Countermeasures for Fostering the NCS Learning Modules

본 연구에서는 직업교육과정, 직업능력개발 훈련과정, 평생학습 프로그램 등 NCS 중심의 인력양성체제에서 NCS 학습모듈의 역할과 위상을 분석하고, 분야별 학습모듈 활용에서의 현황 및 이슈를 점검하여 NCS 학습모듈 활용 확대를 위한 정책과제를 도출하는데 목적이 있다.1. Objectives of the Study This study was aimed at drawing the policy recommendations for fostering NCS learning modules in the NCS-based human resources systems based upon analyzing the roles and status of NCS learning modules as well as practical issues in using learning modules in various fields. For this research aim, the study used the literature review, consultation from the specialists, and quantitative survey on the using NCS learning modules and developing the NCS-based curriculum. 2. Concepts and Issues of NCS Learning Modules With the government affairs, ‘the Realization of Competency-based Society’, as a momentum, the National Competency Standards (NCS) and NCS learning modules are developed as the basic infrastucture for linkage between job, qualification, education and training. Specifically, the Government has its goal to develop the infrastucture for NCS-based human resources systems as soon as possible, with the development schedule of NCS and NCS learning modules. The NCS is scheduled to finish the development by 2014 and the NCS learning module is scheduled to finish between 2013 and 2015. However, several conceptual issues need to be paid attention for fostering the NCS learning modules. First, the characteristics of NCS learning modules should be arranged. The NCS learning modules has the characteristics of learning materials for the NCS competency units. For this characteristics, the utilization of NCS learning modules would be limited if the NCS competency units were modified or partially utilized in the education and training sector. This issue could be due to the conceptual ambiguity between NCS learning modules and NCS-based curriculum. In other words, it is not clear whether the NCS learning modules as learning materials would be conceptually preferred to the NCS-based curriculum. Therefore, the characteristics and status of NCS learning modules should be arranged based upon the linkages between NCS, education and training programs, and qualification framework. The second issue is about the target of NCS learning modules. Because the NCS learning modules is developed for each NCS unit, the targets of learning modules are subject to the NCS unit levels. However, the NCS levels, which are assigned for each competency unit, are not perfect. The consistency and validity of the NCS levels are not sufficient. For this reason, the clear standard should be constructed for the target of each NCS learning module. Third, the quality control system should be established for developing and maintaining the NCS learning modules. Especially, the NCS learning modules quality control systems should give some guidelines for the modification of related NCS units and its learning modules, as well as guidelines for effectively using the NCS learning modules. Conceptually, the NCS learning modules has its goals to boost effective utilization of the NCS units in the fields of education and training. It means that the concept of NCS learning modules is subject to the utilization of NCS units. Therefore, the NCS learning modules should be developed and conceptualized based upon the its linkage between education and qualifications. 3. Survey Results on the Trends of NCS Learning Modules This study conducted the survey for analyzing the current status of utilizing the NCS learning modules in education and training institutes or workplace. The survey were conducted with 179 subjects which were NCS learning modules developers in 2013. The major findings were as follows: First, countermeasures for supporting the development of NCS-based curriculum should be sought. At present, the policy encouragement and support are provided in developing and maintaining the NCS-based curriculum in vocational high schools and technical colleges. However, any policy support is not given for 4-year colleges. In addition, the specific guidelines for developing the curriculum using the NCS units or unit elements and utilizing the NCS learning modules are lacking. Second, the survey results required the deliberation about the roles on NCS learning modules. Many respondents agreed that NCS learning modules should be learning materials or supporting materials of NCS-based curriculum. However, our respondents pointed out that the NCS learning modules did not have sufficient amount of knowledge or skills. For this reason, teachers or tutors could develop additional learning materials when using the NCS learning modules. Third, respondents pointed out the possibility that educational institutes could encounter the difficulty of developing teaching and learning rather than developing the NCS-based curriculum. Many responded that schools or teachers are lacking in the preparation for learning required in NCS. This means that much deliberations should be given for maintaining the NCS-based curriculum.요 약 제1장_서론_1 제1절 연구의 필요성 및 목적 3 제2절 연구의 내용 5 제3절 연구의 방법 7 제4절 연구의 제한 10 제2장_NCS 학습모듈의 현황_13 제1절 NCS의 개념 및 추진현황 15 제2절 NCS 학습모듈의 개념 및 추진 현황 30 제3절 종합 및 시사점 49 제3장_해외의 NCS 및 학습모듈 활용 실태_53 제1절 호주 57 제2절 영국 73 제3절 뉴질랜드 93 제4절 스페인 103 제5절 핀란드 111 제6절 종합 및 시사점 131 제4장_NCS 학습모듈 활용의 주요 이슈_137 제1절 NCS 학습모듈 활용 관련 설문조사 결과 139 제2절 주요 영역별 NCS 학습모듈 활용 관련 쟁점 161 제3절 종합 및 시사점 206 제5장_결론 및 정책제안_213 제1절 NCS 학습모듈 활용 인프라 개선 215 제2절 NCS 학습모듈 개발 체제의 개선 220 제3절 NCS 학습모듈 활용 확대를 위한 NCS 기반 교육과정의 명확화 226 SUMMARY_233 참고문헌_239 부 록_24