1) Basic occupational ability and basic common curriculum of occupation
In the 21st century, it is expected that the changes in knowledge, information, and technology will occur more rapidly than before. Such changes call for human resources who are able to adapt to a new environment and newly-created occupations. Hence, the development of new human resources suitable for the new environment is also needed. In this vein, the importance of basic occupational ability in vocational education and training is highlighted.
Basic vocational ability indicates, regardless of the types and statuses of occupations, the ability necessary for the successful completion of common duties. The concept of such ability contrasts with the ability necessary for the accomplishment of specific duties.
Basic vocational ability includes communication ability, mathematical ability, problem-solving ability, self-management and development ability, the ability to utilize given resources, the ability to understand other people and an
organization, the ability to collect information, and technical ability. To develop these abilities, content that aim at nurturing basic occupational ability should be included in all subjects of a curriculum. In line with this, the basic common curriculum of occupation should be also developed, and educational training for basic occupational ability should be reinforced.
2) Career guidance and an example of the management of Occupation Day
Career guidance helps people find their own ability, develop their own potential, plan their own career paths, and how to prepare for the path.
They also help people adapt to a new environment.
Students are given the opportunity to listen to a lecture from an executive of a company on “Occupation Day.” They are also given the opportunity to visit a company several times a year to gain hands-on experience in the workplace.
<A plan for an Occupation Day event and a Week in S middle school>
Period of the event: June 6 - June 11 - One hour after class
- The 4th class hour for the 1st and 2nd grades and afternoon for 3rd grade on Saturday
A plan for the event
Classifi- cation
Day
Events
Reference remarks 1st grade 2nd grade 3rd grade
Monday (7/6)
Type of occupations (learning types of occupations in
community
Type of occupations (learning types of occupations in community
Type of occupations (learning types of occupations in community
Provision of career guidance information
Tuesday
(7/7) A Day of Occupation Wednesd
ay (7/8)
What I
want to do What I want to do What I want to do
Thursday (7/9)
Who am I (my personality)
What is an
occupation (meaning of occupation)
How do I choose my career (career choice)
Provision of career guidance information Friday
(7/10)
Who am I (my aptitude)
What is an
occupation(occupation in the future)
How I choose my career (career guidance)
Provision of career guidance information Saturday
(7/11)
Who am I (my value, home environment)
What is an
occupation(ethics of occupation)
Home coming day
Provision of career guidance information
Timetable of Occupation Day
Hour 1st grade 2nd grade 3rd grade
09:20-09:40 Orientation
09:50-11:10
Program of career guidance (in each class)
Invitation lecture (in the hall)
Visiting exhibition (in the playground)
11:10-12:00 Lunch
12:00-13:20 Invitation lecture Visiting exhibition Program of career guidance
13:20-13:50 Intermission
13:50-15:10 Visiting exhibition Program of career
guidance Invitation of lecture
15:20-16:00 Report on events
( Quoted from a news clip on S middle school)
3) Polytechnic universities
Polytechnic universities are a tertiary educational institution of vocational training, which purpose is to nurture industrial human resources and fulfill continuing education. In the process of vocational training, on-site education is emphasized at polytechnic universities. With vocational training, the universities also provide education for the development of well rounded graduates. Seventeen polytechnic universities are established nationwide.
4) Self-directed learning ability
In a society that experiences rapid change, the ability to learn new
knowledge after a formal education is required. In other words, people should be equipped with the capability to cope with rapid changes by learning throughout their whole lives.
In the future, a proactive learner who is in charge of one's own learning will obtain more opportunities to actualize one's own needs than a passive learner. The proactive learner also tends to have stronger academic motivation, to utilize knowledge more frequently, and to keep up with what is learned.
Self-directed learning indicates a process of, with or without another's help, realizing the significance of learning, setting up one's goals, selecting a curriculum suitable for the goals, and evaluating the result of the learning.
To be a self-directed learner, the ability to penetrate a given learning situation is required, which means that learners should develop the ability of not only anticipating and responding to rapid societal changes, but also be able to present what has been learned efficiently. Such ability should be advanced beyond a conventional learning method in a teacher-centered learning environment, such as hearing and reading comprehension.
5) 2+2 or Tech-Prep programs
In 1990, with the amendment of the Perkins Law, Tech-Prep programs were developed on a full scale in the United States. The programs originally included a curriculum of both a secondary and tertiary education; however in terms of the curriculum, it especially focuses on the connection between
the two years of high school and a two-year community college. Through these programs, overlapped and repetitive curricula can be avoided, which would ultimately result in the reduction of wasteful expenditure and resources.
The management of the connecting curriculum for Tech-Prep is as follows: first, the curriculum of a two year high school is constructed as a prep school for a two year tertiary educational institution; second, the curriculum of the tertiary educational institution is also constructed as an advanced program for those who have attended the two year high school.
However, the format of the Tech-Prep programs is not consistent, and actually, the programs are operated in various ways according to each state in the United States.
In Korea, the operation of a connecting curriculum between the two years of a vocational high school (usually 11th and 12th grades) and a two year junior college was implemented in 1997. The programs will operate until 2001 as a trial project. Currently, the programs are being administrated in 16 junior colleges and 11 vocational high schools.
6) Cyber university
A cyber university is one of the long-distance education systems that make it possible for anyone to learn anywhere and anytime. There are several types of cyber universities that are currently active. First, selected classes of existing universities are open on line; second, a cyber campus, as an annexed facility, is established under the sponsorship of an existing
university; third, the existing distance education institutions and lifelong educational centers increase and extend their on-line service, and; lastly, a new cyber university is established to perform solely on-line service. In Korea, cyber universities both exclusively sponsored by a university (currently 8 universities including Seoul National University) and in the form of a consortium (7 institutions and 57 universities in participation) have operated since 1998. As such, the existing universities can utilize on-line service as a lecturing method; however, they are not allowed to construct an independent department related to cyber classes.
7) One-stop service system
One-stop service system functions to collect general information on employment. It provides individuals and companies with assembled data, such as the dispensation of unemployment allowance, vocational education and training programs, career guidance, and career support for individuals, and information on human resources for a company. In other words, one-stop service is used to disseminate information on unemployment to individuals and companies efficiently.
8) Work-Net
Work-Net(www.work.go.kr) is a comprehensive information system on employment of the internet. This site provides information on employment, qualification tests, and vocational training programs. The site enables individuals to connect with local governmental offices of the Ministry of Labor, Human Resources Bank, Korea Manpower agency, and various vocational education training centers.
Work-Net was established in November 27 of 1998 as an exhibition, and has been operating on a full scale since April 1 of 1999. The Work-Net site consists of employment information, career selection, vocational training, employment policy, statistical information, a statute related to employment, and additional information.
Since May 1999, the number of daily users of the site reached above 57,000 individuals. This figure indicates an increase in 6.3 to 7 times from 8,000-9,000 at the beginning stage.
Employment information of the Net-Work site is processed and entered everyday at 409 since May 1999, institutes, such as local labor offices and vocational information centers. The amount of information input into the Net-Work data base is 55 million companies in need of employees, 130 million persons in need of employees, and 380 million persons in need of jobs.
9) Lifelong educational centers and community information center on lifelong education
Role as a lifelong education center
- Function as a general lifelong education center
Implementation of education for the advancement of expertise of those who work with a lifelong education center as educators or administrators
Implementation of education to nurture an expert in lifelong education
Management of a cooperative curriculum with educational centers in other countries
- Role as a general research center
Examining and analyzing the conditions of lifelong educational centers by field, such as a learning center for civil officers and employees in a company as well as vocational education and training centers
Distribution of programs on an educational curriculum
Development of programs with universities, research centers, and companies in the form of a consortium
- Role as an information center
Operation of an electronic library with information on conferences held both here and abroad related to lifelong education
Connective operation of on-line service with academic information centers and libraries both domestic and abroad
Role as a continuing education center in local areas
Construction of a connecting system between various continuing education centers and social organizations
Development and operation of programs on continuing education for locals
Examination and analysis of learning needs of locals Counseling of continuing education to locals
Operation of libraries and information centers related to continuing education
Administration of other business related to continuing education
Civil centers in Japan
A civil center in Japan plays a central role in continuing education. The centers have been established nationwide as a learning place for all citizens.
- The purpose of the center: The advancement of the quality of life and improvement of health through education and cultural events