Vocational educationin the Artificial Intelligence Era

본 연구의 목적은 인공지능을 비롯한 기술 변화, 그로 인하여 야기되는 노동시장 변화에 대응하기 위하여 고교 단계 직업교육이 변화해야할 방향을 모색하는 것이다.1. Research Purpose Discussions about the rapid changes in society caused by drsatic technological changes are vigorous. Currently, vocational education and training in Korea focuses on the development and application of national competence standards and the expansion of work-based learning. This study began with the question "Is the direction of these high school vocational education policies compatible with the coming changes?" The purpose of this study is to consider how vocational high school education should respond to technological change. 2. Research Method In order to find out the future direction of vocational high school education, we reviewed the existing discussions about technology change, job change, change in demand on competences and education change in the artificial intelligence era. In this study, 43 teachers engaged participated in a future workshop. The workshop was conducted three times. During the workshop, we recorded the discussions and conducted text mining and qualitative analysis. Two surveys were conducted for teachers who participated in the workshop. We analyzed the teachers' perceptions about the direction and purpose of the ideal vocational high school education and analyzed the changes before and after the workshop. One month after the end of the workshop, teachers were asked to evaluate the future orientation of the current policy. 3. Technological Change, Job Change and Necessary Competences in the Era of Artificial Intelligence We reviewed the development process of artificial intelligence technology and social changes due to technological change such as increasing dependence of task on machinery, platform-based industrial development, changes in production and consumption patterns, political change, and cultural change. Several studies(WEF, 2016; Grace et al., 2017; Oh, Young et al., 2016; Kim, Seum-woo) differ in methodology and it is not appropriate to concretely synthesize the results of the research. There may be disagreements as to the magnitude and speed of the disappearance of jobs, but the vocational world will be largely reorganized in sooner or later. Jobs expected to have a relatively high possibility of replacement by machines were predicted as transportation, office and administrative support, service, sales, manufacturing, and construction. On the other hand, education, law, arts, social services, management and business, finance, health and computer related jobs are less likely to be automated. Future Jobs changes involve not only the increase or decrease of jobs, but also the change in employment patterns. Flexible employment is expected to expand and short-term employment will increase. With the development of platform-based services, non-typical employment such as platform workers is expected to continue to expand. As the future competences, problem solving ability, interpersonal ability (social intelligence), high level cognitive ability (agile thinking ability), creativity (design thinking) and communication ability were emphasized. These competencies are already emphasized as core competencies. Media competencies, virtual cooperation competencies, and digital competencies (data thinking) are added in recognition of technological change. We also considered Gardner's emphasis on the five minds for the future. Given that there is more potential for future developments in jobs that require processes and strategies that can not be prescribed in advance, current vocational high school education policies that emphasize concrete and explicit skills can be seen as contrary to this trend. We reviewed future prospects for education and examples of applying the latest technologies to education, and highlighted the following issues. First, the value of knowledge is still important in school education. Second, if artificial intelligence technology is actively used, it is more likely to realize the ideal of individualized customized learning. Third, we paid attention to the possibility that the application of advanced technology could be operated in a way that equality in education, respect for diversity, and social integration through it. Fourth, we need to pay attention to the advantages and limitations of hybrid education through MOOC. Finally, The teacher needs to develop a wide range of competencies, and changes in the curriculum of teacher training are needed. 4. Teachers' Perception on Future Society and Future Vocational high school Education In order for teachers to visualize the future of vocational high school education, vision of future society should be premised. A total of 43 teachers participated in the future workshop, composed of 4 scenarios where teachers could experience one of them. The resuts of text mining on the teachers' narratives in the future workshop were presented for each scenarios. In all scenarios, ‘human’ is a major concept. In blue society, there is a concept of ‘community’ and ‘environment friendly’, whereas in orange society, there is the concept of ‘individual’ and ‘polarization’. It is blue society and orange society that ‘life’ is closely related to ‘human’, an ‘work’ is especially emphasized only in orange society. In orange society, ‘work’ is closely connected with ‘human’and ‘robot’. Teachers mentioned as contents of the future vocational high school education most frequently about liberal arts and personality education, reflection on human and life, emotional education, value and ethics education, and basic vocational compatences. There are teachers who have emphasized technical education, but it has also been predicted that the importance of technical education for specific functions will be lowered. Teachers envisioned that in future vocational education, individualized education reflecting the needs and characteristics of students will be carried out and high technology such as virtual reality, big data and robot technology will be applied to vocational high school education. Teachers predict that future teachers will act as guiders, assistants, coaches, facilitators, coordinators, life designers, career guiders, and counselors. Teachers are predicting that the status of teachers will be lowered and their roles will be reduced in the future. There was a change in the awareness of the purpose of vocational high school education for teachers after the workshop. First, the tendency to respond to the needs of specific companies through specific skills acquisition and to emphasize employment after graduation has decreased. Instead, there has been a stronger agreement on broader skills, transferable capabilities, holistic development of students and access to broader career choices. A month after the workshop, a questionnaire was sent to teachers to evaluate current vocational high school education policy. Teachers recognized that apprenticeship program, NCS based curriculum, and work-based training were not future oriented. 5. Direction of 2030 Vocational High School Education □ Moving focus from human resources to future competitiveness of students Instead of focusing too much on the need of the labor market, it is necessary to focus more on strengthening students' competencies in vocational high school education, so that they can adapt successfully to an uncertain future and live in a meaningful connection with society. □ Turning in a direction to provide a wider experience than a specific skills The NCS approach to break down job units into observable sub-elements emphasizes working in a predictable manner. Jobs to which this approach is applied is a job in which automation in the future can occur most efficiently. Competitive advantage in the current labor market, not only in the future, is to creatively and autonomously improve work and create new value. To help students become competitive in a changing future society, it is necessary to mitigate the current rigid curriculum and regime represented by NCS in vocational high school education. □ Transition from job preparation institutions to complex functional education institutions It should be possible to set up the purpose and function of vocational education more comprehensive and to provide flexible programs for various purposes. □ From basic vocational competences to conceptual thinking and higher mental functions Emphasis on basic vocational competences in vocational high school education could imply a risk of accepting a standardized and fragmented approach, comforting that it is developing a very useful ability. Despite the fact that basic vocational competences are developed through various curricular activities, but they themselves can not be replaced with the purpose of the academic subjects. It is essential to learn conceptual and theoretical knowledge in school education so that they can understand the principles and apply them to newly developed situations. □ Prioritization of cutting-edge teaching techniques Vocational high school policy has been changed in its direction whenever the regime changes. Policy was decided and implemented unilaterally without proper discussion. Now, it is necessary to look at vocational education as an object to be invested. It is necessary to push forward the high-technology of high school vocational education so that the most advanced technologies can be applied to the vocational high school education scene. □ Meister and Makerspace It is necessary to build makerspaces that provide the spaces where creativity and voluntary function can be demonstrated and to guide the path as a Meister. □ From equality of access to equality of consequence and social integration In high school vocational education, it is necessary to clearly set the minimum standards for individuals to live happily and healthily in future society, and to convert them into the direction of encouraging educational resources to reach all students. This emphasizes the equality of educational outcomes, not merely the equality of educational opportunities. Decisions should be made to prioritize resources so that students may be able to graduate from high school while meeting minimum standards by strengthening differentiated programs. □ Change in teacher placement and teacher training Teacher’s role should change drastically in order to lead future change and adapt to social change. Teachers should be proficient in technology-based teaching and learning methods for constructing class contents and supporting and evaluating learners using various technologies. □ Build a platform for social consensus in vocational high school education In the process of change of high school vocational education policy, a few experts or policy makers tried to make a large system change without sufficient consideration. I would like to propose a system for leading and implementing and seeking change and development of high school vocational education for the future. This proposal should be a critical review of the current situation and an active response to the future, and should be a process involving all stakeholders in vocational high school education.요약 ix 제1장 서 론 1 제1절 연구 필요성과 목적 3 제2절 연구 내용 7 제3절 연구 방법 8 제2장 인공지능 기술 변화와 사회 변화 15 제1절 인공지능 기술 변화 19 제2절 기술 변화로 인한 사회 변화 38 제3장 인공지능 시대 직업 변화와 필요 역량 47 제1절 자동화와 직업 변화 49 제2절 미래 직업세계에서 요구되는 역량 57 제3절 소결 및 시사점 69 제4장 기술 변화에 따른 교육 변화 79 제1절 미래 학교교육에 대한 전망 82 제2절 기술 변화가 반영된 교육 변화 87 제3절 소결 및 시사점 90 제5장 미래사회와 직업교육에 대한 교사 인식 97 제1절 미래 워크숍 99 제2절 특성화고 교사들의 미래사회에 대한 인식 112 제3절 미래사회의 고교 직업교육에 대한 교사 전망 125 제4절 소결 및 시사점 133 제6장 고교 직업교육의 목적과 정책에 대한 교사 인식 139 제1절 직업교육 목적에 대한 교사 인식 142 제2절 주요 직업교육 정책 미래지향성에 대한 교사 평가 153 제3절 소결 및 시사점 160 제7장 결론 및 제언 163 제1절 주요 결론 165 제2절 제언: 2030 고교 직업교육의 방향 168 SUMMARY 183 참고문헌 193 부록 207 미래 워크숍 진행자 역할 안내 209 미래 워크숍 1차 워크시트(미래사회) 212 미래 워크숍 2차 워크시트(미래 직업교육) 214 선호 미래사회/실현 가능성 설문조사 217 특성화고 교육의 목표에 대한 인식(사전, 사후) 219 미래 워크숍 만족도 조사 221 특성화고 정책의 미래지향성 설문조사 222 미래사회 시나리오별 텍스트마이닝 결과 22