Vocational Competency Development Research Articles

네트워크 분석 및 토픽모델링을 활용한직업교육 연구 동향 분석

The purpose of this study was to analyze vocational education research trends using network analysis and topic modeling. A total of 981 journals of vocational education research and vocational competency development research were analyzed from 2008 to 2022, and analyzed separately based on the period of government administration. As a result of network analysis, the main keywords identified were specialized vocational high schools, university students, employment, mediation effect, teachers, youth, performance, competency, self-efficacy, and programs. The top 25 keywords were restructured, divided into research subjects and research contents, and analyzed in detail across specific areas. Keywords were separated research subject, research content, and research method, and the research content was consisted of employment and labor, vocational career education, performance competency, psychological variables, and learning organization. The results were obtained by conducting an analysis of degree centrality, between centrality, and eigenvector centrality by government period. As a result of the topic modeling analysis, 8 topics were consisted of human resource development evaluation and performance analysis, employment and labor market transition for university graduates, development of professional competency for vocational competency development, career development for students from specialized vocational high schools, and human resource development and training, organizational development for individuals, learning, university students' career decisions, and specialized vocational high school curriculum. Based on these finding, suggestions for future research were derived.

MZ 세대의 관계문화, 위계문화의 조직몰입 구조관계

This study aims to verify the effect of the relationship culture and hierarchical culture of the MZ generation on organizational commitment through organizational trust. The data and questionnaire data were verified as 6,279 people in the MZ generation out of a total of 9,516 workers working in 500 companies using the Human Capital Enterprise Panel (HCCP) of the Korea Vocational Competency Development Institute in 2022. Descriptive statistics were used for statistical analysis and correlation analysis, and SPSS 23 was used for confirmatory factor analysis, path analysis, and mediating effects were verified through AMOS 23. The results of this study are as follows. First, it was found that relational culture had a positive (+) effect on an individual's organizational commitment. Second, it was found that hierarchical culture had a negative (-) effect on individual organizational commitment. Third, it was found that organizational trust partially mediated the relationship between relationship culture and organizational commitment, and finally, organizational trust completely mediated the relationship between hierarchical culture and organizational commitment. Through this study, companies should develop an advanced relational culture to other workers by generation within the organization, such as the MZ generation, and support and policies to supplement the hierarchical culture within the organization, which is neglected because it is reasonable for large-scale organizations, are specially required. In addition, it is necessary to implement programs that can continuously improve relationship culture to the MZ generation and increase trust in the organization rather than trust in bosses and colleagues so that they can immerse themselves in the organization. However, this study studied the relationship only with four variables: relationship culture, hierarchical culture, organizational trust, and organizational commitment, and for more sophisticated analysis, research is needed by dividing the organizational level. Finally, since this study has limitations in presenting a conceptual framework at the theoretical level and quantitative research, future research should present a framework for research and supplement qualitative research.

한국 여성 직업훈련정책의 변천과정 연구

Objectives The purpose of this study is to examine the process of change in women's vocational training policies in South Korea from the liberation to the present, and analyze the characteristics of women's vocational training policy.
 Methods To this end, comprehensive policy documents regarding women’s vocational training policies, such as the 6th - 7th Five-Year Plan for Economic and Social Development, the 1st-4th Basic Plan for Women's Policy, the 1st-3rd Basic Plan for Gender Equality Policy, the 1st-3rd Basic Plan for vocational Competency Development, are analyzed.
 Results South Korea's women's vocational training policy progress can be divided into five stages: preparatory stage, nascent stage, settlement stage, development stage, and transition stage. During the preparatory period, from the liberation to the early 1980s, no women's vocational training policy was established, and the focus of women's vocational training was on liberal arts education for vulnerable women. Since the mid-1980s, laws and policies on women's vocational training have been introduced in the nascent stage. From the 1990s, during the settlement period, women’s vocational training policies were actively pursued to expand vocational training opportunities for women. Since the enactment of the Framework Act on Women's Development (1995), a systematic policy for women’s vocational training has been established, leading to the development stage. Lastly, since 2015, during the transition period, policies such as gender mainstreaming of vocational training and expansion of women's vocational training opportunities for high-skilled occupations are promoted.
 Conclusions Women's vocational training policies in South Korea have progressed along with the development of women's policy. Its policy direction has changed from low-skilled women to high-skilled women training. In addition, the policy target of women’s vocational training was gradually diversified and specified. The results of this study help to understand in depth the characteristics of Korean women's vocational training policies, and furthermore, provide implications for women's vocational training policy in developing countries.

기업의 인재 우대정책이 직무만족에 미치는 영향

This study verified the effect of corporate talent preferential policies on the job satisfaction of members and the mediating effect of organizational trust in the relationship between the two variables. In addition, the moderating effect of official education and training was identified in the relationship between organizational trust and job satisfaction. The results of the study of 8,506 workers in the manufacturing, financial, and non-financial industries of panel data of human resource companies by the Korea Vocational Competency Development Institute are as follows. First, the company's talent preferential policy had a positive effect on the job satisfaction of its members. Second, organizational trust played a partial mediating role in the relationship between talent preferential policy and job satisfaction. In other words, the talent preferential policy directly affected job satisfaction, but indirectly through organizational trust. Finally, the moderating effect of official education and training was identified in the relationship between organizational trust and job satisfaction. In other words, the positive relationship between organizational trust and job satisfaction was generally higher in the group with high official education and training than in the group that did not. The academic implication of this study is that the organization's talent preference policy identified the mediating effect of organizational trust and the moderating effect of official education and training in the mechanism process that affects members' job satisfaction. In addition, as a practical implication, the talent preferential policy positively affects job satisfaction by increasing members' trust in the organization, while the positive interaction between organizational trust and official education and training is an important factor to help members achieve work motivation and organizational success.

A Study on the Roadmap of Performance Competence of Vocational Training Teachers of the Training Center for Persons with Developmental Disabilities (TCPDD) under the Korea Employment Agency for Persons with Disabilities: Based on the Perspective of the Lifelong Vocational Competence Development of Persons with Developmental Disabilities

The purpose of this study is to explore the roadmap of performance competency of vocational training teachers belonging to TCPDD under the Korea Employment Agency for Persons with Disabilities, focusing on PDD's perspective on lifelong vocational competency development. The research method was composed of the process of participating observation and FGI with experts in related fields, and the data collection and analysis work was carried out by synthesizing the response data through FGI and journal writing through participant observation. The contents of the study were presented in the context and level of the roadmap for the competencies of vocational training teachers working at the TCPDD under the Korea Employment Agency for Persons with Disabilities. Accordingly, the performance competency of the above vocational training teachers was presented in three major dimensions. Basic cognitive and motivational competencies, educational professional competencies, and administrative professional competencies are the results. In detail, in relation to the above three upper competencies, competencies for understanding the specificity of developmental disabilities, competencies for understanding lifelong education convergence based on individualized rehabilitation plan (IRP) or individualized-based planning (IBP), competencies for business jobs and lifelong vocational self-reliance development, generalization-based job virtual reality (VR) restructuring planning competencies, competencies for utilizing professional teacher-type vocational teaching and learning, competencies for circulation leadership between lifelong education and employment services, and competencies for establishing and operating a cooperative system between related institutions were presented. Through the results of the study, it was understood that TCPDD under the Korea Employment Agency for Persons with Disabilities has the status and identity to lead the importance and practice of vocational training at the level of the starting point for the transition of PDD to adulthood, and it was analyzed that whether the performance capabilities of vocational training teachers belonging to TCPDD are embodied in the level and context of the roadmap is the biggest task.

소년원 임시퇴원제도의 정비를 위한 정책적·입법적 개선방안

In the Juvenile Act, there is a protective disposition for resocialization from an educational point of view that helps juvenile offenders grow into healthy adults. The reason why we are preparing a juvenile criminal justice policy separately from the criminal justice policy for adults is that we believe that juvenile offenders have a higher potential for education and improvement than adult offenders. It is necessary to help juvenile grow into healthy adults rather than stigmatizing them as criminals and punishing them even if they commit crimes. The Juvenile Reformatory provides education such as subject education, vocational competency development training, and certification exam so that juvenile in protection can be nurtured so that they can return to society as healthy juveniles. Among juveniles detained in Juvenile Reformatory, if it is recognized that the purpose of correction has been achieved because of good correctional grades, they are subject to ‘Release on Parole’ or ‘Release’ pursuant to Article 44 of ‘Act on the Treatment of Protected Juveniles’. Protective juveniles imposed with disposition No. 9 will be ‘Release on Parole’ from the Juvenile Reformatory with about one month remaining. Upon release on parole, the juvenile will be charged with probation for six months. Because of the situation in which they will receive probation for a period that is about six times the remaining period, juvenile in probation often think that release on parole is rather unfavorable treatment. In principle, it is reasonable that the probation imposed along with Release on Parole should be for the remainder of the confinement period. For the judgment of Release on Parole, it is necessary to make a specific evaluation using various currently developed recidivism risk assessment tools. If necessary, it is also necessary to actively review the development of a tool to evaluate the recidivism risk of children in protection.

A Critical Review of the Act on the Prohibition of Discrimination against Persons with Disabilities for the PROTECTION and Realization of the Right to Equality of Persons

Purpose: This study prohibits discrimination against the disabled and, in order to correct it, based on the grand principle of guaranteeing the equal rights of the disabled and prohibiting discrimination, Revision of the Constitution for the substantial realization of equal rights in the direction of realizing practical equality, demand for protection and treatment in consideration of the obstacles to mandatory provision of legitimate convenience, It is required to prohibit discrimination against non-compliance, strengthen support for vocational competency development, prohibit direct/indirect discrimination, and protect basic living rights. Therefore, the purpose is to solve this problem Method: Based on the existing prior thesis, it is an attempt to compare and analyze the current law, previous studies, and foreign legislative cases, and to implement a new Act on the Prohibition of Discrimination against Persons with Disabilities. Results: The issues and improvement measures of the current Act on the Prohibition of Discrimination against Persons with Disabilities in Korea for the realization of equal rights for persons with disabilities were presented in three specific results. First, Amendment of the disabled related policy as the provisions for the basic principles in the constitution. Second, specific regulations on guaranteeing the right to equality of the disabled and prohibiting discrimination against disability Third, it is a right regulation for guaranteeing human life and social equality of the disabled. Conclusion: This study proposed alternatives to protecting the disabled and prohibiting discrimination against the disabled in the lack of legislation related to the prohibition of discrimination against the disabled and revising the Constitution to realize the right to equality for the disabled.

Pedagogical bases of formation of professional competence of future teachers

This article presents the features of the pedagogical foundations of the formation and development of vocational competence of future teachers. Essence of vocational competence is defined. The efficiency of the basis that ensures the formation and development of vocational competence of future teachers is demonstrated. The main objectives of the study are: to reveal the essence of the principle of «professional competence» of a teacher; to define the components of professional competence of a future teacher; to determine the state of the problem of formation of future professional competence of teachers of general pedagogy; improvement of the theoretical principles of pedagogy as a science for the formation and development of professional qualities of future teachers; research and analysis of the most effective ways to develop professional competence and literacy of students of a pedagogical university in the preparation of future teachers. The formation of competencies of personal qualities of future teachers, which consists of four components, structural components of personal qualities is determined. These components increase the personal qualities and form the professional competence of future teachers. The article analyzes the basic concepts of the formation of professional competencies of future teachers of the educational process, studies and discusses the scientific works of Kazakh and Russian researchers. It is revealed that the pedagogical foundations of the formation and development of vocational competence and literacy of future teachers are the ability to independently solve problems and tasks in the field of biology, the ability to self-development based on knowledge, skills and abilities. The theory of the article leads to the understanding that the teacher must have new knowledge, personal qualities of professional significance.

유급학습휴가의 국제적 기준과 수용가능성

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.

Innovative Culture and Firm Performance of Medical Device Companies: Mediating Effects of Investment in Education and Training.

This research explored the mediating effect of investment in education and training relating to the innovative culture and organizational performance of medical device companies. We used the Human Capital Corporate Panel data provided by the Korea Vocational Competency Development Institute. In the industrial classification system of panel data, the industries related to medical devices were extracted and conclusively analyzed for 8629 workers and 368 companies. The independent and dependent variables were innovative culture and corporation performance, respectively. Investment in training and education was a mediating variable between the independent and dependent variables. Quantitative data were analyzed using SPSS software. A higher level of organizational satisfaction emerged in an innovative culture. Innovative culture positively affected organizational satisfaction. Further, investment in education and training to promote an innovative culture positively affected organizational satisfaction. Medical device companies should improve their performance by creating an innovative culture.

직업능력개발훈련 현황과 포스트 COVID 19이후 활성화 방안에 관한 연구

본 연구는 직업능력개발훈련 개요 및 현황을 기반으로 COVID-19 이후 직업세계의 변화에 따른 직업능력개발훈련 활성화 방안을 제언하고자 한다. 이를 위해 본 연구는 문헌자료를 기반으로 직업능력개발훈련 개요와 현황, COVID-19 이후 직업능력개발훈련의 활성화 방안을 제언하였다는 측면이 기존연구와 차별성이라 할 수 있다. 이에 본 연구를 통해 나타낸 주요 시사점은 다음과 같다. 첫째, 직업능력개발훈련은 향후 4차 산업혁명 시대를 선도할 수 있는 수요자 중심의 전환이 요구되었다. 둘째, 직업능력개발훈련은 시대적 흐름과 새로운 인력수요에 적합한 직무 능력향상에 필요한 교육 콘텐츠 개발과 교육환경변화를 통해 양적인 측면세서 질적인 측면의 직업능력개발 훈련이 실행되어야 한다. 셋째, COVID 19 이후 직업능력개발훈련은 산업 구조 재편, 고용시장의 변화, 근로시간과 장소의 유연화에 부합할 수 있도록 근본적인 변화를 촉진하여야 한다. 넷째, 직업능력개발훈련이 일터에서 재활성화를 위한 새로운 학습생태계 구축을 위해 디지털 교수·학습 방법의 설계, 콘텐츠의 적극적 개발 및 효과적인 활용의 중요성이 대두되었다. 다섯째, 직업능력개발훈련은 직업교육훈련 현장에서 COVID-19 리스크를 최소화하고 디지털 전환이라는 패러다임의 변화와 혁신을 이끌어갈 수 있는 새로운 전략적인 실행역량의 고도화가 요구되었다.

A Study on Job Motivation and Job Preparation Activities of Vocational Competency Development Training Teachers

A Study on Job Motivation and Job Preparation Activities of Vocational Competency Development Training Teachers

소년원 직업능력개발훈련에 참여한 관광전공 대학생들의 교육기부 자원봉사의 효과성 고찰

최근 들어 청소년범죄의 심각성이 사회문제가 된 이유는 전체 범죄 발생 현황에서 청소년이 차지하는 비율이 낮지 않을 뿐 아 니라 절도와 강도 사건은 줄어든 반면, 폭력범죄와 성범죄 등 강 력사건은 점차 증가하고 있는 추세이기 때문이다. 따라서 소년법 의 목적과 기본 입법 취지를 고려하여 보호관찰제도를 실효화하 거나 가정과 학교, 그리고 사회적인 관심과 노력이 문제의 핵심 이며 더욱 시급한 문제일 것이다. 이러한 노력의 일환으로 현재 소년원 등 교정시설에 수용되어있는 비행청소년을 대상으로 다 양한 직업능력개발훈련 프로그램이 실시되고 있다. 따라서 비행 청소년 대상 프로그램의 자원봉사서비스 품질과 관련된 요인들 로부터 자원봉사자의 서비스만족도에 영향을 주는 변수를 조사 분석하여 자원봉사활동 서비스에 관한 전반적인 만족도에 미치 는 상대적 영향력을 살펴보고, 자원봉사자의 서비스품질 만족도 를 분석하고자 한다. 본 연구의 내용은 자원봉사자에 한하여 자 원봉사서비스 특성과 요인 및 만족도에 대한 실증적으로 조사 분석이 이루어졌으나, 자원봉사대상자의 서비스만족도와 효과성 에 관련된 논의에는 연구가 미치지 못한 한계점을 지니고 있다. 본 연구는 안양에 소재한 여자소년원에서 실시하고 있는 교정 프로그램 중 바리스타 직업능력개발 프로그램에 자원봉사활동으 로 교육기부에 참여한 00대학교 카페창업동아리 자원봉사 대학 생들을 대상으로 자원봉사서비스의 품질 향상과 자원봉사에 대 한 만족도를 실증적 연구를 통해 검증하고자 하는데 그 목적이 있다. 본 연구의 학문적 시사점은 급변하는 현대사회에서 자원봉 사의 역할과 자원봉사활동의 서비스품질 향상을 통해 자원봉사 자의 참여 의지와 참여만족도를 제고할 수 있다는 것을 확인하 였고, 자원봉사와 관련한 다양한 교육경험이 비행청소년들을 위 한 보다 열정적이고 질 좋은 서비스를 제공하게 될 것으로 기대 할 수 있다.

Å utvikle yrkeskompetanse gjennom arbeidslivspraksis i helsesekretærutdanningen

This article presents findings from a three-year research and development project where a high school and a hospital collaborated on the education of medical secretaries. The aim was to strengthen the medical secretary students’ development of vocational competence through close collaboration between the school and the hospital on practice periods for the students. The results are based on qualitative data from observations of the students during practice, observations of students when experiences from practice were presented at school, group interviews with students, teachers and instructors, and analyses of students’ reflection logs. The findings show that cooperation between the parties to define key functions and tasks in the work of medical secretaries, and to structure practice periods around these tasks, contributed to the students getting a great learning benefit from practice. The students expressed that they understood what the vocation was about, began to identify with it and felt the need to learn theory. However, they wanted better coherence between learning in practice and at school. The results suggest that mandatory practice periods and common structure for learning content in practice and at school should be main principles in the new curriculum for education of medical secretaries from autumn 2020.

Å vurdere yrkeskompetanse: Hva er yrkeskompetanse, og hvordan kan den vurderes?

The aim of vocational education is that students develop initial vocational competence. However, what is vocational competence, and how can it be evaluated and assessed? In this article, questions of evaluating vocational competence are investigated from epistemological perspectives. First, I will examine definitions of competence in official documents and in research and look at research that can illuminate vocational competence and assessment in vocational education. Then, I will direct the focus towards epistemological perspectives on vocational competence and analyse what kind of implications the understanding of vocational competence has for curriculum and assessment. A main question is which forms of evaluation and assessment are relevant to stimulate and express students’ development of vocational competence. Questions concerning the relationship between vocational competence, curriculum frameworks and forms of evaluation are analysed in light of rationalist, pragmatic and critical epistemology. I will argue that theoretical, practical and social aspects of vocational competence constitute a whole that also includes professional judgement, and that this must be expressed in the assessment. The article ends with a summary discussion of some important challenges and principles for relevant evaluation of vocational competence.

고용보험 사업주 직업능력개발훈련 사업의 실질적 활용이 기업혁신에 미치는 영향에 관한 연구

고용보험 사업주 직업능력개발훈련 사업의 실질적 활용이 기업혁신에 미치는 영향에 관한 연구

Outcome improvement of vocational training: focusing on the changeover from satisfaction evaluation to trainee evaluation

This study aims to introduce a vocational trainee evaluation system that can supplement the satisfaction survey. Accordingly, the current operation factors and problems of trainee evaluation were diagnosed based on interviews and a survey. Consequently, results showed that the quality improvement of vocational competency development training was perceived as a goal of trainee evaluation. However, it is necessary to find an improved method based on criticism and perform more substantial trainee evaluations. As shown in the case of South Korea, countries can consider the following if they want to improve quality vocational training through strengthening evaluation, like trainee evaluation.

직업능력개발훈련 교ㆍ강사의 소득과 계속 근무 의사에 대한 영향 요인 분석

직업능력개발훈련 교ㆍ강사의 소득과 계속 근무 의사에 대한 영향 요인 분석

A Qualitative Research on Vocational Competency Development of North Korean Citizens after Unification from Consultants' Perspectives

A Qualitative Research on Vocational Competency Development of North Korean Citizens after Unification from Consultants' Perspectives

Hva er yrkesdidaktikk i dagens yrkesopplæring i skole?

I dag forventes det at yrkesfaglæreren kan tilrettelegge og lede opplæring mot mange og ulike yrker og fagbrevområder som elevene utdanner seg til i en og samme klasse. Forskning og evaluering etter Kunnskapsløftet KL (06) viser store didaktiske utfordringer i dagens yrkesopplæring, både første året i videregående kurs 1 (Vg1) og i flere av de brede videregående kurs 2 (Vg2). Det er derfor et behov for å diskutere hva som skal til for å utvikle en relevant og fremtidsrettet yrkesopplæring for alle elevene i skolen. De brede utdanningsprogrammene har ført til at mange elever i Vg1 må gjennomgå moduler av utvalgte yrker, selv om de har bestemt seg for et yrke når de begynner i videregående. I Vg2 risikerer elever å komme opp til eksamen i et annet yrke enn det de har fått lærlingplass i.Formålet med artikkelen er å diskutere hva yrkesdidaktikken bør inneholde for å være et nyttig redskap i utvikling av yrkeskompetanse og relevans, demokrati og elevmedvirkning i yrkesopplæringen.Grunnlaget for denne artikkelen, baserer seg på funn fra et treårig FoU-samarbeid med et tverrfaglig lærerteam innen bygg- og anleggsteknikk. Metodene som brukes i studien er elektronisk spørreundersøkelse blant elever og gruppeintervju med yrkesfaglærere. Funnene fra forskningsarbeidet viser at innholdet i yrkesdidaktikken bør endres for å sikre kvalitet i yrkesopplæringens Vg1 og brede Vg2, og for å sikre relevans i yrkesfaglærerutdanningene.