본 연구에서는 지식, 정보화가 빠르게 확산되는 가운데 교육훈련, 고용 등에서 소외될 가능성이 더욱 높아지고 있는 취약계층을 대상으로 체계적인 인적자원개발 방안을 제시하고자 한다. 특히 취약계층의 다양성과 공통성 확인을 통해 인적자원개발 이슈를 정립하고 지속 가능한(sustainable) 사회건설을 위해 취약계층 목표집단별 인적자원개발 방안을 모색하고자 한다.This research strived to suggest measures to help facilitate the development of disadvantaged groups who run a high risk of being excluded from educational training and employment programs. As a result, this paper suggested the following measures, based on the concept of social integration, to facilitate the development of the disadvantaged: First, the human resources of the disadvantaged should be developed from a welfare policy standpoint in order to provide them with opportunities to engage in independent economic activities. Second, the human resources of the disadvantaged should be developed based on a long-term approach to labor market policy. Third, principles for the development of the human resources of the disadvantaged need to be established, with the main features clearly spelled out during the policy-making process.
The following is a summary of the policy measures introduced in this paper:
First, with regards to the human resource development measures designed to promote reemployment among the long-term unemployed, there is a need to create training programs that are capable of meeting the demands of regional communities. Moreover, programs that integrate both the employment and training facets should be developed. In addition, other measures were also suggested, such as those designed to improve this groups capability to acquire the information needed to secure employment; those dealing with the provision of social and psychological education programs designed to strengthen this groups confidence in their ability to secure employment; those concerned with the extension of paid educational leave for this group, as well as with the use of alternative human resources.
Second, with regards to the human resource development measures to improve the quality of life of the lower-income classes, general agreement was reached on the need to establish related laws to improve the workfare programs, on the need to link these laws to the welfare system, and on the desirability of pilot projects. Moreover, by promoting this groups participation in workfare programs, agreement on the proper number of participants in such programs should be reached. In addition, welfare related services, such as daycare centers and health care, should also be established along with the related support system.
Third, on the issue of human resource development measures designed to improve the quality of life of young school dropouts, there was a genuine feeling that the current policy of institutional discrimination should be removed by distributing ID cards to the youth. Moreover, in order to improve the current poor employment ratio among young dropouts, the general perception of students part-time employment should be changed. Furthermore, these youngsters should be provided with information about the jobs that are available to them, and the working conditions under which this group toils should be improved. Finally, vocational training programs and employment support services should be made available to this group.
Fourth, with regards to human resource development for the disabled, the overall consensus was that this group should be provided with more opportunities to receive vocational training for IT related industries. Moreover, a network system through which training organizations and the service provision system can be connected to employment should be established. Additionally, an infrastructure for the vocational training programs, through which research on the situation of the disabled can be conducted and the education of specialists carried out, should be prepared. Finally, basic welfare and income measures for the disabled should also be reinforced.
Fifth, on the issue of increasing the vocational education opportunities for disabled students, there was general agreement that the vocational education and training system for the disabled students should be improved and that the support for the vocational education process of disabled students should be strengthened. Finally, the educators who teach disabled students should become more specialized.
Sixth, with regards to human resource development measures to support prisoners reintegration into society, there was an overall consensus that vocational training programs which took into consideration the skills and the employability of individual prisoners should be reorganized. Moreover, by strengthening the management of prisoners status following their release from prison, their employment status should be steadied.
Seventh, on the issue of human resource development measures to improve the quality of life of North Korean defectors, agreement was reached that the vocational capability development programs provided by the government should be strengthened during their adjustment period. Moreover, there is also a need to consider the possibility of implementing an incentive system that would go into effect when defectors obtain a certain level of competence. The participation of North Korean defectors who have been unemployed for a long period of time in government sponsored training programs should be encouraged. Other measures, such as the introduction of an educational training record system, and the imposition of limitations on any person who has quit training programs in the past from participating in any further training programs, were also considered.
To establish the above-mentioned detailed measures and make them effective, a few basic principles should be considered:
First, to coordinate the human resource development and the actual employment needs of the disadvantaged, related employment programs should be made more substantial. In addition, vocational education programs that take into consideration these various groups desired income levels should be expanded. Furthermore, third sector direct employment projects (social employment) should be carried out in conjunction with education and training programs. Moreover, demander-oriented vocational capability development programs geared towards youth and the long-term unemployed should be established.
Second, regional learning centers should be established to support lifelong learning programs for the disadvantaged, with a social learning safety net built.
Third, to promote regional community oriented human resource development policies for the disadvantaged, participation in small-sized projects at the regional community level should be promoted, wider use of the regional social network system should be brought about, and the sense of social exclusion felt by the disadvantaged should be overcome. Finally, the customized training programs demanded by regional labor markets should also be established.Ⅰ. 서론 1
1. 연구의 필요성 1
2. 연구의 내용 7
3. 연구 방법 9
Ⅱ. 취약계층의 인적자원개발의 분석 틀 11
1. 취약계층 인적자원개발의 필요성과 의의 11
2. 취약계층의 사회적 배제와 교육훈련의 역할 13
3. 취약계층의 직업능력개발 정책 및 프로그램의 실효성 15
Ⅲ. 목표집단별 취약계층 인적자원개발 현황 및 정책방안 19
1. 장기실업자의 재취업촉진을 위한 직업능력개발 방안 19
2. 저소득층 자활역량 강화를 위한 교육훈련·취업·복지서비스 연계방안 38
3. 학업중단 청소년의 진로준비 실태분석 및 취업지원방안 56
4. 학령기 장애인의 직업적성개발을 위한 교육훈련기회 확충방안 79
5. 성인장애인의 직업능력개발을 통한 고용연계 방안 96
6. 수용자의 사회복귀지원을 위한 직업능력개발방안 116
7. 북한이탈주민의 취업촉진을 위한 직업능력개발 방안 135
Ⅳ. 정책과제와 추진 체계 155
1. 개요 155
2. 세부정책과제와 추진체계 157
ABSTRACT 17
