Education and Training in Changing Technology

지식기반 경제로 이행되면서 기술 발전이 빠르게 진전되고 있다. 이러한 상황 속에서 인적자원의 중요성은 더욱 강조되고 있기에, 교육과 훈련이 적합하게 전개될 필요가 있다. 우리나라에서는 아직도 맞춤 교육훈련이 유행하고 있다. 그러나, 이러한 맞춤 교육은 시한부성 혹은 특수성으로 인해, 기술변화 속도가 매우 빠르고 기술의 융합·확산 등 다기한 기술전개의 현재 상황에서는 숙련의 진부화로 인한 상실의 위험이 매우 크다. 더욱이 우리나라에서는 산업계의 교육과 훈련에 대한 관여가 별로 없는 편이다. 숙련을 형성하는 교육과 훈련에 사용자단체, 노조단체 등이 거의 관여하지 않기 때문에 우리 나라에서는 특히 정부의 역활이 매우 중요하다. 이에 본 연구에서는 기술변화에 대응한 교육과 훈련 정책에서 정부의 역활이 무엇인지 알아보고자 하였다. 이 연구에서는 급격한 기술 변화 속에서 기술과 숙련이 어떻게 조응하였는지를 살펴 보고, 우리나라에서 기술변화 숙련의 관계를 실증하였다. 아울러 프랑스의 사례를 통해, 사용자 단체와 노조 등 산업의 수요자들이 기술변화에 적절히 대응하고 있는 프랑스의 사례를 통해, 시장 위주로 체계적인 정책이 없는 우리나라보다는 자원의 비효율적 낭비가 적을 것으로 예측되어 추후 시사점을 얻을 수 있는 것으로 기대된다. ○ 주요내용 - 연구의 필요성 및 목적 - 숙련 형성에서의 교육과 훈련의 역활 - 급속한 기술변화 시기의 교육과 훈련 - 기술변화와 교육·훈련 변화에 관한 프랑스 사례 - 결론1. Introduction Nowadays the speed of technology's change is getting accelerated more and more. The more the speed of technology's change gets accelerated, the more learning chance and the more needs of learning are increased. And the learning is needed more upgrading in quality. Then learning ability gets more importance so that high educated people have more opportunities than low educated people. Because the speed of technology's change is so great, the contents and scope of education have changed. Some nations have focused more the basic and general course than the specific course. We studied the relation between education and technological changes. Especially we investigated the adaptation of education in the high speed of technology change. We researched how Korean education policies are developed in 1990-2008, the period of great technological change. And we surveyed the French education and training system in accordance with the accelerating change in technology. 2. Main Findings We explained the skill biased technology change due to 'the endogenous skill biased technology change' hypothesis. The hypothesis explains skill biased technological change by focusing the profit incentive of enterprises. In the explaining, the more premium for high education is increasing, the more graduates of high education are poured out. The more graduates of high education are in the labour market, the more profit the employers who hire them get. Then the use of skill biased technology will be broadened popular. In the establishments with high level of technology, there are more opportunities on the highly educated employees than lower educated employees. It means that there is a complementarity between school years and training. But in the establishments which are faced to high speed of technological change, there are more opportunities on the lower educated employees than highly educated employees. It means that there is a substitute between education and training. These results teaches us that in the period of high speed of technological change, highly educated people adapt more well to the technological changes and the orientation for high educated society will be a good strategy for getting competitive power. In Korea, technical high school education policy has been developed to adapt to technical progress. The fourth curriculum focused the learning of the basic science and the education of knowledge and theory. The fifth curriculum put the emphasis on the acquisition of common technology and skill and the studying basic knowledge in order to adapt to speedy change of technology. But 5.31 education reform in 1995 technical high school curriculum policy is narrowed into ongoing of the education, and education policy for industry is concentrated on the tertiary education, especially on engineering colleges. There were also some policies on the engineering colleges, not to divide specific departments, setting up college's cooperation with industry. The mainstream in the college policies was market oriented one. Main policies were school information openings, encouraging Abeek, and evaluation on the contribution of engineering college to industries. But the voice of industry were individually erupted not in system, so it was impossible to coordinate manpower supply and demand and to reform the college curriculums. We cannot find any leading and positive role of the industry representative in the college education. From 1980's France have made efforts to reach her 80% people to Baccalaureat educational achievement. France adapt their people to the change of technology by planning manpower supply and demand, establishing and abolition of the degree and qualification, administrating students number, and evaluating the training curriculums. For example ITU which is the institute for raising technician, the ITU council decides the education curriculum and establishes major, and selects students. There is same number of representatives for employer and labor in the council. Industry's representatives involve in the various kind of school councils and in the teaching activities. Especially in France all academic degrees and qualifications have to be established after the analysis on the supply and demand of the industry sector. 3. Policy Implications In Korea young people usually go to higher education, so the rate of enrollment on the universities and colleges nearly approaches 83%. But it is doubtful that the graduates of higher education have just right abilities for their academic degrees. Korea has to manage the quality of higher education by industries' intervention in curriculum setting and teaching. In Korea there are no systems to coordinate and match the supply and demand of manpower. There are also no systematic activities to deal with the speed change of technology. The people in industry who know well the change of technology have not intervened in the higher education in direction and curriculums. The result was a lot of waste of resources in higher education. Korea need to set up institutes for official and systematic intervention of industry representatives into higher education. Universities and colleges must hand in their proposal in which there should be an analysis of planning supply and demand for the establishing majors or enlarging quota. And it should be rule that industry representatives must involve in the analysis of planning supply and demand.목 차 요 약 제1장 서론 제1절 연구의 필요성 및 목적 1 1. 연구의 필요성 1 2. 연구의 목적 2 제2절 연구의 내용 및 방법 4 1. 선행 연구 정리 4 2. 연구의 내용 및 방법 6 제2장 숙련 형성에서의 교육과 훈련의 역할 - 의미 및 그 변화 - 제1절 숙련 형성에서의 교육과 훈련의 의의 9 제2절 기술변화에 따른 교육과 훈련의 변화 12 제3장 급속한 기술변화 시기의 교육과 훈련 제1절 기술변화와 숙련 17 제2절 기술수준 및 기술변화와 교육 훈련 관계 분석 26 제3절 기술변화에 대응한 교육의 변화 및 그 시스템 39 1. 기술변화에 대응한 교육의 변화 39 2. 기술변화에 대응한 교육 변화의 시스템 52 제4장 기술변화와 교육 훈련 변화에 관한 프랑스 사례 제1절 기술변화에 대응하는 프랑스 교육ㆍ훈련 정책의 기조 63 제2절 기술변화에 대한 교육 훈련 변화의 메커니즘 72 1. 고등학교 직업교육의 변화 기제 72 2. 고등교육의 변화 기제 78 3. 취업자 직업훈련의 변화 기제 84 제3절 기술변화에 따른 교육 훈련 변화의 사례 87 1. 고등학교 직업교육 전공 신설 87 2. IUT 기계ㆍ생산공학과 국가교육과정 수립 90 3. 순환교육을 통한 엔지니어 자격과정 설치 92 4. 제약산업의 직업관측소 95 제4절 소결 97 제5장 결론 제1절 요약 99 제2절 정책적 시사점 106 SUMMARY 111 <부표> 대학원대학의 학과 개설 115 참고문헌 11