유급학습휴가의 국제적 기준과 수용가능성

Abstract

Recently, social discussion around the introduction of paid educational leave has gained considerable momentum. One such example is that of guaranteeing paid leave to allow precarious workers (platform workers, a special type of employment worker) in the labor market to receive employment and labor education as well as on broad support for paid leave training as a way to assist a fair labor transition in response to changes in the existing industrial structure. The necessity of introducing a paid educational leave system as a legal device that guarantees workers’ development of vocational competencies through lifelong learning has been gaining traction as well.<BR> The Paid Educational Leave Convention 1974 of the International Labour Organization (ILO) was adopted based on Article 26 of the Universal Declaration of Human Rights, which confirms that everyone has the right to an education. It is necessary to recognize the need for continuing education and training under changing scientific and economic circumstances. In particular, the ILO Convention emphasizes that paid educational leave should be regarded as one of the means of meeting individual workers’ practical needs in modern society (see the Preamble of the Convention). In light of today’s circumstances, it needs to be given serious consideration.<BR> Of course, Korea has that kind of system. Although the Lifelong Education Act, the Act on the Development of Vocational Skills of Workers, and the Employment Insurance Act regulate the promotion of lifelong learning or vocational competency development by providing paid leave, it is the regulations that have the status of formal rules. Thus, to strengthen the rights of workers emphasized by the ILO’s Convention and Recommendation on paid educational leave, it is necessary to accept international standards and improve related laws and systems through worker empowerment.<BR> The introduction of a worker-led paid educational leave system is practically aligned with the purpose of the legislation related to lifelong education or vocational competency development and improving their abilities. Additionally, the government actively supports the cost of such vocation is considered positive in that it clarifies the government’s responsibility for lifelong education and vocational competency development. Further specific and advanced legislative policy discussions are expected to further the discourse.