Training Programs for Vocational Education and Training

직업교육훈련 국내연수 프로그램의 개발은 국내 직업교육훈련 담당자들의 다양한 연수 욕구를 수용할 수 있는 연수 프로그램의 내실화와 21세기 지식정보사회시대에 부응할 수 있도록 직업교육훈련 담당 교원들에게 평생학습 기회를 부여하여 삶의 질 향상과 국가사회 발전에 기여함은 물론이고 교원들에게 현장적합성 증진을 제공함에 그 목적이 있다. 또한 직업교육훈련 국제연수프로그램 개발은 개발도상국의 인적자원개발사업을 지원함으로써 연수 참가국의 발전에 필요한 인재양성을 도모하고, 개발도상국 국가발전의 기초가 되는 직업교육훈련 발전전략 등의 기본정책을 수립할 수 있도록 이에 대한 정책 방안을 지원한다. 우리 나라의 개발경험을 전수하고 우리 나라의 협력파트너의 개발도상국에 대한 한국의 직업교육훈련의 이해를 증진시켜 우리 나라는 물론 본원의 위상강화 및 역할 증대를 목적으로 한다. 이를 위해서, 직업교육훈련 국제연수 프로그램 개발의 기본방향을 아·태 지역의 개발도상국을 중점적으로 연수를 실시할 목적으로 국제연수프로그램을 개발하였다.Introduction Vocational education & training is required to allow trainees to develop vocational competence not only to adapt to industrialization caused by technological innovation and drastic changes in the international economy situation but also to become leaders in society. As such, vocational education & training is under transformation from the previous routine manpower training system to a multi-skilled or highly-skilled training system. Such changes in vocational education & training systems to meet the needs of the future can be said to be one of the major tasks at the present time. Various elements need to be effectively integrated to implement such vocational education & training policies. Such elements include the three classic elements of education, i. e., students, curriculum, and teachers, and they may be directly applied in vocational education & training. A successful vocational education & training system always has vocational education & training educators playing a large part. To enhance the quality of present educators, their professionalism must be consistently enhanced through strict competence management activities including training and research programs. Since it is incumbent upon all of us to develop a society of lifelong learning, vocational education & training must be renovated. High-quality vocational education & training programs are impossible of the past the simple routines or temporary systems. The recognition of problems, along with answers to solve tasks related to vocational education & training must accompany programs to enhance the competency of vocational education & training educators. Just like other fields of training, the vocational education & training field requires more international co-operation than ever. Advanced countries are increasing both the exchange of personnel and information. They exchange to improve their vocational education & training programs, and are also making vocational education & training systems more efficient by co-developing training programs and exchanging data. Korea is training the industrial workers necessary for economic growth with aid from advanced countries and international organizations. As a result, Korea has accomplished impressive economic growth and become the subject of study in many countries. Not content with this, Korea will do her best in developing vocational education & training systems by implementing policies similar to those in advanced countries. Exchange in information between developing countries and advanced countries allows a balanced improvement in different provinces and emphasizes the importance of the role of vocational education & training. In the new millenium, Korea and Korea Research Institute for Vocational Education and Training(KRIVET) must not only establish their international status but must actively seek ways to improve international co-operation in vocational education & training to react promptly to changes in international circumstances. It is expected that the success of "The Second International Congress on Technical and Vocational Education" held in Seoul from 26th to 30th of April, 1999 - sponsored by the Ministry of Education and co-supervised by UNESCO and KRIVET- will to lead to many requests to visit Korea's vocational education and training course. In addition, an increase in international vocational education and training programs for developing countries, advanced countries and international organizations is expected. As such, development of Korean vocational education and training programs for international training purposes is expected to not only provide policy makers and vocational education training personnel of developing countries with much knowledge and technology accumulated during the course of Korea's industrialization, but also to support them in training talented personnel and help them further understand Korea. Development of vocational education and training(VET) programs that are user-oriented and which are prepared for the demands of the next millenium may support various international and local training needs. Development of local vocational education and training programs must satisfy the needs of personnel in charge of vocational education and training. Not only does VET enhance people's quality of life and the nation's economic development by providing educators with life-long learning opportunities to meet the needs of the next century, it also provides the educators with the opportunity to enhance in-field adaptability. Also, by supporting personnel development policies of the developing countries, VET programs for international training purposes not only help these countries in training personnel needed for their economic development, but they also support their fundamental policies in vocational education and development strategies which are the basics of their national development. Our purpose lies in handing down our country's experiences during economic development, helping developing international partners to further understand Korea's vocational education and training programs, and enhancing Korea's, and KRIVET's role and status. To do so, our vocational education and training program for international training purposes was developed basically to train developing countries in the Asian-Pacific region. The content includes; (1) Introduction to Korean vocational education and training policy, trends, and reasons for the rapid development of vocational education. (2) Introduction to the role of vocational education and training programs in the process of national economic development. (3) Introduction to the development process of Korea's vocational education and training, qualifications system, career guidance and job placement services. (4) Supply of information on in-field vocational education and training sites including various vocational education and training institutes, industrial institutes, and research centers. (5) Elucidation of points that can contribute in establishing and executing future vocational education and training policies in countries participating in training programs. Since the glottalization of the world, the importance of national borders has receded, so that not only products and services, but also productive factors, including capital and technology, are free to move across international borders. And due to the revolutionary development in information technology, the world has been drastically transformed into an intensive, technology-integrated industrial structure where the accumulation and use of technological, knowledge and information has become the core power of a nation. In addition, professionalized careers are expected to differentiate further and thus the number and kinds of jobs will increase rapidly. Especially, vocational education and training is required to prepare people with vocational competence that allows them to lead society in the future by adapting to intensive industrialization brought about by technological revolution and drastic changes in the international economic situation. As such, vocational education and training is evolving from a previously simple personnel training system into a multi-function or high-intensive technology-holding personnel training system. Development of vocational education and training systems that meet such demands at this time can be said to be one of the most important priorities. Life-long education requires the establishment of a lifelong learning, high-caliber personnel training system in vocational education and training. Training high-quality vocational education and training educators is impossible by merely improving routine procedures or implementing temporary systems. Being aware of such problems, vocational education and training programs that aim to enhance in-field adaptability of vocational education and training educators, enhance speciality and competence must be seriously considered. For vocational education and training programs to be successful, policy-makers in charge must keep the educators' expertise a top priority. As such, vocational education and training programs must seek to find realistic ways to enhance in-field adaptability and expertise. Training for vocational education and training educators must enhance their ability as well as emphasize the importance of vocational education and training that prepares for the globalization of labor markets and trade, and for the knowledge-oriented 21st century. On the other hand, Korea has undertaken co-operative projects with developing countries in terms of the vocational education and training field for a long time. Recently, as a member of the OECD, requests for co-operation from developing countries are ever increasing. Many developing countries had selected Korea, before the introduction of the IMF-to be their model country that followed the most ideal path in economic development, and thus are willing to co-operate with Korea to learn how our experience of vocational education and training is contributing to the nation's economic development. In a fast-changing career world, various international experience in vocational education and training is necessary to balance development between different regions as well as strengthen the role of vocational education and training. Also, in the new century, we have to establish the international status of Korea and KRIVET as well as actively seek various international co-operative methods for vocational education and training to adapt to changes in the international environment. It is expected that the success of the "The Second UNESCO International Congress on Technical and Vocational Education"held in Seoul from 26th to 30th of April, 1999 - sponsored by the Ministry of Education and co-supervised by UNESCO and KRIVET-will lead to many requests for visits in Korea's vocational education and training course. In addition, on increase in international vocational education and training programs for developing countries, advanced countries, and international organizations is expected. In such circumstances, development of a systematic and effective international vocational education and training program is necessary to invite personnel in charge of vocational education and training in developing countries to share our experiences and technology accumulated during industrialization and support them in training personnel necessary for their national growth. Development of vocational education and training programs that are user-oriented and which are prepared for the demands of the next knowledge-integrated 21st century are necessary to fulfill various needs, enhance in-field adaptability, and provide a system that induces self-training. In addition, international vocational education and training programs support personnel development policies of the developing countries necessary for their national growth, and also supports the developing countries in establishing basic policies in strategy for vocational education and training programs which is one of the foundations for national growth. These international training programs also show them Korea's experiences during its development period and help them understand Korea's vocational education and training programs, which all aim to strengthen the international status of Korea and our institute. The purpose of the institute's research function is as follows: (1) The present status and problems faced by vocational education and training programs, the present training status of vocational high schools and junior college educators- the problems faced by training programs for vocational high schools and junior college educators-the training status of international vocational education and training, classifications and characteristics of vocational education and training programs, types and execution schemes of vocational education and training programs. (2) Case analysis of vocational education & training programs and their management systems, Korea International Cooperation Agency(KOICA), Korea Manpower Agency(KOMA), Korean Education Development Institute(KEDI), Philippines CPCS training programs, and analysis of demand for international training programs. To develop a more specific and rational international training program, we have analyzed other similar international training programs including the international training program run by the KOICA, KOMA, KEDI, and CPSC(Colombo Plan Staff College for Technical Education) of the Philippines, and have kept note of each of their strategic points. Method and Procedure of Study The primary objective of vocational education and training policy is twofold: up-leveling educators and adapting the systems concerned to realize these goals. The aim of this dual-policy approach is the effective execution of vocational education and training programs, i. e., training of manpower with technical skills applicable in industries. To reach such a goal, this study was undertaken to develop a training program by assigning different fields of study to respective professionals. Also, to overcome the short period of research time available and changes in the research environment as well as to secure relevant data without delay, this research carried out discussions and interviews with professionals related to the vocational education and training program. Based on them, KRIVET has developed a domestic training program. Also, the international training program was developed from the results of interviews carried out with 99 personnel from 34 Asian-Pacific developing countries who had participated in "The Second International Congress on Technical and Vocational Education." A survey, conducted over the internet and by fax on the demand for an international training program was performed among personnel who visited us and professionals in the vocational education and training field from 34 countries who had participated in "The Second International Congress on Technical and Vocational Education" held in Seoul-sponsored by the Ministry of Education and co-supervised by UNESCO and KRIVET. The period of survey ran for 3 months from 18th of August to 18th of October, 1999. A survey on the demand to develop an international vocational education and training program was prepared based on an analysis of the references and data concerned. The primary data from the prepared survey was corrected and modified according to advice from professionals including those within KRIVET and KOICA, and the personnel in charge of international training in KOMA. To successfully develop our international vocational education and training program, an international training survey on the demand among the Asian-Pacific developing countries - which will become the main countries of concern for the international training program - was compulsory. As such, a survey was performed among the developing countries in the Asian-Pacific region on the main principles of the training programs in the vocational education and training field, characteristics of the subjective personnel of the training programs, countries and organizations of the training program, training fields of major interest education and economic development, vocational education and training systems, employment, the process of developing vocational education and training programs, evaluation of institutes and the programs, qualifications system and guidance on careers, etc. The survey was carried out for 3 months from 18th of August to 18th of October, 1999 by sending survey questionnaires by internet or fax to personnel in the vocational education and training field from the 34 developing countries in the Asian-Pacific region, and the 99 personnel who visited our institute. The overall rate of return was 43.4%(43 persons), and the percentages for public service personnel, research institutes, and universities were 69.8%(29 persons), 16.3%(8 persons), and 9.3%(4 persons), respectively. Frequency analysis and cross tab analysis using SAS was carried out to analyze the data collected by the survey on the demand for an international vocational education and training program. Development of a vocational education and training program model(scheme) The training program which will be provided to vocational high school educators, junior college educators, and policy-planners of the developing countries in the Asian-Pacific region is designed based on survey results and training programs developed by professionals of respective fields in our institute. The program comprises outlining the objectives of each specific module, training period, content of training for major subjects, field trips, training schedule, evaluation of training, and resource persons for running the program. (1) Vocational Education and Training Policies in a Changing Economy (2) Labor Market Analysis for Development of Training Programs (3) Vocational Education in High Schools and at Junior College Level (4) Training Program for Vocational Training Teachers and Polytechnic College Professors (5) Training Program to Enhance the Development and Management Competence of the Vocational Education Curriculum (6) Training Program for Qualifications System (7) Training Program for Evaluation Methods : A Practitioner's Guide for the Trainers and Educators (8) Training Program on Career Education for High School Teachers and Junior College ProfessorsⅠ. 서 론 1 1. 프로그램개발의 필요성 및 목적 1 2. 프로그램개발의 내용 4 3. 프로그램개발의 방법 및 절차 6 4. 프로그램개발 한계점 10 II. 직업교육훈련 교원 연수 현황 및 문제점 11 1. 국내 직업교육훈련 연수 11 2. 국제연수 프로그램 22 Ⅲ. 국제연수 프로그램 및 운영체제 사례분석 25 1. 한국국제협력단의 국제연수 프로그램 25 2. 한국산업인력공단의 국제연수 프로그램 27 3. 한국교육개발원의 국제연수 프로그램 30 4. CPSC(Colombo Plan Staff College for Technical Education)연수 프로그램 33 5. 국제연수 수요 조사지 분석 결과 38 Ⅳ. 직업교육훈련 국내연수 프로그램 모형(안) 개발 47 1. 직업교육훈련과 경제발전 49 2. 직업훈련과 노동시장 53 3. 고등학교 및 전문대학 단계에 있어서 직업교육 61 4. 직업교육훈련 교사 및 기능대학 교원연수 프로그램 80 5. 직업교육과정 개발 및 운영 87 6. 실업계고등학교 및 전문대학 단계에 있어서 자격제도 97 7. 직업교육훈련 평가 분야 종사자를 위한 평가훈련 103 8. 고등학교 및 전문대학교원을 대상으로 한 진로교육 115 Ⅴ. 직업교육훈련 국제연수 프로그램 모형(안) 개발 123 1. 국제연수 프로그램의 유형 및 구성 124 2. 국제연수 프로그램 모형(안) 개발 128 A. Vocational Education and Training Policies in a Changing Economy 128 B. Labor Market Analysis for Development of Training Program 129 C. Vocational Education in High School and at Junior College Level 132 D. Training Program for Vocational Training Teachers and Polytechnic College Professors 134 E. Training Program to Enhance the Curriculum Development and Management Competence of Vocational Education 136 F. Training Program for Qualification System 139 G. Training Program for Evaluation : Methodology A Practitioner's Guide 141 H. Training Program on Career Education for High School Teachers and Junior College Professors 143 Ⅵ. 제 언 147 참 고 문 헌 151 Abstract 153 별첨 1 : History & Mission 163 부 록 1. 수요조사 질문지 16