Accomplishments Made by Operating Meister High Schools
2. The Status of Students’ Transition from Schools to the Labor Market
The current state of the employment for 2013 indicated that among 3,341 graduates excluding students who were unable to get a job, 3,017 graduates (90.3%) were employed (only jobs providing data related to four major public insurances). By size and type of company, the share of major companies, small and medium-sized businesses, and public companies represented 37.6%, 45.7%, and 16.7%, respectively.
The employment rate was 91.4%, based on statistics from surveys conducted by the schools, as of Jan. 14, 2014. By size and type of company, the share of major companies, middle-level companies, small and medium-sized business and public companies was 30.2%, 9.6%, 44.3%, and 15.9%, respectively.
Considering the employment rate, Meister high schools appear to have achieved successful results in quantity. However, it is needed to look at how the demanders (students
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and companies) recognize the education in Meister high schools. Accordingly, a survey of graduates as well as corporate personnel managers was conducted on whether the transition from schools to the labor market successfully took place (Kim et al., 2013). Based on the survey, this study proceeded with a systematic plan for improvement, exploring their concluding remarks regarding the policy direction of Meister high schools, the system, and the school education.
(1) Graduates
An analysis was conducted on the motivation for students to enter Meister high schools, as well as who are the most influential people that encourage students to decide on their schools at the time when they enter the schools. According to the analysis, 52.1% of students responded that their motivations to enter such schools were the prospects for employment, which represented the highest figure among all factors. The other factors were the students’ aptitude and aspirations, their family circumstances, various assistance systems such as scholarships, others, their grades, and social reputation. In the analysis, 56.1% of students said that they made up their own mind to enter the schools, more than a majority of which entered the schools of their choice. The other influential people were parents (or guardians), school teachers, friends, relatives, others, and seniors.
Table 5-4 ❙ The determinants of school entrance for students
Classification Frequency Percentage
Motivation to enter the school
Prospects for employment 859 52.1
Students’ aptitude and aspirations 378 22.9
Students’ family circumstances 254 15.4
Social reputation 19 1.2
Various assistance systems, including
scholarships 67 4.1
Grades 25 1.5
Others 46 2.8
Total 1,648 100.0
(Continued)
Classification Frequency Percentage
The most influential people who encourage students to
decide on their schools
Students’ own choice 924 56.1
Parents (or guardians) 398 24.2
School teachers 209 12.7
Friends 65 3.9
Relatives 31 1.9
Seniors 8 0.5
Others 13 0.8
Total 1,648 100.0
A survey of Meister high school graduates was conducted on the level of satisfaction with the educational program in their schools. The survey found that the general level of satisfaction was relatively high, with an average score of 4.05 (1 to 5 scale), while among programs, the highest level of satisfaction was with the regular curriculum for majors, marking 4.23 on average.
Table 5-5 ❙ The level of satisfaction with school education
Classification Average Standard
deviation
Number of cases
The general level of satisfaction 4.05 1.296 1,648
The regular curriculum for humanities subjects (Korean language,
English, and mathematics, etc.) 3.65 1.407 1,648
The regular curriculum for majors (major-related curriculum) 4.23 1.381 1,648
Afterschool programs 3.36 1.592 1,648
Club activities 3.84 1.599 1,648
Career guidance programs 3.73 1.491 1,648
In a survey conducted on the job description of graduates, as well as the perception of educational attainment and the level of competency, 42.3% of graduates said that they recognized the job description as being higher than their own level. Similarly, 41.2% of graduates said that they considered the contents of their jobs to be similar
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to their own level. Only 16.5% of graduates responded that they regarded the job description as being lower than what they expected. Comparing the educational backgrounds of other employees who perform the same jobs as the graduates from Meister high schools, employees with college/university diplomas had the highest percentage (44.0%), followed by those with junior college diplomas (34.1%), education less than a high school diploma (16.6%), and graduate school diplomas (5.3%).
Table 5-6 ❙ Conformity of educational attainment and the level of competency
Classification Frequency Percentage
Correlation between the job description and educational
attainment
Lower than their level 272 16.5
Similar to their level 679 41.2
Higher than their level 697 42.3
Total 1,648 100.0
Educational attainment of people performing the same jobs as Meister high school
graduates
Graduate school graduates 88 5.3
College/university graduates 725 44.0
Junior school graduates 562 34.1
Less than high school graduates 273 16.6
Total 1.648 100.0
In addition, comparing educational attainment and the level of competency of Meister high school graduates with that of specialized high school graduates and junior college graduates in the same field, Meister high school graduates regarded themselves as having higher competencies than others. In particular, when compared with specialized high school graduates in the same field, Meister high school graduates considered themselves as having higher competencies, with an average score of 4.36. In comparison with junior college graduates in the same sector, Meister high school graduates were considered to have higher competencies, with an average score of 4.14.
Table 5-7 ❙ The level of satisfaction with educational attainment and the level of competency
Classification Average Standard
deviation
Number of cases
Level of competency compared to specialized
high school graduates
General level of satisfaction 4.36 0.871 1,648
Competency for majors 4.07 1.153 1,648
Key competencies 4.18 1.041 1,648
Diligent work attitude 4.71 1.037 1,648
Personal relationships 4.49 1.148 1,648
Level of competency compared to junior college
graduates
The general level of satisfaction 4.14 0.932 1,648
Competency for majors 3.99 1.199 1,648
Key competencies 3.92 1.114 1,648
Diligent work attitude 4.45 1.078 1,648
Personal relationships 4.21 1.171 1,648
An analysis of current job satisfaction level showed that respondents gave an average score of 3.96 said they had the jobs they wanted, while they gave an average score of 4.09 on their general level of satisfaction with their jobs, which was measurably high. Their relationships with coworkers and superiors were given an average score of 4.54, which was the highest score among the items. In addition, the level of satisfaction of school parents marked an average score of 4.45, which was high as well.
(2) Corporate personnel managers
In an analysis of how corporate personnel managers perceive the level of satisfaction of school education provided to Meister high school students, respondents gave an average score of 4.51 on the general level of satisfaction, which was high. In particular, they gave an average score of 4.70 on personality.
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Table 5-8 ❙ Levels of satisfaction with jobs
Classification Average Standard deviation Number of cases
Perception of graduates who want to land jobs 3.96 1.551 1,648
General level of satisfaction 4.09 1.143 1,648
Annual salary 3.90 1.491 1,648
Employee benefits 3.97 1.560 1,648
Working conditions 4.10 1.425 1,648
Chances for individual potential 3.91 1.500 1,648
Job security 4.33 1.406 1,648
Relationships with coworkers/superiors 4.54 1.223 1,648
Providing occupational challenges 4.05 1.356 1,648
Whether graduates are placed in jobs related to
their majors 4.00 1.427 1,648
Level of satisfaction of school parents 4.45 1.410 1,648
Table 5-9 ❙ Level of satisfaction with school education
Classification Average Standard deviation Number of cases
General level of satisfaction 4.51 0.796 504
Theory of major courses 4.42 0.940 504
Training of major courses 4.37 0.960 504
Basic learning competencies 4.55 0.859 504
Personality 4.70 0.977 504
In terms of the quality of school education, corporate personnel managers gave an average score of 4.65 on whether Meister high schools select students based on their talents and aptitude. In addition, they gave an average score of 4.58 on whether Meister high schools provide a differentiated education compared with other specialized high schools, which was seen as mostly positive.
Table 5-10 ❙ Perception of the quality of school education
Classification Average Standard
deviation
Number of cases Selection of students based on their talents and aptitude 4.65 0.915 504 Provision of differentiated education compared with
specialized high schools 4.58 0.906 504
In addition, a survey on the actual required educational attainment for the current job of graduates showed that corporate personnel managers regarded junior college graduates (66.3%) as having the required skills, followed by less than high school graduates (28.4%), college/university graduates (5.4%), and graduate school graduates (0%). As is the case with the results of the perception of graduates, this finding results from policy efforts: when the policy for Korean-style Meister high schools was established in 2008, it set the possible level of Young Meister to the level of junior college, making it possible to do career development after landing jobs in specialized fields from the start of the operation of Meister high schools (Jang et al., 2008) and it developed and operated the curriculum.
Table 5-11 ❙ Conformity of educational attainment and level of competency
Classification Frequency Percentage
Actual required educational attainment for the current job
of graduates
Graduate school graduates 0 0.0
College/university graduates 27 5.4
Junior college graduates 334 66.3
Less than high school graduates 143 28.4
Total 504 100.0
In a survey on future employment plans for Meister high school graduates, 88.9%
of corporate personnel managers said that they would continue to recruit the graduates. This was higher than the first survey of 77.8% conducted when they were in school.
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Table 5-12 ❙ Future recruitment plans
Classification Frequency Percentage
Negative 56 11.1
Positive 448 88.9
Total 504 100.0
Finally, a survey was conducted on support plans for corporate career development for Meister high school graduates. The survey found that companies would generally plan for more support for graduates’ career development. In particular, they gave an average score of 4.71 on the implementation of a performance-centered personnel management system, rather than academic background. This score was followed by the willingness to make continuous cooperation to successfully promote plans for Meister high schools, establishing and implementing plans for retraining and training for career development support, and a support system for learning while working.
Table 5-13 ❙ Support for graduates’ career development
Classification Average Standard
deviation
Number of cases
Support system for learning while working 4.28 0.961 504
Implementation of performance-centered personnel
managementsystem, rather than academic background 4.71 0.763 504 Establishing/implementing plans for retraining and
training for career development support 4.47 0.880 504
Willingness to make continuous cooperation to
successfully promote plans for Meister high schools 4.60 0.814 504