Consolidation Measures of the Industry-Academia Cooperation for Human Resources Development of the Vocational Education Institutes

본 연구는 우리나라 직업교육기관의 산학협력 정책과 프로그램이 인적자원개발의 관점에서 직업교육기관의 인적자원개발 중심의 산학협력체제 구축 방향을 제시하는 데 목적이 있다. 구체적으로 목적을 세분화하여 기술하면 다음과 같다. 첫째, 직업교육기관인 전문대학, 기능대학, 실업계 고등학교의 산학협력을 활성화하여 산업계의 수요에 부응하는 인적자원을 개발하기 위한 산학협력체제의 혁신 방향을 제안하고자 한다. 둘째, 직업교육기관에서 인적자원개발을 위한 산학협력체제 혁신 방향에 기초하여 산학협력 주체별 역할과 기능의 개선 방안을 제시하는 것을 목적으로 한다.1. Outline of research Government, industry, and colleges, the three parties concerned for the cooperation have insufficient understandings of the meaning and strategy of industry-academia cooperation, which is necessary for the construction of innovative economy and the searching for concrete public policies and practices. They also do not grasp the overall situations, performances, and problems of the cooperation. This research is conducted for the purpose of indicating the direction of industry-academia cooperation systems for the vocational education institution, such as junior colleges, polytechnics, and vocational high schools focusing on the human resource development as a milestone of an innovative economy. It also intends to develop cooperation models for reinforcing mutual connection and collaboration of three innovation subjects, and draw up schemes for the activation of the cooperation of them. Industry-academia cooperation refers to cooperative activities between academic bodies, governments, municipal governments, government -sponsored institutes and industries, including educating human resources customized to meet the demand from industries and future industrial development, R&D for creating and expanding new knowledge technology, technology transfer to industrial sectors, and industrial consulting. It is not a purpose itself, but a way to facilitate research and technology development, and produce practical human resources. For the construction of an innovative economy, it is required to procure and utilize human resources from regional sectors, which is the foundation of social and knowledge capital clusters. It is also necessary for the cooperation to be equipped by useful hardware (e.g. institution, law, finance, and facility etc), human ware (e.g. professional, organization and leadership), software (e.g. industry-academia cooperation programs), and mind ware (e.g. cognizance, and will of participation). Central and local governments should present the direction for constructing human and knowledge capital of colleges and industries, and by supporting law, adminstration, and finance to them, show long and middle term programs of supply and demand of human and knowledge capital. Although every laws and ordinances related to the industry-academia cooperation have provisions for the establishment of various types of conferences and deliberate councils, they do not have those for organizational compositions which include each ministry and office for the cooperation. Therefore, the preparation of the cooperation polices, and the development of measures which centralize the role of conferences and deliberate councils responsible for the projects are required. Taken together, the establishment of organizations which take complete charges of the cooperation is promoted. 2. Case studies of Industry-academia cooperation In Australia, vocational education and training systems usually focus on the body of industry. It weighs with the development of national-standard vocational educations by requiring proper training, and leading the industry-academia cooperation. The cooperation program in Australia makes full use of a part time system. It establishes warrant-committees for higher educations, and evaluates the operation of universities, since the educational policies of federal governments focus on the excellence of the quality of universities. It also constructs the industry-academia cooperation system suitable for local societies, activating every kinds of research centers. In Korea, Doowon Technical College(DTC) tries to build Gyeonggi IT-LCD cluster as an industry-academia cooperation, guaranteeing the influx of labor forces and knowledge from IT-LCD cluster of Paju, Suwon, and Pyeongtaek through the contract for training technological and functional human powers with Gyeonggi Province. DTC made a contraction for industry-academia cooperation with LPL in September, 2004, and received one billion won in 2005. And the college is supposed to get 10 billion won for three years through an industrial-academia-governmental technology & function training plan of Gyeonggi provincial conference. In February, 2005, it also developed custom-made educational courses about four duties on the maintenance-repair manpower for equipments through joint DACUM between LPL and Doowon. And under the agreement of military authorities, DTC finally purchased a site (Paju, Bongamli) for Paju campus, and planned to found a campus, which offers display-related majors(500 persons), vocational training courses(500 persons), and professional college graduate courses(760 persons). In general, DTC promoted 5 major detailed projects to grow to be a key college, which supplies Gyeonggi IT-LCD cluster with technological-functional manpower by the industry-academia cooperation project. Now, DTC makes an effort to build industry-academy-research networks centered on a participation of learners. And it also plans to pursue mutual profits of LCD cluster, Gyeonggi Province, industrial high schools, and DTC. For this, DTC makes a detailed program to develop and research commercialization technology through LCD-related consortium concerning mechanic, electric, and electronic engineering. DTC also carries out production-contact technology guidances, the rationalization of management & quality management, interpretation & translation, information oriented IT, and bottleneck-technology guidances for small and medium enterprises such as a design supporting. Through the establishment of the circulating model for the inducement of the commencement of an enterprise, DTC helped start a business, and invested 1.4 billion won for the next four years to purchase high-priced equipments for LCD and to construct common applicatory equipment-room with joint small and medium enterprises. Finally following the high degree of an industrial structure, DTC cultivates human resources by developing joint educational courses with LCD cluster and running various educational programs. 3. Industry-academia Cooperation Innovation Plans of Vocational Education Institutes The industry-academia cooperation should not be intended only to strengthen abilities of educational institutions. It is an industrial body that plays a key role in the cooperation system. So, the industry-academia cooperation should be of much service to the industrial world. Government also should try to construct institutions and social systems for colleges and enterprises, in which they can interchange essential information without difficulty and meet each other's needs. Finally, it requires that local autonomous entities actively take part in the cooperation. In the local level, they should function as regulators, facilitators, and investors like every ministries and offices of the central government. For this reason, the industry-academia cooperation will contribute to the balanced development of regional areas and after all, sharpen the international competitiveness of Korea. The improvement plans of vocational education institutes include: the development of industry-academia cooperation strategies and road maps suitable for the characteristics of the institutes, the foundation of practical business-centered education systems, the promotion of various types of cooperation, the endowment of incentives for the participants, the expansion of supporting professionals, infra, and finance for the cooperation, the reformation of the superintendents' understanding, the reinforcement of ethics and the cooperation of the field other than education, and the establishment of general organizations for industry-academia cooperation of industrial high schools. Next, the improvement plans of industrial bodies involve the promotion of employers' recognition for the industry-academia cooperation, the consolidation of human and financial support for vocational education institutes, the construction and activation of sector councils, and the initiative of forums for the cooperation. Last, the improvement plans of governments cover: the development of the national level of cooperation strategies and road maps, the arrangement of adjustment systems for the cooperation projects and policies, the establishment of policy supporting structures, the expansion of comprehensive information systems for industry-academia cooperation, the preparation of manual and information for the cooperation, the reorganization of administrative and financial supporting systems for local-centered cooperation, the reformation of laws and institutions, the modulation of incentives for schools and industries, the expansion of financial supports, and the formation of social supporting systems to relate specialties with employments.요 약 제1장 서론 제1절 연구의 필요성 1 제2절 연구의 목적 3 제3절 연구의 내용과 방법 4 1. 연구의 내용 4 2. 연구 방법 5 제2장 직업교육기관 관련 산학협력 정책 동향 제1절 인적자원개발 중심 산학협력의 개념 7 1. 산학협력의 의미 7 제2절 산학협력 지원 관련 법령 12 1. 국가균형발전특별법 13 2. 산업교육 진흥 및 산학협력 촉진에 관한 법률 14 3. 직업교육훈련촉진법 16 4. 중소기업 인력지원 특별법 17 5. 종합정리 18 제3절 정부부처의 정책 및 사업 19 1. 특성화 프로그램 지원 사업 21 2. 주문식교육과정 운영 지원 사업 22 3. 산학협력 우수 전문대학 지원 사업 24 4. 기술지도대학(TRITAS) 사업 25 5. 교육인적자원부, 노동부, 산업자원부의 공동 산학협력 확산사업 26 6. 산학협력 중심전문대학 육성사업 27 7. 성장동력 특성화대학 지원사업 28 8. 우수실업계고등학교 지원사업 28 제4절 직업교육기관 산학협력 프로그램의 종류 29 1. 산학협력을 통한 인적자원개발 프로그램 29 2. 산학협력을 통한 연구개발 프로그램 34 제3장 직업교육기관 산학협력의 국내외 사례 제1절 해외 사례 37 1. 핀란드 기술전문대학의 산학협력 37 2. 아일랜드의 도제교육제도 42 3. 호주의 샌드위치 프로그램과 TAFE의 산학협력 44 4. 미국과 영국의 직업교육기관 48 5. 미국 고등학교의 산학협력 사례 50 제2절 국내 사례 51 1. 전문대학 산학협력의 사례 51 2. 실업계 고등학교의 사례 59 제3절 시사점 72 제4장 직업교육기관의 산학협력 실태조사 분석 제1절 조사의 개요 75 1. 설문조사 설계 75 2. 조사 내용 76 3. 실사 진행절차 77 제2절 전문(기능)대학 산학협력의 현황 및 문제점 81 1. 산학협력의 현황 81 2. 산학협력에 대한 인식과 참가 수준 85 3. 산학협력 프로그램의 실태와 성과 90 4. 산학협력을 추진하는 주요 목적 116 5. 산학협력의 문제점 117 6. 산학협력의 성과 122 제3절 실업계 고등학교 산학협력의 현황 및 문제점 126 1. 산학협력의 현황 126 2. 산학협력의 인식과 참가수준 130 3. 산학협력 프로그램의 실태와 성과 133 4. 산학협력 프로그램을 추진하지 않는 이유 148 5. 산학협력의 문제점 150 6. 산학협력의 성과 155 제4절 조사결과에 대한 문제점과 논의 155 1. 정부 측의 문제점과 논의 156 2. 직업교육기관 측의 문제점과 논의 158 3. 산업체 측의 문제점과 논의 160 4. 기타 문제점과 논의 162 제5장 직업교육기관의 산학협력체제 혁신 방안 제1절 산학협력체제의 혁신 방향 165 제2절 산학협력체제의 개선 방안 174 1. 직업교육기관 측의 개선 방안 174 2. 산업체 측의 개선 방안 179 3. 정부 측의 개선 방안 181 제3절 직업교육기관의 산학협력체제 모형 188 SUMMARY 193 업계 고등학교 산학협력교육의 실태조사 201 전문대학 산학협력교육의 실태조사 209 참고문헌 21