The Study of Korean Occupational Index(2015)

본 연구는 단순히 역량 진단에서 그치는 것이 아니라, 이를 토대로 학교 교육과정 개선에 활용되어 궁극적으로 대학생의 핵심역량이 향상되는 데 기여할 수 있는 정책방안을 제시하고자 한다. 이는 고등교육의 역량 강화를 통해 국가 인적자원개발 차원에 기여할 수 있을 것이다.Detailed objectives of this study are as follows: First, calculate occupational index for major occupations in Korea, the USA, Germany, Japan, and so forth. Second, analyze issues about skill, balance between work and family, short-term labor, qualification and training based on major countries’ workforce investigation result. Third, analyze not only economic conditions in Korea, the USA, Germany, Japan, and so on, but also culture and system related with occupation. Fourth, suggest an alternative for improving workforce professionalism and labor condition based on major countries’ occupational index investigation result. Main methods of this study are literature review, survey, conducting a seminar, and so forth. Survey is the core method of this study. We performed a survey to calculate the occupational index for major workforces in Korea, the USA, Germany, and Japan. Survey method is web-based and goal of respondents is 4,000 people in four countries. Investigation period is from 19th of May, 2015 to 8th of July, 2015. To review overall basic occupational index value in each country’s 20 jobs, lawyer, medical specialist, elementary school teacher, education manager, and accountant were in the top five in case of Korea. In the USA, electrical engineer ranked third and elementary school teacher dropped out of the top five. In Japan, reporter ranked fifth and accountant dropped out of the top five. Germany presented a great contrast to the other three countries. In Germany, medical specialist ranked at the top. Next came electrical engineer, web developer, education manager, insurance salesperson and so on. To sum it all up, Korea and Japan’s index were lower than Germany and the USA especially employment stability, development possibility, job professionalism, and so forth. To review overall basic occupational index value in each country’s 20 jobs after ten year’s prospect, education manager was the top prospect of future. Next came elementary school teacher, electrical engineer and nurse. In the USA, accountant ranked second, lawyer ranked third, carpenter ranked fifth and elementary school teacher, nurse, fashion designer dropped out of the top five. In Germany, web developer ranked first, medical specialist ranked third, accountant ranked fourth and education manager, elementary school teacher, electrical engineer dropped out of the top five. In Japan, medical specialist was the top prospect of future. Next came elementary school teacher and electrical engineer. More than three countries amongst observed ranked electrical engineer as in the top five after ten year’s prospect.요 약 제1장 서 론_1 제1절 연구의 필요성과 목적 3 제2절 연구 내용 6 제3절 연구 방법 7 제2장 대학생 핵심역량 선행연구 및 지원 정책_11 제1절 핵심역량 관련 선행 연구 분석 13 제2절 대학생 핵심역량 진단 도구 실태 21 제3장 K-CESA 성과와 개선과제_31 제1절 K-CESA 참여 현황 33 제2절 K-CESA 활용 실태 38 제3절 K-CESA 진단 만족도 조사 결과 51 제4절 K-CESA 문제점과 개선 과제 57 제4장 대학생 핵심역량 지원 실태 및 우수 사례_61 제1절 국내대학 핵심역량 지원 실태 63 제2절 우수 사례 76 제3절 시사점 103 제5장 정책 제언_107 SUMMARY_115 참고문헌_121 부록_12