A Study on the Plan of Lifelong Vocational Education
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[Figure 1] The research method and procedure
First, it was verified the understanding of the middle-aged and the actual status of employment support policies for the middle-aged. For this purpose, it examined the precedent research related to the characteristics of the middle-aged, and analyzed the journals related to employment for the middle-aged.
Second, it figured out the status and characteristics of the middle-aged occupational mobility. To this end, the occupational mobility analysis (network analysis) of the middle-aged by year, gender, age group, and type was conducted through the Korea Labor Institute's Korean Labor & Income Panel Study (KLIPS) data analysis from the 2nd to the 21st year.
Third, it examined the strategies and methods that each country has pursued in relation to the vocational education and training for the middle-aged by selecting the United States, Japan, Germany, and France among countries that implementing policies related to improving the capacity and employment connection for middle-aged, and it derived the implication related to the mechanism of supporting the middle-aged employment connection and exerting social competence.
Fourth, it identified the status of occupational mobility and the demand for vocational education and training and related policies for the middle-aged. To this end, a survey and
Abstracts 28 A Study on the Plan of Lifelong Vocational Education for Employment Connection of the Middle-aged
Types of occupational mobility (%)
Sociodemographic Characteristic
Reasons and the time required of occupational
mobility
The Basic vocational competency, level of
employment skill Employment
➡ Employment
(48.2%)
∙ 40s, married, college graduates and above.
∙ Economic status: high, middle.
∙ Occupational and employment types: Management. professional, wage and salary worker (full-time).
∙ Voluntary reasons
∙ 13.98 Months (short-term vocational mobility relative to other types)
∙ Having the highest job hunting skill
Housekeeping, Child care
➡ Employment
(8.5%)
∙ 40s, college graduates, married
∙ Economic status: Middle class ratio
∙ Occupational and employment types: the ratio of other occupations and service/sales workers↑, the ra- tio of temporary/daily workers
∙ Voluntary reasons
∙ Taking 52.02 months (longest compared to other types)
∙ Basic vocational com- petency: 5th place, job-hunting
(Lowest job com- petency)
⇨ Need to improve job competency
Unemployment
➡ Employment
(28.4%)
∙ Similar ratio of men and women 50s, 60s, under high school gradu- ation
∙ High rates of separated/ divorced/
disbanded and unmarried
∙ Economic status: Lower class ratio
∙ Occupational and employment types: similar in proportion to other occupations and temporary workers, day laborer, and non-wage work- ers/self-employed/self-ownership at approximately 30%.
∙ Similar to voluntary and involuntary cases
∙ Taking 20.02 months
∙ Basic vocational com- petency is in middle lev- el, employment skill is lowest ↓
⇨ Need to improve em- ployment skill
FGI were conducted on the middle-aged and it examined institutional measures to provide opportunities for lifelong vocational education and training tailored to different life stages in the future by identifying the demand for social education and training according to the characteristics of middle-aged.
[Table 2] is the result of analyzing the characteristics of occupational mobility and the demand for vocational education and training of the middle-aged through this study.
[Table 2] The middle-age's characteristics of occupational mobility and the demand for vocational education and training
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Types of occupational mobility (%)
Sociodemographic Characteristic
Reasons and the time required of occupational
mobility
The Basic vocational competency, level of
employment skill Education,
Training
➡ Employment
(4.9%)
∙ Majority of male, 40s, college grad- uates or higher, married high rates
∙ Economic status: High class ratio
∙ Occupational and employment types: There are many office work- ers, and wage and salary workers
∙ Voluntary reasons
∙ Taking 19.90 months
∙ Basic vocational com- petency: 4th place; Job hunting skills: 2nd place
Retirement
➡ Employment
(10.1%)
∙ Similar ratio of men and women, 50s, 60s, married
∙ Economic status: Lower floor ratio
∙ Occupational and employment types: Working in other
occupations, business employment ratio
∙ Taking 24.61 months (Longed to 2nd place following household type ➡ child care type)
∙ Basic vocational com- petency: 2nd place; Job hunting skills: in the middle level
And the proposals for the policy plan of lifelong vocational education and training to help the middle-aged employment connection and improve employment stabilization based on the results of the research are followings.
1
Establishment of culture for building a plan for lifelong vocational education and training that the middle-aged can design their own career path and improving perception.
Establishment of road-map of career path through building a plan of lifelong vocational education and training.
Cooperation in terms of national strengthening public character and private social contribution
Preparing conditions for the formation-utilization-accumulation of basic vocational competencies in a whole life perspective from elementary, middle, and high schools.
Abstracts 28 A Study on the Plan of Lifelong Vocational Education for Employment Connection of the Middle-aged
2
Providing tailored vocational education and training and employment services through profiling and building big data based on the characteristics of occupational mobility of the middle-aged.
Profiling and DB building based on ‘the characteristics of occupational mobility (network analysis, types of employment connection) of the middle-aged.
Establishing platforms to provide life education and training tailored to different life stages and employment service for the middle-aged based on big data accumulation and artificial intelligence (AI) technology.
3
Diagnosis on competency and in-depth interview for the middle aged ⇨ Implementing vocational education (job retention or employment connection) ⇨ Building system for performance evaluation and feedback
Implement periodic diagnosis on competency and in-depth interview for the middle-aged (around the age of 45)
Implement the integrated vocational education and training (improving job competence + basic vocational competency) for the middle-aged
Building a system for performance evaluation of vocational education training for the middle-aged.
In this regard, it should establish a 'system for performance management of vocational education and training for middle-aged' to evaluate vocational education and training policies and discover new policies for the middle-aged.
A schematic of the above process is shown in [Figure 3].
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[Figure 3] A plan of the diagnosis on competency and in-depth interview for the middle aged - vocational education and training