[해외동향] 호주 학습유연화정책 시행을 통해 본 직업교육훈련부문에서 학습의 변화

배경 호주의 학습유연화정책(AFLF)과 학습의 유연화 호주학습유연화정책(Australian Flexible Learning Framework:FLF) 학습의 유연화(flexible learning) 호주의학습유연화에대한평가와시사

[이슈 분석] 고령화 시대의 고령자 능력개발 정책 개선 방안

Ⅰ. 문제 제기 Ⅱ. 고령자 능력개발 정책 수립의 배경 1. 고령화 추이 2. 고령 인력 활용 현황 Ⅲ. 우리나라 고령자의 능력개발 요구 1. 고령자의 경제적 지위의 취약성 2. 고령자의 직업능력의 취약성 Ⅳ. 중고령자 능력개발 정책 해외 사례 1. 독일 기업의 중고령자 경력개발 프로그램 지원 사례 가. 배경 나. 컴파스 프로세스의 절차 다. 성과 2. 프랑스 기업의 활동적 고령화 대책 사례 가. 배경 나. 고령자와의 동반 선진화 전략의 절차 다. 성과 3. 일본(도쿄시)의 고령자 능력개발 정책 사례 가. 도쿄시 고령자 능력개발 정책의 배경 나. 정책 사례 · 경력단절 교령 근로자를 위한 도쿄 취업센터(Tokyo Job Center) · 고령자 기술대학(Senior Citizens' Technical College) · 도쿄 고령자 인력센터(Tokyo Silver HR Center) Ⅳ. 정책 제언 1. 논의 2. 정책 제

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Case studies of 5 different industry-led training systems

본 연구의 주요 목적은 다음과 같다. 먼저, 우리보다 일찍부터 산업수요 중심 직업훈련시스템을 운영해 온 해외 주요국들의 숙련제도의 특성을 살펴보고, 이들 국가들의 직업훈련시스템에서 사회적 파트너들의 역할을 중점적으로 조사해보고자 하였다. 특히 이들 국가의 숙련제도를 운영하는 거버넌스 체제에서 산업계와 국가의 역할을 살펴보고, 특히 숙련에 참여하는 산업계의 조직과 역할에 어떠한 국가별 차이가 있는가를 분석해 보고자 하였다. 이를 위해 분석대상이 된 국가들은 다양한 형태의 숙련제도를 가진 국가들인 동시에 우리가 직업훈련제도를 혁신함에 있어 주요 벤치마킹의 대상이 되 온 나라들을 조사의 대상으로 선정하였다. 특히 우리나라의 경우와 같이 학교기반의 직업교육훈련(VET) 제도를 가진 국가들과, 현장기반의 VET 제도를 가진 국가에서의 산업별 기구의 역할을 살펴봄으로서 향후 우리가 어떠한 방향으로 산업별 기구의 역할을 발전시켜나가야 할 것인지에 대한 자료로 삼고자 하였다. 이를 위해 현장중심의 훈련체계를 지닌 독일과 스위스를 분석 대상으로 설정하였으며, 우리와 유사하게 학교기반의 훈련체계를 지닌 영국과 캐나다 사례를 동시에 분석하였다. 이밖에 호주 사례는 국내 국가직무능력표준(NCS) 제도와 NCS 학습모듈의 모델이 된 사례이자 우리와 유사한 학교기반 훈련시스템을 가지고 능력중심 훈련체계 구축에 성공한 사례로서 분석대상에 포함하였다. 국가별 직업훈련(VET) 시스템의 특성과 그 제도의 변화에 따라 직업훈련 과정에 참여하는 산업계와 산업별 기구의 역할도 변화하게 되므로, 이처럼 다양한 스펙트럼을 지닌 국가들의 숙련제도의 특성과 그 안에서 산업별 기구의 역할을 재조명해 보는 것은, 향후 우리가 산업수요 중심 훈련체계 정착을 위해 제도적 인프라를 개선하고 산업계의 역할과 방향을 설정해 나가는 데 있어서 주요한 시사점을 줄 것으로 본다. 또한 산업(업종)별 기구에 대한 정부의 지원방식과, 이들 산업계가 능력표준 및 자격개발을 포함한 산업수요 중심 훈련제도를 운영하고 참여함에 있어 이를 국가 또는 정부가 어떠한 방식으로 지원하는가를 분석하는가를 살펴봄으로서 향후 우리나라의 산업계의 역할과 산업별 기구에 대한 정책수립에 반영할 수 있을 것으로 사료된다. 이들 결과를 기반으로 향후 우리가 산업별 인적자원개발위원회를 포함하여 국내 산업계와 주요 파트너들의 역할을 어떻게 정립하고 강화시켜 나갈 것인가에 대한 방향을 제시하고자 한다.1. Overview The ever increasing youth unemployment coupled with the ageing workforce requests ever more efficient training system. To address these issues more effectively, the Korean government has recently introduced a numerous demand-driven, competency-based training arrangements such as National Competency Standards(NCS) and Work-Study Training Programs. These new training arrangements have in common that they need strong involvement of industries to be implemented successfully. While the countries these arrangements are adopted from, such as Germany and Australia, have established a tradition of industry involvement, Korea is just at the beginning stage of making it. This study aims to compare 5 countries that has established such competency-based training system based on industry involvement: Germany, Switzerland, United Kingdom, Canada, and Australia. These countries vary in the time such system is introduced, and so is the time sector councils are introduced. Their industry organizations that are in charge of developing competency standards and qualifications are also different. This study attempts to look at the different organizational structures that sector councils or their functional equivalents are based on, identify the differences in historical making which form such differences, as well as the functional differences among sector councils in the 5 countries. 2. Major Results and Their Implications Countries in the study are grouped into two types of countries. One type is composed of liberal market economies, United Kingdom, Canada, Australia; the other of coordinated market economies, Germany and Switzerland. Countries like Germany and Switzerland have established their training system based upon close relationship with industries. The German model differs from the Swiss model in that the labor unions played more important role in forming the training system, while in Switzerland, employed-led organizations achieved stronger bargaining power against the government that the labor unions. The two coordinated market economies have in common that industries have historically actively participated in competency development of the youth at the point they are entering the labor markets in form of apprenticeships. Their bargaining power comes from such history of involvement which made the government(parliaments) accept them as political partners. These two countries have industrial organizations that represent industries in terms of sectoral competency development. These organizations take different forms in the two countries. In Germany, KWB, Employers’ organizations for competency development, and DGB(confederation of labor unions) come together to develop competency standards and qualifications. In swizerland, sector councils play a major role in developing these. The liberal market economy countries such as U.K and Canada have a relatively short history of industry involvement compared to Germany and Switzerland. In fact, it is only in late 1990s that such system is introduced in U.K. and Canada. While there have been practices of apprenticeships in some areas in these countries, the nation-wide competency standards development has not come into practice until the government initiated such a practice between late 1990 and early 2000s. It's the most fundamental difference between the two types of industry involvement; One has industry initiatives with little help from the government, in the other, the initiatives comes from the government. While U.K. and Canada still struggles from lack of initiatives taken by the industries and their organizations, there is one countries which belongs to the liberal market economy, but fares quite well. This study finds that it comes from strong support of the government coupled with the establishment of working national qualification system. Establishment of national qualification system and its reinforcement seems to be the only option for a country with liberal market economy tradition can be successful in adopting competency-based training systems, along with close quality control against training organizations.요약 xi 제1장 서 론 1 제1절 연구 개요 3 1. 연구의 필요성 및 목적 3 2. 연구의 내용 및 방법 6 제2절 산업수요 중심 국가들의 숙련제도 분석 13 1. 해외 산업수요 중심 훈련시스템 분석을 위한 논의 13 2. 산업수요 중심 훈련시스템 분석을 위한 4가지 모델 16 3. 국가별 숙련형성 제도의 다양성 23 4. 국가별 숙련유형 및 주요 분석 내용 28 제2장 독일, 스위스의 산업수요 중심 훈련시스템 분석 33 제1절 독일의 산업수요 중심 훈련시스템 35 1. 독일의 숙련형성 모델의 역사 35 2. 독일의 현장중심 VET 시스템의 주요 특성 44 3. 독일의 VET 거버넌스(사회적 파트너십)와 산업계의 역할 50 4. 독일 사회적 파트너(사업주와 노조)의 역할 및 조직적 특성 57 5. 독일 사례의 시사점 67 제2절 스위스의 산업수요 중심 훈련시스템 69 1. 스위스 VET 모델의 역사 69 2. 스위스의 직업교육훈련(VET) 제도의 특성 및 현황 74 3. 스위스의 직업훈련(PVET) 거버넌스 구성: 3개의 파트너 86 4. 스위스 산업별 기구의 특성과 역할 91 5. 스위스 사례의 시사점 96 제3장 영국, 캐나다의 산업수요 중심 훈련시스템 분석 99 제1절 영국의 산업수요 중심 훈련시스템 101 1. 영국의 숙련형성 모델 및 VET 거버넌스의 특징과 역사 101 2. 영국의 직업훈련(직업교육, 자격, 도제) 제도 105 3. 영국의 직업훈련 거버넌스와 산업숙련위원회(SSC)의 역할 122 4. 영국 사례의 시사점 138 제2절 캐나다의 산업수요 중심 훈련시스템 140 1. 캐나다의 숙련형성 모델 및 거버넌스의 특징과 역사 140 2. 캐나다의 직업훈련 제도 142 3. 캐나다의 직업훈련제도에서 산업별 기구의 역할 146 4. 캐나다 사례의 시사점 165 제4장 호주의 산업수요 중심 훈련시스템 분석 169 제1절 호주의 새로운 VET 거버넌스의 특징 171 1. 호주의 능력중심 훈련시스템의 형성 171 2. 새로운 VET 거버넌스 구조 174 3. 이전 거버넌스와의 비교 182 제2절 호주에서 개발된 훈련패키지 표준의 훈련기관 활용 185 1. 훈련패키지의 구성요소 분석 186 2. 훈련기관에서 훈련패키지 표준의 전달 및 활용 기준 190 제3절 훈련기관의 훈련패키지 활용 현황 및 사례 193 제4절 요약 및 시사점 199 제5장 결 론 203 제1절 요약 및 논의 205 1. 요 약 205 2. 논 의 213 제2절 제언 226 1. 산업계의 참여 강화를 위한 과제 227 2. 국가(정부)의 역할 개선 234 3. 훈련기관의 역할 변화 및 재정립 238 SUMMARY 243 참고문헌 247 부록 25

Facilitation of Work-to-School Transitions among Workers(Ⅰ)

평생학습시대의 도래에도 불구하고 우리나라의 평생학습 참여율은 OECD 국가들 중에서도 저조한 편이며, 특히 직업능력개발을 위한 평생학습 참여는 더욱 저조한 상황이다. 직업능력개발을 위한 평생학습참여의 저조는 재직근로자의 직업훈련참여의 저조를 의미하며, 재직근로자가 학교, 즉 정규 및 비정규 교육기관으로 복귀할 순환교육체제의 미비를 반영한다고 볼 수 있다. 현재 우리나라는 대학과 기업이 재직근로자의 학교로의 이행을 촉진할 수 있는 주요한 제도적 인프라와 지원체제를 갖추고 있지 못하며, 기업의 경우도 지원하기 힘든 실정이다. 본 연구는 재직근로자의 노동시장에서 학교로의 이행 활성화 방안 연구의 첫 단계로서 노동시장에서 학교로의 이행을 구성하는 제도들을 살펴보고 이에 대한 개선 방을 제시하고자 하였다. 특히 대학, 기억에서의 재직근로자의 재교육 지원제도들을 살펴보고, 이러한 지원제도들이 어느 정도 실제로 활성화되고 있는지를 대학과 기업의 재직근로자 이행지원에 관한 실태조사를 통해 알아보았으며, 해외의 주요 지원제도들도 살펴보고 이를 종합한 후 대학, 기업, 개인의 측면에서 각각 개선 방안을 제시하였다.Continuous learning became an imperative to the individual, society, industry, and to the state, with the advent of lifelong learning society posed by globalization, technological changes and changes in the labour markets, and ageing of the society. However, in spite of the growing importance of continuous learning after graduation from school and transition into the labor markets, the system is not fully ready for providing opportunities for the individual to return to school. Participation in continuous education and training is very low in general, compared to other OECD member countries, and participation in work-related continuous education and training is even lower. Low rate of participation in continuous education and training reflects low rate of participation in training among workers. It also reflects that institutions supporting transitions from work to school are not fully developed. This study focuses upon colleges and industries as two major institutions playing an important role in transition from work to school, more specifically, transition from work to college for workers employed in industries. Colleges are important as an institution providing a venue for workers returning to college. However, it should transform into a more than a physical venue that can provide real opportunities for workers to participate in college-provided training. Historically, development of lifelong-learning system of a country has been made possible with transformation of traditional colleges, whose major role was providing education for students in their school ages, into lifelong learning institutions which provide education to people at all ages. Industries are another major institution in work-to-college transition of workers, since workers can not participate in school-provided education and training without supports from employers. A major proportion of industries in Korea are small-and-medium sized companies(SMEs). This makes it difficult for workers to go back to college to learn since the employers in SMEs do not have additional workers at work to replace workers participating in off-the-job formal education. Nor do they have money to hire substitute workers. The types of programs provided at colleges do not meet the skill needs of industries, which is another reason employers do not want to support participation of workers in college-provided courses. This study reviews existing practices and programs for colleges and industries to support and encourage participation of workers in education provided by colleges. The study also surveys the cases of foreign colleges universities where participation of workers in college-provided education and training is high. Major focus of this study lies in two surveys, which were implemented to collect data for this study. The one is a survey on the entire population of colleges and universities in Korea. This study surveys 400 higher educational institutions in Korea including junior colleges, Polytechnic Colleges, Polytechnic Universities, cyber colleges in Korea. The survey reviews implementation of major practices at the college to support participation of workers and adult learners in the college-provided programs, and the extent of degree those programs and practices are activated. The other survey is taken on a sample of 1,000 industries. This survey reviews the on-and off-the job training programs provided and activated by industries, and the opportunities provided by the industry to support workers to go back to school, such as the paid-leave system to support participation in off-the-job training and the financial supports to pay for the tuition at the B.A,, M.A,, and Ph.D programs, both domestic and abroad. The survey also checks how many industries are actually providing training opportunities for workers in association with colleges. In conclusion, this study reveals the major problems with the current system at colleges and industries in supporting transitions of workers back to college, drawing upon the result of the surveys, and the facts taken from the review of existing work-to-college practices and programs supported by colleges, industries, and governments. The study provides suggestions to improve the current work-to-transition system from the viewpoint of three major institutions, college, industry, government. Building up and improving work-to-college transition system for workers takes more than reengineering the institutions and administrative practices at colleges and industries. However, changes of colleges and industries to attract and allow for increased participation of workers in education provided at colleges are certainly urgent policy issues that should be considered seriously at this point to consolidate lifelong learning system for the knowledge-based economy.요 약 제1장 서론 제1절 연구의 필요성 및 목적 1 제2절 연구의 범위 4 제3절 연구의 주요 내용 7 제2장 재직근로자의 노동시장에서 학교로의 이행 활성화의 의의 제1절 노동시장에서 학교로의 이행(WTS) 촉진의 배경 9 1. 평생학습 시대의 도래 9 2. 교육의 중심축의 이동 11 3. 학교에서 노동시장으로의 이행 경로의 경직성 14 4. 노동시장에서 학교의 이행경로 개선의 과제 19 제2절 국내성인 및 재직 근로자의 계속교육 참여 실태 23 1. 성인의 평생학습 참여 실태 23 2. 재직근로자 직업능력개발 참여 현황 30 제3장 국내 지원제도 및 현황 제1절 대학의 이행 지원 제도 현황 35 1. 서론 35 2. 대학의 성인 재교육 지원제도 36 3. 성인교육 중심대학 51 4. 대학원 현황 58 제2절 기업의 이행 지원제도 60 1. 기업 내의 WTS 지원 제도 61 2. 대기업의 WTS 지원 사례 67 제3절 부처별 이행 지원 제도 75 1. 교육인적자원부 75 2. 노동부 79 3. 산업자원부 91 4. 과학기술부 98 제4절 시사점 100 1. 대학의 이행지원 제도의 시사점 100 2. 기업과 정부의 지원 제도의 시사점 103 제4장 해외 주요국의 지원제도 제1절 미국 105 1. 미국 대학의 성인학습의 제도적 기반 105 2. 미국대학의 재직근로자 교육 지원제도 현황 110 3. 요약 및 시사점 116 제2절 일본 119 1. 일본의 직업교육 체계 121 2. 직업훈련제도 127 3. 시사점 139 제3절 유럽 140 1. 영국 140 2. 스웨덴, 핀란드, 덴마크 148 3. 시사점 152 제4절 종합적 시사점 154 제5장 고등교육기관-기업 실태분석 제1절 고등교육기관 실태조사 결과 158 1. 조사개요 158 2. 조사 결과 161 3. 요약 및 시사점 181 제2절 기업 실태조사 결과 189 1. 조사개요 189 2. 조사 결과 190 3. 요약 및 시사점 231 제6장 개선방안 제1절 연구 결과와 시사점 237 1. 노동시장에서 학교로의 이행제도 개선의 의의 237 2. 주요 연구결과 238 제2절 재직근로자의 노동시장에서 학교로의 이행 촉진을 위한 개선 방안 242 1. 노동시장에서 학교로의 이행 촉진을 위한 주체별 쟁점 242 2. 대학의 개선방안 245 3. 기업의 개선 방안 251 4. 정부의 개선방안 252 SUMMARY 255 설문지 261 참고문헌 28

How to improve the Governance to adopt Competency-based Training System in Korea

본 연구는 산업수요중심의 훈련제도를 성공적으로 정착시켜 나가기 위해 어떠한 방향으로 거버넌스를 개선해 나가야 할 것인가를 제시하는 것을 목적으로 수행되었다. 특히, 산업수요중심 거버넌스 체계에서 가장 중요한 축이라 할 수 있는 산업체의 참여를 촉진하기 위해 어떠한 노력이 필요한가를 제시하고자 하였다. 이를 위해 국내 대표적 산업수요중심 훈련제도인 NCS(국가직무능력표준)와 일학습 병행제의 적용 실태와 쟁점을 살펴보고, 국내 산업별 인적자원개발위원회(ISC)를 중심으로 산업체의 산업수요중심 훈련제도 참여 실태와 문제점을 파악하였으며, 해외의 능력중심 훈련제도들을 중심으로 제도의 특성과 거버넌스, 그리고 거버넌스에서 산업체의 역할이 무엇인가를 분석하여 제시하였다.1. Overview The ever increasing youth unemployment coupled with the ageing workforce requests ever more efficient training system. To address these issues more effectively, the Korean government has recently introduced a numerous demand-driven, competency-based training arrangements such as National Competency Standards(NCS) and Work-Study Training Programs which is similar to Swiss Apprenticeships. One of the major characteristics of these competency-based arrangements is that they need strong involvement of industries for their successful operation. This is quite a challenging task considering the tradition of weak industry involvement in VET in Korea and the fact that industries do not have long experience with solving their HRD problems collectively. In other words, we need to transform the present VET governance structure to make the new arrangements work. This study aims to identify key policy issues to be addressed in order to establish a new governance system to support newly introduced demand-driven training arrangements. The study focuses on the role of industries and their organization as a new stakeholder in the governance. To achieve this goal, the study went through the following steps. First. it looked at the making of newly adopted training arrangements in Korea, how they are being operated and what the major issues are, with focus on the role of industries. Secondly, it analysed the current status of 11 Korean Industry Skill Councils established so far, with focus on the roles they play in operation of new training arrangements. In the process, we conducted a in-depth interview of the major personnels in each ISC to gather information on how ISCs are adapting to new training arrangements and what their major challenges are. Thirdly, we looked at the overseas examples of competency-based training arrangements which played actual models of newly adopted training arrangements in Korea; We analysed the governance of the Training Package system in Australia and that of Swiss Apprenticeship with special focus on the role of industries and skill sector councils. Then, we also analysed the financial support mechanisms for the Sector Skill Councils practiced in United Kingdom, to benchmark on how to measure the achievements of sector councils, which can be used as a basis for their subsidy. Finally, based on implications drawn from the results, we made policy suggestions on what policy initiatives to be undertaken to improve the current VET governance in Korea. 2. Major Results and Their Implications In Chapter 3, we looked at the current status of 11 Industry Skills Councils in Korea. They are all involved in the operation of newly introduced government training arrangements. Their roles are; development and continuous improvement of National Competency Standards, development of New Qualifications, which can be obtained by participating in Work-Study Programs, and consultation of forms regarding how to adopt NCS-based HR system, etc.. While the ISCs in Korea widely accept their roles as a parter in the new governance structure, they all pointed out that there are rooms for improvement. They wanted increased partnership with the government and bottom-up communication style in implementing the training arrangements. They also wanted their roles in the new training arrangements to be more specific and focused on the core activities that reflect key functions of sector councils. They asked for the clear blueprints of their prospects provided by the government. The foreign examples of competency-based training arrangements in Australia, Switzerland and U.K surveyed in Chapter 4 provides implications for the direction of improvement of our VET governance system. The ISCs in Australia are assigned clear roles in the operation of competency-based training, which are development of Training Package qualifications and standards. Each ISC is given quite a degree of freedom in pursuing other activities that fall into the category of mjor functions of sector skill councils in Australia. The case of Swiss Apprenticeship provides an example where industries are involved throughout the whole VET process, from the development of job standards to direct delivery of training. Sector councils in Switzerland are involved, with the help of Swiss Federal Institute for Vocational Education and Training(SFIVET), in the process of development of qualifications and job profiles, development of VET curriculums, and development of learning materials for each learning venue(school, workplace, off-jt learning center). Industries are involved in process of test and certification. The case of U.K shows an example of how to subsidize the core activities of sector councils involved in the VET process. In U.K., Sector Skills Councils are evaluated based upon their performance according to the Key Performance Indicator(KPI). They are given more autonomy in their activities since they can set up their own evaluation indicators within the guidelines specified at the contract. Also, in U.K., the inspection of ISCs are performed by a non-governmental organization, which is U.K. Commission for Employment and Skills, which emphasizes the role of the private sector in the governance. 3. Policy Suggestions Finally, we made following policy suggestions based on the outcomes of our analysis. First, we propose that the capacity of the industries be strengthened to meet their role as an important stakeholder in the governance. To do so, the financial autonomy of ISCs needs to be secured, clear and specific roles need to be assigned for the ISCs to perform, and the identity of ISCs needs to be made clear to themselves as well as to other parties in the governance. Also, the ISCs need to continuously improve their representativeness and expertise to assume their roles properly. Second, the competency-based training arrangements that are recently introduced need improvement themselves. These arrangements play the role of subject materials ISCs work on. If the material is not right, the final products can’t be good ones. The classification system of NCS needs to be improved, and policy initiatives need to be taken to make the qualifications ISCs develop widely-accepted in the market. Third, public-private partnerships needs to be strengthened. In Korea, the private sector has still a week bargaining power in public-private relationship. To work together in the governance, this kind of relationship needs to be changed. There should be more communication between the pubic(government) and private(industries) sector and it should be a two-way, bottom-up style communication. Finally, there should be a ongoing dialogue between the industries and training institutions, since their roles need to be redefined in the new competency-based training system. There should be ongoing cooperation and discussion on who should take which roles and how to deliver the competency-based training in detail.요 약 제1장 서 론_1 제1절 연구 개요 3 제2절 산업수요중심 훈련제도와 새 거버넌스 구축 13 제2장 국내 산업수요중심 훈련제도 거버넌스 구조분석_21 제1절 서 론 23 제2절 NCS의 산업수요중심 훈련제도 거버넌스 구조분석 24 제3절 일학습 병행제의 산업수요중심 거버넌스 구조분석 45 제3장 산업수요중심 훈련체제 구축을 위한 국내 산업 인자위(ISC) 실태분석_67 제1절 서 론 69 제2절 국내 산업별 인적자원개발위원회(ISC) 현황 75 제3절 국내 인자위 FGI 조사 및 결과 83 제4절 소 결 124 제4장 해외 산업수요중심 훈련제도의 거버넌스 분석_133 제1절 해외 산업수요중심 훈련제도 분석의 의의 135 제2절 호주의 능력중심 훈련제도의 거버넌스 분석 138 제3절 스위스 도제제도의 거버넌스 분석 169 제4절 영국의 산업별 기구 재정 지원 사례 196 제5절 소 결 223 제5장 결 론_227 제1절 요약 및 논의 229 제2절 제 언 245 SUMMARY_255 참고문헌_261 부 록_267 1. 부록표 269 2. 산별 인자위 실태파악 및 의견수렴을 위한 면담조사지(FGI) 29

[이슈분석] 미스매치 해결을 위한 훈련 거버넌스 개선 방향

Ⅰ. 논의 배경 및 목적 Ⅱ. 현황 분석 및 핵심 이슈 1. 산업계란 무엇인가? 2. 산업계 현황 3. 해외 산업수요 중심 훈련제도 거버넌스 사례 Ⅲ. 향후 과제 1. 산업체 및 산업조직의 역량강화 2. 훈련제도 개선 3. 산업체-훈련기관 간의 연계강화 4. 정부-민간 부문 파트너쉽 강

Developing Education Programs to Improve Job Consciousness for Koreans

본 연구는 우리 나라 국민의 직업의식의 특징과 문제점을 고찰하고, 사회적 변화 및 의식변화에 맞춰 우리의 직업의식을 어떻게 하면 전통적 가치관과 조화시키면서 올바른 직업의식을 고취시킬 것인가를 연구함으로서 주요 집단별 직업의식 함양 교양 프로그램의 개발 방안을 제시하고자 한다.This study aims to provide guidance for developing educational programs to improve job consciousness in Korea. In today's world of work which is a lot more advanced and complicated than that of 10 years ago, having the right attitude for work is not only important for one's own success in his career, but has a great impact on the productivity of the workplace. Both people at academia and in industry agree that having the right attitude is the key to the success at the workplace. But, unfortunately, people arrive at work totally unprepared not only in skills but also in attitudes. So, how do we accomplish preparing people with right tools? The study tries to remedy this by providing and suggesting how to develop good education programs which can help Koreans actually enhance their job consciousness and work attitudes. To accomplish this task, this study has taken following four steps: First, it surveyed the traditional part of the job consciousness of Koreans with the premise that our traditional values and so-called Confusianism has affected our current status of job attutuds. Second, it looked at the recent social and economic changes that have possibly affected our attitudes and values toward job and work. Third, using data from a national survey on Korean job consciousness, it examined the current status of job consciousness of Koreans, focusing on identifying problematic parts of the consciousness. Fourth, it surveyed the existing educational programs to improve consciousness including job consciousness. The research team involved in this study took a field research for this. It visited institutions running or administering this kind of education programs for youth, women, and industries. Drawing on the information and evidences collected through these processes, the study tried to make suggestions on how to make education programs to improve job consciousness for the following three groups: the youth, the women, and the elderly. These three groups are selected by the following criteria: their increasing role in the labor-markets, their need to improve job consiousness, and their critical stage in job consciousness development. The results can be summarized as follows for each group: For the youth, programs that aim to teach career consciousness should be designed to teach them to focus on the internal value of a job. Also, it's important that these programs include practical informations on actual jobs so that the youth can have some real sense of the job. For the elderly, it's most important to develop programs that help the elderly adjust to the world after work, that is, after retirement. Programs should be developed that encourage the elderly to continue to focus on self-realization through work. Since occupational transfer is normal for the elderly, programs should focus on helping them make successful career changes. For the women, we encourage to develop programs which help them accept their changed role in society, at home, and in the socio-economic structure. This also means develping programs which help them adjust to their changed sex-role. Also, programs for women can utilize their great interest in self-realization, encouraging them to participate in voluntary social work. Based on these results, we attached a mini-sample of programs developed for the youth, the women, and the elderly, respectively.연구요약 I. 서론 1 1. 연구의 필요성과 목적 1 2. 연구의 내용 2 3. 연구방법 및 절차 5 II. 직업의식의 전통적 요소와 사회환경의 변화 9 1. 직업의식의 전통적 요소 9 2. 환경의 변화와 가치관의 변화 19 3. 환경변화의 시사점 39 III. 한국인의 가치관과 직업의식 41 1. 현대사회에서 직업배분의 원칙의 변화 41 2. ‘한국인의 직업의식조사‘를 중심으로 살펴본 직업의식 실태 42 3. 직업의식조사의 시사점 59 IV. 직업의식 교양 프로그램의 실태 61 1. 청소년 대상 교양교육 프로그램 61 2. 여성대상 교양교육프로그램 73 3. 직장인 대상 교양프로그램 78 4. 교양프로그램 실태의 시사점 95 V. 직업의식 함양 프로그램 개발방안 97 1. 직업의식 함양 교양 프로그램의 개발의 기본 원칙과 방향 98 2. 청소년을 위한 직업의식 함양 프로그램 개발방안 109 3. 중고령자를 위한 직업의식 함양 프로그램 개발방안 135 4. 여성을 위한 직업의식 함양 프로그램 개발방안 147 VI. 결론 및 제언 161 1. 결론 161 2. 제언 162 참고문헌 165 영문초록 171 부 록 17

Vocational Education and Training Policies of G20 Member Countries(II)

본 연구에서는 G20 내 신흥국인 인도, 러시아, 터키, 브라질, 남아프리카 공화국 등 주요 5개 신흥국을 중심으로 이들의 직업교육훈련제도의 특성을 분석하고, 이들 국가들이 향후 어떠한 방향으로 직업교육훈련제도를 개혁에 나가야 할 것인가를 중심으로 이슈와 과제를 제시하고자 한다. 동시에 이들 신흥국들이 공통적으로 직면하고 있는 인적자원개발과 직업교육훈련의 주요 이슈들을 분석하고, 이를 기초로 향후 신흥국 직업교육훈련제도 발전을 위한 주요 과제를 제시하고자 한다.The rise of the G20 starting in 2009 shows the power of the emerging economies around the world, and the power of those within the G20 in particular. So called BRICs, which represent Brasil, Russia, India and China, and countries such as Turkey, Mexico, Saudi Arabia and South Africa are all members of the G20. The study titled ‘The VET Institutions in G20 Member Countries: Best Practices in Selected Countries’ conducted in 2010 by Korea Research Institute for Vocational Education and Training'''' dealt with the major features of VET institutions of the leading countries such as France, Germany, Australia and Japan within the G20. While the VET institutions of these countries show the variation in VET systems among the advanced countries, the VET system of emerging countries are expected to show even more variation. The VET systems of emerging economies are of primary concern because emerging economies need skilled labor force to sustain growth. This study is a sequel to ‘The VET Institutions in G20 Member Countries: Best Practices in Selected Countries’. This study focuses on vocational education and training system of 5 emerging economies within the 20, which are India, Russian Federation, Turkey, Brazil and South Africa. These countries are selected based upon their geographic location, importance in the regional economy, and diversity in culture and religion. These five countries represent different stages in development and diverse issues they are facing. Emerging economies are receiving a great deal of attention due to their growing importance in the world economy. According to projections of World Bank and other worldly-renowned financial institutions, the size of the economy of these emerging countries are predicted to exceed that of the leading countries such as G7 by 2050. This study includes five case studies, each of which describing the VET system of each country and the final chapter summarizing the result, discussing the common issues, and providing suggestions for future development. The content of each case study consists of the following. First, each case study reviews socio-economic background of each country, which serves as the background influencing the making the VET system. Second, it describes major features of each VET system. These include the governance system of VET(i,e, financial and administrative system of VET), the delivery system of VET(i.e. VET institutions), and other key ingredients of VET such as social partnership, qualification systems, quality of teachers, curriculum development, and career guidance. Third, it discusses major issues each country faces with respect to building a national VET system and other human resource issues that are crucial to sustainable growth of these countries. First, we summarize the major features and issues of VET of each of 5 emerging economies. India has abundant human resources with the 2nd largest population in the world. However, the quality of the labor force is still low with its low literacy rate. The GDP per capita of India is the smallest among members of the G20. India suffers from lack of educational infra-structure with insufficient number of educational institutions and low quality of education provided. The lack of VET infrastructure is even more serious. Improving access to VET is the major issue of VET in India. To solve this problem, India needs to increase investment in VET nationally and build up VET system that can grow human resources to match with the need of the labor markets. Russia is a country which had already developed a quite successful VET system during Soviet era. However, with the rise of the Russian Federation, the country has gone through rapid transition in political and economic systems and also in social structures. Now, it needs a new VET system that can grow the manpower that are demanded in the changed world of work. However, with the change taking place faster than ever in all areas of society, the country is faced with a difficulty in utilizing the labor force that are trained under the old system while trying to update the VET system to grow the manpower that are needed in today's labor markets. This is called 'modernizing the VET system in Russia'. Economic instability is obstructing this modernization of VET in Russia. EU is helping Russia in this modernization process. Another issue threatening the growth of Russia in the future is the shrinking population. With the minus grow rate of population and population aging, Russia''''s growth potential is seriously being challenged. Turkey's labor force is relatively young, which means it has quite an active labor force. Turkey also has a high rate of participation in VET. However, a high proportion of the labor force in Turkey are working in the agriculture sector and female participation in the labor force is very low, which works toward lowering the overall labor force participation of Turkey. Turkey is in the process of modernizing the VET system. The average level of educational attainment of the labor force is quite low. There is quite a gap in the quality of education provided among regions. Bridging this gap and achieving a balanced growth between regions is an important issue in Turkey. Brazil is a country that has experienced an industrialization quite early among the emerging countries. Brazil is a highly industrialized and urbanized emerging economy with high labor force participation rate. Brazil has developed famous S-system to build the skilled labor force. S-system in Brazil governs most of VET institutions in Brazil. It is also a system established as a joint system between VET institutions and industries, and has historically served a function to grow skilled manpower. Brazil has a few important HRD issues. Brazil still has a very high proportion of informal sector and educational attainment of the majority of education is still low. Also, the S-system that has taken quite an important role in the process of industralization now suffers from quality problem which is caused by private nature of S-system's administration. The qualifications they issue are being recognised in the labor markets not very well. To solve this problem, the S-system needs to improve the quality of VET they are providing and the government needs to make an effort to develop a centrally administered quality assurance system. South Africa has suffered from segregation policies and 'Apartheid' during the 1970's and 1980's. It has cleaned up thess practices in the late 90s when Mandela administration took over the power. Since then, everyone in SA has legal access to education. South Africa has a very well developed VET system which has been introduced by advanced countries such as Germany and Australia. It has established national qualification system as early as 1995 which is a very elaborate system linking the formal and informal education and regular and life-long education. South Africa has low rate of labor utilization. It has low labor force participation rate and high unemployment rate. In particular, unemployment of the youth reaches almost 50%. High rate of HIV infection every year is threatening to reduce the skilled labor force. In sum, South Africa has a fairly developed VET system, but the racial conflicts are still obstructing development of manpower and AIDS infection is another factor threatening the human resource development of South Africa. Promoting social inclusion and enlightening its people against the HIV infection, increasing access to education and VET, and improving the quality of VET are major issues South Africa is facing. South Africa needs to reduce the gap between the demand for labor in the labor market and the quality of labor supplied. Common issues these emerging economies are facing can be summarized as follows. First, these countries suffer from the gap between the demand of the labor market which is created by rapid economic growth and the quality of labor being supplied. In other words, the actual VET system of these countries lag behind to cover the LM needs created by rapid national economic growth. These countries need reforms in the skill formation system to catch up with the demand in the labor markets. However, often financial shortages are factors standing in the way to modernize the VET system of these countries. Also, the growing popularity of general education compared to vocational education coupled with increasing tendency to receive higher education is another factor against development of VET in these countries. Population change in the future in these countries is another important factor affecting the growth potential of these countries. Given that the emerging economies within G20 heavily rely not only on the quality of labor, but also on the size of the labor market which is affected by the size of the population and the structure of the population. population reduction and changing population structure of these countries pose a threat to their economic growth. Russia suffers from shrinking population; South Africa suffers from losing the population due to AIDS. How these countries cope with this population change will influence their growth in the future. Finally this study suggests future direction of VET development for these countries based on the results of the case studies and their analysis. First, these countries need to continuously update their VET system. Second, in doing so, regional cooperation is important since countries in the same region tend to share common development issues and can therefore develop common solutions to these problems. In fact, two emerging economies, Russia and Turkey are being helped by EU in modernizing their VET system. Furthermore, this study suggests cooperation in the field of VET among emerging economies around the world. Emerging economies are at different stages in terms of VET development, and they understand the problems and issues common to the emerging economies, since they have gone through the same problems themselves. They could help each other by sharing their experiences and helping others to improve their VET them. Korea, as one of the leading emerging economy within the G20, has gone through similar problems, Korea is also considered a model case among emerging economies that has overcome the problems and achieved sustainable growth. Korea, through increasing cooperation with emerging economies within and outside the G20 in the field of VET, can contribute to the development of these countries. We expect that this study can serve as a basis to increase such cooperation by providing information about the strengths and weakness of each emerging economy.요 약 제1장 서론_1 제1절 연구의 필요성 및 목적 3 제2절 연구의 내용 및 방법 7 제2장 G20 신흥국의 특성과 직업교육훈련제도_13 제1절 배 경 15 제2절 신흥 5개국의 주요 특성 및 통계 비교 18 제3절 신흥 5개국 직업교육훈련제도 연구의 기반 43 제3장 인도의 직업교육훈련제도_51 제1절 사회경제적 배경 53 제2절 직업교육훈련의 제도적 틀 62 제3절 직업교육훈련의 실제 73 제4절 직업교육훈련의 이슈와 과제 100 제4장 러시아의 직업교육훈련 제도_111 제1절 사회경제적 배경 113 제2절 직업교육훈련의 제도적 틀 126 제3절 직업교육훈련의 실제 142 제4절 직업교육훈련의 이슈와 과제 170 제5장 터키의 직업교육훈련제도_177 제1절 사회경제적 배경 179 제2절 직업교육훈련의 제도적 틀 190 제3절 직업교육훈련의 실제 203 제4절 직업교육훈련의 이슈와 과제 232 제6장 브라질의 직업교육훈련제도_241 제1절 사회경제적 배경 243 제2절 직업교육훈련의 제도적 틀 251 제3절 직업교육훈련의 실제 265 제4절 직업교육훈련의 이슈와 과제 298 제7장 남아프리카 공화국의 직업교육훈련제도_309 제1절 사회경제적 배경 311 제2절 직업교육훈련의 제도적 틀 322 제3절 직업교육훈련의 실제 340 제4절 직업교육훈련의 이슈와 과제 365 제8장 신흥국 직업교육훈련의 향후 과제_373 제1절 요약 및 논의 375 제2절 신흥국 직업교육훈련의 주요 과제 393 SUMMARY_401 참고문헌_40