFAT) are widely used. However, the value of IgG and IgM tests for the diagnosis has not been compared. The purpose of the study was to compare the tests of ELISA IgG and IgM, and tests of IFAT IgG, IgM and that with polyvalent conjugate. Acute phase sera were collected from 100 HFRS patients. Control serum samples were collected from 82 patients with fever of unknown origin, 7 with leptospirosis and 11 scrub typhus. Virus antigens were prepared by culturing Hantaan virus 76118 on Vero E6 cell. Conjugates were the horseradish peroxidase labeled Fc portion specific anti-human IgG and μ chain specific anti-human IgM for ELISA, and the fluorescein isothiocynate labeled γ chain specific anti-human IgG, μ chain specific anti-human IgM and polyvalent. ELISA titer of ≥2OO and IFAT titer of ≥l6 were considered positive. The following results were obtained 1. ELISA IgG titer shown by 40% of HFRS sera were 12,800-102,400 and the IgM titers by 50% were 12,800-51,200. The sensitivity and specificity of the ELISA were IgG test 56% and 99% and IgM test 97% and 100%, respectively. 2. IFAT IgG titers shown by 64% of HFRS sera were 512-4,096 and IgM titer by 79% were 64-512 and the titers with polyvalent conjugate by 52% were 1,024-4,096. The sensitivity and specificity of IFAT were IgG test 89% and 98%, IgM test 91% and the 97% and those with polyvalent conjugate 92% and 99%, respectively. 3. ELISA IgG test showed positive results with 61.8% of IFAT IgG positive sera and 9% of IFAT IgG negative sera. All of the IgM positive sera were also positive by ELISA, while 66.7% of IFAT IgM negative sera were positive by ELISA. 4. Comparison of tests of ELISA IgM and IFAT polyvalent conjugate showed that all of IFAT positive sera were also positive by ELISA, while 62.5% of IFAT negative sera were positive by ELISA. It is concluded from this study that for the early detection of HFRS antibodies, both IFAT and ELISA have advantages and limitations, the highest rate of diagnosis can be made by testing both IgG and IgM antibodies, and the most useful single tests were ELISA IgM and IFAT with polyvalent conjugate.restrictio

[이슈분석] 전문대학의 평생직업교육 기능 강화를 위한 제언

전문대학은 평생직업교육 기능을 강화해야 할 필요성을 요청받고 있다. 본고에서는 전문대학의 평생직업교육 프로그램 운영 과정에서의 애로사항을 제시하고 이를 해결하기 위해 필요한 과제를 제시한다

The Promotion of Lifelong Vocational Education in Vocational Colleges

연구의 목적 연구는 연구의 필요성에 기반을 두어 일반대학과 차별화할 수 있는 고등직업교육기관으로서의 전문대학이 평생학습사회에서 평생직업교육의 기능을 수행하는 데 필요한 다양한 제도 및 프로그램 운영의 개선 방안을 탐색함을 주목적으로 설정하였다. 연구의 내용 연구에서는 결론적으로 전문대학 평생직업교육에 관한 정부의 지원 정책과 전문대학의 추진 과제를 제언하기 위하여 외국의 동향 분석, 관련 법령 분석, 정부의 정책 현황 분석, 전문대학에서의 운영 현황 조사, 산업체의 수요 조사 등을 연구 내용으로 설정하였으며, 구체적인 연구 내용은 다음과 같다. □ 이론적 접근과 외국의 동향 평생직업교육 및 유사 용어의 개념과 연관성 선행연구 분석 외국의 관련 정책과 제도 및 프로그램 운영 동향 □ 관련 법령과 정부 정책 현황 평생직업교육 관련 법령 주요 부처의 지원사업과 박근혜정부의 국정과제 □ 전문대학의 현황과 산업체 요구 분석 학칙 분석을 통한 전문대학의 평생직업교육 현황 전문대학의 평생직업교육 현황 및 요구 분석 조사 산업체의 전문대학 평생직업교육 요구 분석 조사 □ 개선 방향과 정책 제언 개선 방향 - 정부 정책은 사회 동향과 연계성을 유지하고 있는가? - 현황과 수요 조사가 시사하는 바는 무엇인가? 정책 제언 - 정부의 지원 정책 - 전문대학의 추진 과제A. Purpose of Study Korean vocational colleges have contributed to the remarkable development of the economy by meeting the needs for manpower from industries. However, it does not now actively respond to the various needs from the lifelong learning society. The concept of‘the lifelong vocational education’in this research refers to vocational learning programs and systems that could be offered for everyone in society without limitations of times and places. The reasons why vocational colleges need to promote the lifelong vocational education could be approached from three standpoints. First, recent amendment of ‘the Higher Education Law’, which allowed for two-year vocational colleges to open bachelor degree courses, made it difficult to find the differences between four-year universities and two-year vocational colleges. This change implies that vocational colleges need to promote the lifelong vocational education for both adult learners and traditional students. Secondary, the new Korean Government, which began in 2012, announced various national agenda including lifelong education policies. Therefore, vocational colleges need to promote the lifelong vocational education so as to lead the excellent role over higher education institutes. Thirdly, socio-economic changes in the nation implies that vocational colleges need to promote the lifelong vocational education for the early retired, baby-boomers, and the old who still need jobs for their late lives. Based on the current situation, this study aims at analyzing the current situation of the lifelong vocational education in vocational colleges and exploring initiatives and tasks that the Government and vocational colleges need to follow in order to cope with the needs from society. B. Research Methods This study adopts several research methods. A review of the related literature is carried out, focusing on current situation and problems of the lifelong vocational education in vocational colleges. A series of conferences were held with government authorities, vocational educators, and authorities from industries with a view to developing initiatives and tasks for the promotion of the lifelong vocational education in vocational colleges. To conduct surveys, categories of questions to be analyzed were developed and selected. The main purposes of the surveys were to investigate the current status of the lifelong vocational education in vocational colleges and to draw ideas for government policies and initiatives of vocational colleges. The sample size of the survey for authorities in vocational colleges were 79 cases and that of the survey for authorities in industrial firms were 64 cases. Finally, a seminar was held to present the outcomes of this study and discuss the feasibility of the proposed initiatives and tasks. C. Policy Recommendations A set of initiatives and tasks are suggested to cope with the needs for the promotion of the lifelong vocational education in vocational colleges. a. The Government needs to develop ‘Korean Lifelong Vocational Education Model’ including proper time periods, contents of learning, and target groups in accordance with typical developmental stages of Korean people in society. The vocational colleges need to implement proper programs and systems within this model. b. The Government needs to develop ‘Korean Qualification Framework’ for maintaining the transparency and equivalence of outcomes achieved through the lifelong vocational education. c. ‘National Coordinating Committee’ needs to be newly organized to avoid the overlapping problems among policies for the lifelong vocational education from each goveremental departments concerned. d. The concept of the lifelong vocational education needs to be changed to cope with the changes in the Korean society. For this purpose, the Government needs to amend ‘the Vocational Education and Training Promotion Law’ into ‘the Lifelong Vocational Education Promotion Law.’ e. The Government needs to give priority to the disadvantaged in society in offering opportunities and programs of the lifelong vocational education. f. The Government should support vocational colleges that are making efforts to reflect various needs from the labour markets into their curriculum. g. The Government needs to develop and diffuse ‘the Standard Manual for the Lifelong Vocational Education’ so as to help those vocational colleges that start programs and systems of the lifelong vocational education in recent times.요약 xi 제1장 서 론_1 제1절 연구의 필요성과 목적3 제2절 연구 내용과 연구 방법론9 제3절 용어의 정의 18 제4절 연구의 범위와 한계점 19 제2장 이론적 접근과 외국의 동향_21 제1절 이론적 접근 23 제2절 외국의 동향 36 제3절 시사점 58 제3장 관련 법령과 정부 정책 현황_61 제1절 평생직업교육 관련 법령 현황 63 제2절 정부의 정책 현황 77 제3절 시사점 98 제4장 전문대학 현황과 산업체 요구 분석_103 제1절 학칙 분석을 통한 전문대학의 평생직업교육 현황 105 제2절 전문대학의 평생직업교육 현황 및 요구 분석 조사 109 제3절 산업체의 전문대학 평생직업교육 요구 분석 조사 161 제4절 요약 및 시사점 181 제5장 개선 방향과 정책 제언_207 제1절 개선 방향 209 제2절 정책 제언 230 SUMMARY_245 참고문헌_249 부 록_257 1. 전문대학의 평생직업교육 제도프로그램 운영 현황 및 요구 조사 설문지 259 2. 산업체의 전문대학 평생직업교육 제도프로그램에 대한 요구 조사설문지 26

The Problems and Managing Strategies of Declining Enrollment of Traditional Students at Vocational Colleges

최근에 자연인구의 감소에 따라 학령인구 전반이 감소하고, 이에 따라 각 급 학교의 입학생수가 줄어들고 있다. 이 현상은 향후에도 당분간 계속될 것으로 예측되고 있으며(통계청, 1996; 한국교원단체총연합회, 1996; 한국교육개발원, 1997, 1998), 각급 학교 교육의 전반에 영향을 미칠 것으로 전망된다. 이 연구에서는 ① 전문대학의 입학생 감소 현황 분석, ② 입학생 감소가 학교 운영에 미치는 영향 분석, ③ 정부와 대학 차원에서 추진해야 할 대응 방안 제시 등의 주제를 연구함을 연구의 목적으로 설정하였다.A. Purpose of Study Due to the continuing decline in natural population in recent years, the number of school-age population has also been experiencing a downward curve. As a result, the shrinking number of students enrolling in schools has become a problem for every level of educational institutions, of which vocational colleges are no exception. The current decline in enrollment of traditional students at vocational colleges has been assumed to have a significant impact on the decrease in investments, the decline of diversified curriculum and facilities, lagging innovation in college administration, and the reduction-in-force of professors. Against this backdrop, this study purports to analyze the current situation of declining enrollment experienced by vocational colleges and the impact it has on college management. Also, this study are explored strategies that the government and the vocational colleges need to adopt in order to cope with the challenges of reduction in student enrollment. B. Methods and Procedure This study adopts several research methods. A review of the related literature is carried out, focusing on the problems of declining enrollment of traditional students in vocational colleges and managing strategies to cope with it. Structured question items were developed and used for a survey. The main purpose of the survey was to investigate the current status of declining enrollment of traditional students in vocational colleges and to draw ideas for strategies. The sample of the survey was selected by the stratified random sampling method covering the nation-wide vocational colleges. It was composed of 2,000 professors from vocational colleges. Also, interviews with 25 persons in charge of college management were performed with same purpose of the survey. A series of conferences were held with government authorities, vocational educators, professors in vocational colleges with a view to develop managing strategies to cope with the problems resulting from the declining enrollment of traditional students. Finally, a seminar was held to present the outcomes of this study and discuss the feasibility of the proposed managing strategies. C. Major Findings The major findings of this study were as follows. First, vocational colleges that have experienced a decline in the number of enrolled students show a lower education cost per student and a lower investment ratio in general compared to colleges which have managed to retain the number of their students. Thus, it can be concluded that colleges with reduced students are also decreasing their investment in the education of students. Compared to their counterparts, these colleges spend less on per student laboratory experiment costs, student fees, and management costs. In addition, such colleges show no signs of improving their educational facilities as evident in the low level of yearly increases. Second, the survey and interview regarding the reduction of employees at vocational colleges showed that the number of staff and faculty was maintained in both cases. In other words, the number of school employees remained more or less the same irrespective of the reduction in number of students. It may thus be concluded that the decline in student enrollment has not yet taken its toll on the issue of retaining faculty in vocational colleges. Third, the results of the survey were revealed that the decline in enrollment in vocational colleges showed a high correlation with the deterioration of the overall organizational culture or college environment. Fourth, both the survey and interviews showed that the reduced number of students had no effect on the increase or decrease in extra space or recreational facilities. Based on the questionnaire on curricular changes following student enrollment decline, it was evident that the reduced number of students was highly correlated to the closing of some departments as well as an increase in the merge and creation of departments. It can be seen through the above findings that the negative effects of enrollment decline experienced in other advanced countries are also partially occurring in Korea. D. Policy Recommendations A set of managing strategies are suggested to cope with the problems of declining enrollment of traditional students in vocational colleges. 1. Strategies by the Government First, the government should evaluate the adult-targeting education programs at vocational colleges, to which it renders financial assistance as a part of its scheme to support vocational colleges. The adult learning programs under evaluation are vocational education programs for the unemployed and workers attempting career changes, certification programs in national and government-authorized private qualification, entry-level and task/skill enhancement training programs under contract with small and medium-sized firms, foreign language and general education programs administered in life-long education centers, literacy education programs for adults, etc. Criteria for evaluation need to include relevance to social demands, substance of training content, suitability of the management of training programs, performance and future strategies of training programs, appropriateness of administrative and financial support from the designated vocational college, and the level of satisfaction of the participant. Second, financial support should be given to the vocational colleges experiencing a decline in student enrollment only after conducting an investigation of the school's management practices, evaluated on the basis of the college's efforts for self-innovation, attempts at curriculum restructuring and departmental merges reflecting societal demands, efforts to attract adult learners and high school graduates as students, past efforts and performance in developing and operating educational programs targeted at adult learners, and transparency in its management. Third, the quota for student enrollment needs to be adjusted in accordance with population trends, the number of high school graduates, and the overall situation in the number of students signing up for higher education. Additionally, the establishment of new universities and vocational colleges as well as student quotas in existing schools should be strongly controlled in regions suffering from high levels of under-enrollment . Fourth, where the decline in vocational college student enrollment is especially severe, the merging--and in some cases closing down--of schools should be discussed publicly as a viable solution. In conjunction, a special committee, consisting of related authorities of the college's legal entity, members of the faculty, students and their parents, regional leaders, and government authorities, should be set up in vocational colleges experiencing management difficulties resulting from student enrollment decline. Essential for efficient policy implementation are thorough planning, effective communication among participants, and community participation. 2. Strategies by Vocational Colleges First, vocational colleges need to develop and operate a variety of lifelong education programs directed at adults. Toward this end, non-traditional venues of training such as non-degree programs, certification programs which facilitate learners to acquire authorized qualification, and enhancement training for industry workers should be provided. To attract students, vocational colleges need to facilitate student demands in areas such as educational content, methods, duration of courses, course schedules, and methods of evaluation. Adult-targeting programs also need to make available a wide range of time periods for classes, for example, on weekends and in the evenings. Second, vocational colleges need to pursue aggressive and diversified recruitment strategies, upon identifying the educational needs of adult students. For instance, promotional campaigns targeting the unemployed, the impoverished, the handicapped, and aspiring housewives as well as industrial workers may be implemented. In addition, professionals with marketing expertise should be hired so that they may oversee recruitment strategies. A vocational college exhibition fair, which provides a forum for each vocational college to set up information booths and also to introduce its programs, may also be effective. Third, vocational colleges need to actively participate in profit-generating projects, such as operating private qualification programs. To build up their revenue pool, vocational colleges may work to promote their continuing education facilities and also visit the workplace, the public sector, prisons and other facilities for disadvantaged individuals to investigate the demand for vocational education, based on which schools can develop suitable programs pertaining to their needs and also be commissioned for their training. Fourth, vocational colleges need to work under the premise that the reduced number of entering students may lead to increased dropouts. Before establishing policy measures, however, the reasons for dropping out must be examined in detail. Colleges should hold freshmen orientation sessions to help them adjust to their new environment and organize a dropout prevention program to provide counselling on personal problems and career decisions. In addition, measures must be adopted to prevent adult dropouts. Fifth, vocational colleges, when necessary, should organize a public forum for explaining the inevitability of faculty and staff reductions and also to discuss measures to create alternative employment for those being laid off. Colleges should ensure that this process is one based on competence, such as educational level, career experience, work evaluation, self-development efforts, and qualifications. Early retirement and job sharing policies should also be considered. Faculty members wishing to move on to another school or career field must be provided the necessary information and training support by the previous employer. Finally, the benefits and downside of a merger between vocational colleges should be explained in detail to all the parties involved. Some benefits that may be expected from a merger are the increasing number and variety of programs, sharing of resources, expansion of services provided to students, reduction of administrative and maintenance costs, and downsizing of unnecessary personnel. Problems of school mergers, on the other hand, include the increase in number of students per faculty, adjustment difficulties on the part of faculty and students, tension and power struggles among faculty, extended bureaucracy, gap in student abilities of each school, financial losses incurred on the community in which the merged school was located, and increased transportation costs for students.연구요약 Ⅰ. 서 론 1 1. 연구의 필요성 및 목적 1 2. 연구 문제와 연구 추진 절차 5 3. 연구의 방법 8 4. 연구의 범위와 용어 정의 15 Ⅱ. 선행 연구 고찰 19 1. 학생수 감소에 관한 국내·외 연구 동향 19 2. 입학생수 감소의 영향에 관한 선행연구 분석 42 3. 시사점 53 Ⅲ. 전문대학의 입학생 감소 현황 59 1. 학령인구의 변화 추세 59 2. 전문대학의 입학생 변동 추이 63 3. 실업계 고교 및 4년제 대학교와의 비교 72 4. 입학생 감소 관련 요인 84 Ⅳ. 전문대학 입학생 감소의 영향과 문제점 91 1. 분석의 접근과 자료 수집 및 분석 방식 91 2. 기존 자료의 분석 결과 98 3. 설문 조사 결과 105 4. 면담 조사 결과 123 5. 분석 결과의 시사점 133 Ⅴ. 전문대학 입학생 감소의 대응 방안에 관한 논의 139 1. 대응 방안 마련의 필요성과 추진 방향 139 2. 정부의 대응 141 3. 전문대학의 대응 146 Ⅵ. 입학생 감소 문제 대응 방안 169 1. 정부의 추진 방안 169 2. 전문대학의 추진 방안 177 참고문헌 189 ABSTRACT 201 부 록 20

Basic Vocational Skills of Adults: Based on OECD ALL Project(2003)

한국직업능력개발원은 그간에 수행한 일련의 기초직업능력 연구의 연속성 확보와 국제 조사에 참여를 통한 연구 수행의 필요성을 인식하여 2002년 9월부터 OECD의 ALL에 공식적으로 참여하기로 결정하고 조사 수행을 위한 양해각서를 교환하였다. 이로써 우리나라는 이 조사의 공식적인 참여 국가가 되었고 한국직업능력개발원은 이 조사의 국내 전담 기관으로 선정되었다. 이에 따라 한국직업능력개발원의 연구진은 이 조사에서의 원칙에 따라 국제비교 조사를 수행할 예정이며 아울러 조사 결과를 바탕으로 우리나라 성인의 직업기초능력 제고를 위한 대책도 연구할 예정이다. 이러한 배경 하에 이 조사연구에서는 OECD 의 ALL에 참여하여 우리나라 성인의 직업기초능력에 관한 국제비교 결과를 도출하고, 조사 결과에 기초하여 우리나라 성인의 직업기초능력 제고 대책을 연구함을 주목적으로 하고 있다.Ⅰ. 서 론 1 1. 조사연구의 필요성 및 목적 1 2. 조사연구의 범위와 용어 정의 6 Ⅱ. 선행연구 분석 9 1. 직업기초능력에 대한 연구의 중요성 9 2. 직업기초능력으로부터의 '생애능력'(life skills) 도출 10 3. ALL(Adult Literacy & Life Survey: ALL)의 조사 영역 및 요소 11 Ⅲ. 예비조사 15 1. 국가계획서(National Planning Report) 제출 15 2. 예비조사 계획 및 실행 18 3. 예비조사 결과 처리 28 Ⅳ. 본 조사 계획 31 1. 본 조사의 목적 31 2. ALL 조사의 Project 팀 31 3. 표본 구성요소 33 4. 데이터 수집 40 5. 데이터 생성과정 44 6. 가중치 48 Ⅴ. 향후 추진 과제 51 1. 본 조사 실시 일정 51 2. 향후 추진 과제 51 참고문헌 55 부록 5

[시사초점] 민간자격 국가공인 사업의 운영 개요와 발전방향

1. 현대 사회에서 자격의 중요성 2. 민간자격 국가공인 사업의 개요 3. 민간자격 국가공인 사업의 발전 방

A Study on the Measures to Facilitate the Operation of School-Based Enterprises in Korea

본 연구는 학교기업의 활성화 방안을 마련함을 연구의 주 목적으로 하며, 이를 위해 다음의 하위 목적을 달성하고자 한다. 첫째, 이론적인 접근을 통해 학교기업의 목적과 운영 원리, 그리고 운영상에서 제기되는 쟁점을 분석하고자 한다. 둘째, 국내·외의 학교기업 운영 실태를 종합적으로 분석하여 문제점을 추출하고 활성화 방안의 수립에 주는 시사점을 추출하고자 한다. 셋째, 학교기업의 활성화를 위한 여러 가지 방안의 가능성을 논의해 보고자 한다. 마지막으로 학교기업의 활성화를 위해 정부와 당해 대학이 추진할 수 있는 발전 방안을 개발하여 제안하고자 한다.A. Purpose of Study School-Based Enterprise(SBE) is defined in this study as any school-sponsored activities that engage a group of students in producing goods and services as part of their school programs. Both in developed and developing countries, the operation of SBEs for educational purposes has been relatively frequent in connection with vocational schooling. Studies have proved that SBEs would produce various benefits in addition to educational outcomes. Some of them, however, have pointed out that it would not be easy to run both a business and academic courses in school environment. The purpose of this study is to investigate current status of SBEs in vocational colleges and thereby to develop various measures that facilitate the operation of SBEs of vocational colleges in Korea. B. Methods and Procedure The study adopted several research methods. Review of the related literatures focused on philosophical and theoretical backgrounds of SBEs. Interviews with professors and administrative staff involved with the SBEs in vocational colleges were held in order to investigate the current status. Structured question items were developed and used for the interview. Results of interviews were supplemented by written materials provided by each college. A series of conferences were held with the authorities from government office, vocational educators, professors in vocational colleges with a view to developing measures that facilitate the operation of SBEs. Finally a seminar was held to present outcomes of the study and discuss the development directions and feasibility of measures. C. Major Findings 1. Philosophical and theoretical backgrounds of SBE The idea of SBE originated from ‘productive education’. Main idea of productive education was to generate revenues by selling goods produced by students to offset the costs incurred from running a school. Production education was a theory that was more akin to the education of Sparta than to that of Athens. Earlier proponents were John Locke, Robert Owen, Jean Jacques Rousseau, and Johann Heinrich Pestalozzi. They advocated a educational theory focusing on combining education with production at schools. John Dewey is the main educational theorist in America who realized and supported the value of combining productive activities with theoretical learning as an educational system. He described the objective of productive education as enabling students to pick up the thread of life in his community by giving him an understanding of the elements of the occupations that supply man's daily needs. Productive education has played a major role in the educational thinking of Western pedagogues as well as of those in the third world nations. It offers the theoretical backgrounds of SBE in recent years. 2. Implication of cases of other countries Quite a few countries over the world are adopting SBEs as one of 'work-based program,' not only as an efficient method to teach knowledge and skills required on the job, but also to give students practice in real work for a educational purpose. In developed countries such as USA and United Kingdom, SBEs are normally considered appropriate if the educational benefits to students combined with the benefits to other people are worth and if it is merely not a profit-seeking business. On the other hand, SBEs in developing countries such as China show a different tendency. Cost recovery tends to be a important objective for SBEs in this country where resources scarcity is more pressing. Yet another version of SBE has developed in Denmark's production high schools. They serve unemployed young people who have completed compulsory schooling without obtaining vocational qualification. They combine instruction in academic and vocational subjects with production of goods and services. Cases of other countries imply that SBEs could seek various purposes and could be operated not only formal but non-formal vocational schools or institutions 3. Possible benefits of SBEs Results of the study revealed that SBEs could produce various benefits as vocational programs. First of all, SBEs can produce educational benefits. SBEs provide students with opportunities to apply their classroom-based knowledge of academic subjects to real world problems while they are participating various productive activities. SBEs also help students to develop generic work skills including job responsibilities, common courtesy, work ethics, communication skills, leadership ability and interpersonal skills. In addition to generic work skills, students in SBEs acquire knowledge and skills for which they can use for better understanding of the world of work. They can also obtain more and better opportunity to get a job than someone who has no SBE experience. In addition to their educational advantages, SBEs also provide economic benefits. By operating SBEs, a college may be able to produce profits and recover the cost of materials and other operating costs of the college. They can also subsidize customers or clients by offering goods or services at less than market prices. Finally They can promote economic development of the local community. They are able to stimulate capital accumulation and create new business ventures in the local community. SBEs can also produce social benefits. SBEs heighten a concern among students for the quality of goods or services they are producing, and increase interest among students in community service. Experiences through a SBE also offers students a sense of pride, satisfaction, and pleasure of producing goods and services for the community. 4. Diffficulties in running SBEs A common problem in SBEs in vocational colleges is the absence of a ready-made curriculum or text for each program. No one has yet developed curriculum for SBE program. Besides, SBEs are tackling with problems such as deciding what goods or services to produce, avoiding competition with local suppliers, setting appropriate prices, hiring qualified staff, and recruiting students. Striving to sustain students' commitment is another difficulty, because students are young and have shorter attention spans and less ability to defer gratification than adults on average. D. Recommendations A set of recommendations are suggested to facilitate the operation of SBEs. First of all, educational paradigm in vocational colleges needs to be changed from theory-based to work-based. Principles of vocational education in vocational colleges needs to emphasize learning by doing or learning by producing. Recognizing the importance of learning through work does not de-emphasize the value of traditional subjects, if the objective is for students to understand these subjects in real situation and living context. Government should provide lawful provisions to guide SBEs in vocational colleges toward seeking of educational purposes, not merely operating for profit-making. Though financial conditions of vocational colleges in recent years have faced many difficulties, SBEs should not be operated as an alternative to profit-making. Putting the SBE philosophy into more widespread practice in vocational colleges needs an investment in developing curriculum. The best way to be considered is to articulate the outcomes of learning through a SBE and reflect them onto curriculums of the department which plays a major role in operating the SBE. Operating a SBE requires administrative flexibility. Accordingly, special class schedule arrangements and/or credit arrangements for students participating in a SBE are necessary. Also, special education accounts must be established for SBE transactions and some funds have to be carried forward from one fiscal year to the next. Finally ongoing evaluation is needed. Measuring actual outcomes will help enhance the effectiveness of each SBE.연구요약 Ⅰ. 서 론 1 1. 연구의 필요성 및 목적 1 2. 연구의 범위 및 용어 정의 3 3. 연구의 내용 및 방법 5 Ⅱ. 이론적 배경과 선행 연구 13 1. 학교기업의 역사적 발전 과정 13 2. 학교기업의 기대 효과 21 3. 학교기업 운영의 난점 30 4. 학교기업에 관한 선행 연구 34 Ⅲ. 학교기업의 국내·외 운영 실태 41 1. 외국의 운영 실태 41 2. 국내의 운영 실태 67 3. 조사 결과의 시사점 80 Ⅳ. 학교기업의 활성화 방안 논의 83 1. 학교기업 운영의 필요성 논의 83 2. 타 국가와의 비교 분석을 통한 시사점 89 3. 지원제도 분석을 통한 활성화 방안 탐색 94 4. 전문적인 사업 기법을 동원한 학교기업 운영 113 Ⅴ. 요약 및 제언 125 1. 연구 요약 125 2. 제언 134 참고문헌 157 ABSTRACT 16