''Employment First, Education Later''

본 연구는 고졸자 후진학과 관련한 현안을 점검하고 정책대안을 모색하고자 하였다. 이를 위해 후진학 및 평생학습과 관련한 정책관계자, 후진학 프로그램 운영자, 연구자 등과의 인터뷰를 통해 주요 쟁점에 대한 의견을 수렴하고 다양한 대안을 검토하였다.Recently, the high school educational policies have strengthened several “Employment First, Education Later” pathways for fostering vocational high school graduates to get a job, instead of going to the college. This study has the goal to examine the issues and suggest several policy measures related to “education later” policies for high school graduates. The term, “education later”, that secondary education policies have strengthened, has not been defined clearly. In several newspapers or papers, the term of “education later” has been used as the learning pathway that employees can take a college degree while keeping employment status after graduating high school. Although this meaning has not been academically defined, the term of “education later” implies the alternative pathway for dealing with the biased path that many vocational high school graduates have tried to enroll in an university. In other words, “education later” is one of the pathways for vocational high school graduates who wish to get a job. Related to the “education later” of high school graduate employee, there are several issues as follows: (1) how much will be the demand of “education later”, (2) what kind of demand will be presented from high school graduate employees, and (3) how can participation in “education later” programs be facilitated? Based upon these issues, this study gave some policy suggestions as follows: First, the concept of “education later” pathway after high school graduation should be set clearly. It does not mean enrolling in an university after leaving the current company. It does imply that high school graduate employees could do work and study at the same time. Specifically, this concept has the several characteristics as follows: (1) it implies the pathway in which employees can do their study while maintaining employment status, (2) it does not necessarily aim at developing skills needed in the current job, but it embraces the learning pathways for personal growth and lifelong learning, (3) it would be based upon the learning opportunities in tertiary institutions, (4) its learning embraces various types of formal and nonformal learning related to one''s job, and (5) its learning pathway would be formed based upon learner''s needs and goals, not by the offer from an educational institution. Second, the “education later” opportunities should be presented with the consideration of the characteristics of high school graduate employees. We should consider that high school graduate employees have different learning needs from general adult employees. For example, the “education later” learning programs should be linked with the training programs for early adjustment to work because of young age of high school graduates. In addition, the “education later” programs should contain the learning opportunities for basic skills because of the lack in many vocational students. When considering the development possibilities, there should be taken into consideration of career development of high school graduate employees. For this career development, various “education later” pathways could be developed based upon articulation or coordiation between work and tertiary education. Third, the flexible school affairs systems should be introduced. Most of all, the accreditation of prior learning (APL) or recognition of prior learning (RPL), which recognizes one''s on-the-job experiences as some college credits, should be introduced. The flexible management systems should be introduced in the school affairs so that employees can overcome the time barriers. And, various types of higher education programs, which are focused upon industrial needs, should be developed.요 약 제1장 서 론_1 제2장 후진학의 의미 및 정책동향_7 제1절 후진학 활성화의 필요성9 제2절 후진학의 의미17 제3절 후진학의 정책동향21 제3장 후진학 유형별 현황 및 문제점_27 제1절 재직자 특별전형29 제2절 계약학과39 제3절 사내대학45 제4장 주요 쟁점 및 과제_53 제1절 주요 쟁점57 제2절 과제68 SUMMARY_77 참고문헌_81 부 록_85 1. 재직자 특별전형 운영 학교 목록 : 4년제 대학교87 2. 재직자 특별전형 운영 학교 목록 : 전문대학9