본 연구에서는 교육훈련 기관, 노동시장 또는 산업체 차원의 기관별 접근 방법(institutional approach)을 통해 연계강화 방안을 제시하고자 한다. 이는 개인적 차원의 이행과정에 초점을 두기보다는 제도적 접근을 통해 교육훈련 시스템과 노동시장 시스템의 상호적합성을 높이기 위한 정책방안 및 인프라 구축방안을 의미한다. 구체적인 연구의 목적은 다음과 같다.
첫째, 교육훈련과 노동시장 연계의 개념을 구체화하고 지식기반경제의 진전에 따른 연계의 의의, 연계에 영향을 미치는 제도적 요인들을 규명한다.
둘째, 연계의 유형 및 수준에 영향을 미치는 교육훈련과 노동시장의 구조적 요인을 밝혀내고 그 요인에 따라 국가별 연계유형 및 수준을 분류한다.
셋째, 각급 교육훈련기관과 산업체의 다양한 산학연계 사업 실태를 조사·분석하여 사업 활성화 요인을 밝혀본다.
넷째, 산업체의 각급 교육훈련기관 졸업생에 대한 성취수준 및 만족수준을 측정하여 교육훈련내용의 적합성을 분석한다.
다섯째, 교육훈련을 통해 배출된 인력의 숙련불일치를 해소하고 이행기간을 단축하기 위한 정책방안을 제시한다.Ⅰ. Study Overview
As we enter the knowledge-based society of the 21st century, the issue of "how to improve economic performance through education and training" is emerging as the key initiative for the development of human resources for the nation. In the labor market, however, unemployment is rising among the youth and the unbalance in the demand and supply of required skills is intensifying, failing to improve insufficient linkage between the labor market and the human resources development both quantitatively and qualitatively. Viewing these conditions as an issue, this study intends to provide policy plans to strengthen the alignment between the education and training and the labor market.
The study has surveyed previous studies made in the European countries on how to integrate education and training with the labor market, and OECD research data to inspect and analyze patterns of linkage adopted by the advanced countries to align education and training with the labor market. To learn the business alignment conditions between the industry and the academy, about 20 of education and training institutions as well as their aligned industries have been visited for a research. Also, interviews are made with 461 businesses that have recently recruited graduates of diverse education and training institutions as their new employees, to find out how they are satisfied with the education and training and what their manpower demand is.
Ⅱ. Key Findings
First, the linkage of education and training with the labor market is not something to be adjusted just one time based on business conditions or the function of the labor market. Rather, institutional aspects such as the education and training system, the practice of employment custom, and the network between the schools and the corporations play an important role. Specifically, five systemic elements that are related to the linkage: the labor market conditions; open career programs toward education and vocation; practicality of the education and training; credibility of vocational information; and the safety net for the vulnerable youth.
Second, based on the degree of differentiation and standardization in the education and training system, and the degree of specialization and stratification of jobs in the labor market, the linkage can be characterized into several types: 'loose linkage and general educational pathways' of the U.S.; 'mid-level linkage and vocational school-oriented pathways' of Britain; and 'strong linkage and apprenticeship system pathways' of Germany. Korea shows high differentiation superficially but low specificity in terms of vocation, indicating weak linkage of education and training with the labor market.
Third, the following characteristics have been found in the business alignment between the education and training institutions and the industries: Education and training institutions tend to participate in the business alignment to obtain sites for field training, while industries want the alignment to obtain sufficient manpower and for PR purposes.; Such active approach of education and training institutions but inactive response of industries are believed to be yet building a basis for an activate industry-academy cooperation.
Fourth, industries' satisfaction on the graduates of various education and training institutions, as well as their participation in linkage programs are surveyed and analyzed to develop implications. Overall, regarding new employee recruitment strategy, all education and training institutions are found to value employee's major subject, personality, work experience, and possession of a license. Regardless of the types of education and training institutions and the industries, the human resources required by the industries are found to be mechanical and engineering resources. More than half of the industries that hire the graduates reply that the new recruits are deployed in job positions that match with their majored areas. Especially, the job-matching rate is high in large corporations as they have diverse range and scope of jobs. Asked about the core qualifications the graduates must have, all education and training institutions reply cooperation competency (teamwork) and work experience in one's majored area as the number one answer. Especially, the gap between the level of importance and satisfaction is very high regarding the cooperation competency (teamwork), indicating that the job structure in industries is rapidly shifting to team-oriented work. The more educational background a graduate has, the wider scope of key competences an industry tends to expect, including communications, creativity, and problem-solving. Also, the higher a graduate's educational background, the higher an industry's satisfaction, indicating that industries' demand for people with high education is increasing.
Ⅲ. Policy Plans
(1) How to strengthen qualitative linkage to address unbalance in skill supply and improve industries' satisfaction
First, strengthen the alignment of education and training curriculum with industries's needs. Specifically, make speedy and continuous effort to revise and maintain most up-to-date educational curriculum, based on the prospect of future human resources demand. To incorporate work experience into education and training curriculum, Korea can either adopt and modify Germany's dual program system or introduce a sandwich program system which consolidates short-term on-the-job training at an aligned business with the school education. To strengthen the role of instructors as the facilitator to integrate the education and training with the labor market and as the vocational advisor, support should be provided to them for training in diverse industries. Also, the student internship system should be rolled out to the entire education and training institutions, on-the-jot training should be conducted for at least six months, and a credits recognition system should be adopted.
Second, develop a strategy to systematically integrate education and training curriculum with employers. First of all, it should be promoted to the employers that their participation in the education and training curriculum is beneficial. A phased strategy should be developed to approach and attract employers to the negotiation table. The key in the approach is to focus on local industry. Establishing a training group company which integrates education and training institutions with the employer group would be helpful.
Third, facilitate business alignment between the education and training institutions and the industries. For this, an intermediary body should be installed to coordinate opinions and exchange information in relation with the alignment programs between the education and training institutions and the industries. Separate budget should be set within education and training institutions to enable efficient management and operation of on-the-job training. For industries that participate in the industry-academy integration program, incentives should be provided, such as employment industry, worker's accident compensation insurance, or tax exemption benefits. In many cases, education and training institutions do not have information on the industries, or vice versa. Therefore, it is required to build information infrastructure to enable credible information distribution.
Fourth, strengthen the flexibility in the education and training pathways. For this, the following examples that center on foreign examples can be benchmarked: Build a specialized education system in vocational secondary schools, and integrate it with colleges or universities.; Modularize the curriculum of education and training institutions so that credits can be recognized and linkage can be strengthened among them.
(2) How to strengthen quantitative linkage to address unemployment among the youth
First, provide substantial vocational training for the unemployed. For this, programs should be developed and implemented to convert the major subject areas of the unemployed young who experience skill gap. A training ladder should be developed from low to advanced levels to provide an institutionalized system where the participation of the unemployed in the vocation training can lead to sustained employment and career development.
Second, expand the internship for the youth to create jobs. Especially, the internship-based job creation should be expanded in the public sector during economic recession. Entrepreneurship should be strengthened focusing on industries that are specialized for the youth. For those youths who have little education or skill level, more job opportunities should be created in areas related to social welfare and public service.
Third, develop specialized labor market programs according to the economic cycle. During the period of economic upturn, job-seeking activities should be supported to facilitate fast job finding. During the downturn period, support should be provided for vocational training and employment subsidy should be expanded for temporary internship-based jobs for the youth, in order to generate conditions for them to enter the labor market by leveraging policies.
Fourth, provide protection to the youth who work in part-time jobs. It should be implemented as part of the unemployment solution plan for the youth who are being frequently dropped out from the labor market due to insufficient job openings and low skill levels.
(3) How to build the infrastructure to strengthen linkage of education and training with the labor market
First, build a system to provide accurate and comprehensive information on education, career and employment, arrange employment, and provide counseling service.
Second, build a social partnership system between those that are related to the linkage of education and training with the labor market - namely, the government, providers of public education and training, providers of private education and training, corporations, employer's group, and the worker's group (labor union).
Third, education and training institutions should revise their curriculum to respond to the needs of the industries, and organize the evaluation system, in order to strengthen the competitiveness.Ⅰ. 서 론 1
1. 연구의 필요성 및 목적 1
2. 연구의 내용 3
3. 연구의 방법 4
4. 연구의 범위 8
Ⅱ. 지식기반경제로의 진입에 따른 교육훈련과 노동시장 연계강화의 의의 11
1. 교육훈련과 노동시장 연계의 개념 11
2. 지식기반경제의 진전, 청년층 실업, 연계의 의의 12
3. 연계에 영향을 미치는 제도적 요인 17
4. 노동시장 프로그램의 보완적 역할 21
Ⅲ. 외국의 교육훈련과 노동시장의 연계 25
1. 국가별 연계유형의 구분 25
2. 미국의 약한 연계 및 일반교육 경로 30
3. 영국의 중간수준의 연계 및 직업학교 중심 경로 38
4. 독일의 강한 연계 및 도제제도 경로 49
5. 시사점 58
Ⅳ. 교육훈련기관과 산업체의 산학연계 사업현황 63
1. 실업계 고등학교의 교사연수 및 현장실습제 63
2. 직업전문학교의 방학중 현장실습제 67
3. 전문대학과 지역기반 산업체와의 연계 70
4. 기능대학의 다원적 산학연계 활동 80
5. 4년제 대학교의 교수현장학기제 및 기업체 연수 86
6. 요약 및 시사점 90
Ⅴ. 교육훈련에서 직업으로의 이행: 산업체 의견조사 결과를 중심으로 95
1. 신규직원 채용 관행 및 인력 필요분야 95
2. 직무일치도 102
3. 핵심자질의 중요도 평가 및 만족도 105
4. 교육훈련과정의 산업체 적합성 113
5. 산업체의 산학연계 사업 현황 118
6. 신규직원 교육훈련 123
7. 기술혁신에 따른 전략분야 인력요구 124
8. 요약 및 시사점 127
Ⅵ. 교육훈련과 노동시장 연계강화 정책방안 129
1. 기본방향 129
2. 질적 연계강화 방안 131
3. 양적 연계강화 방안 135
4. 인프라 구축 방안 139
Ⅶ. 요약 및 제언 149
1. 요약 149
2. 제언 153
참고문헌 155
ABSTRACT 159
부 록 16
