Part II, which contains five chapters, deals with the main policy issues of Korea's secondary vocational education. Currently, she is the editor-in-chief of the Korean Association for the Study of Vocational Education.
He is currently the director of the Meister High School Support Center of the Korea Research Institute for Vocational Education and Training. He is currently an editorial board member of the Korean Society for the Study of Vocational Education and the Korean Society of Agricultural Industrial Education.
Introduction
Challenges for Secondary Vocational Education in Korea
Historical Overview and Recent Trends in Secondary Vocational Education
In addition, it is well known that government-led vocational education and training policies have contributed to the cultivation and supply of human resources, to meet the industrial demand in the stage of economic development, and served as a main driving force for Korea's economic development (Ihm, 1997). In fact, in the 1970s and 1980s, when it needed industrial technical manpower, secondary vocational education played an important role in providing technicians and engineers.
1 Challenges for Secondary Vocational Education in Korea
The underlying phenomenon is related to the reality that high school graduates face in the Korean labor market. In reality, compared to employed college/university graduates in the labor market, high school graduates are discriminated against in terms of pay, working conditions and other terms of employment.
Demographic Changes and the Advent of an Ageing Society
However, due to the aging population trend, it is expected to reach 57.2 in 2040, a threefold increase from the current ratio. In order to tackle poor youth employment, related authorities (Ministry of Strategy and Finance, 2014) jointly published “From school to work: Work-based youth employment measures”. The government noted that the entry age for employment rose to 23.5 in 2013 from 22.5 in 2004.
A Society with Higher Education Attainment and Youth Employment Rate
Such a trend can be seen in the number of high school/university students per 10,000 people (see [Table 1-5]). In comparison with OECD countries, the wage gap between high school graduates and university graduates did not.
The Arrival of a Knowledge-based Society and the Improving Competitiveness of Vocational Education
Language skills that meet the needs of businesses Management education that meets the needs of the. Second, reform of the field of study that classifies secondary vocational education courses is needed.
Although there were a growing number of agricultural and industrial schools from the late 1930s to 1945, vocational education served as a tool for waging war as a result of the Sino-Japanese War (Choi, 2003). In the face of such destroyed education, it seems that vocational education was not implemented in the true sense of the word during that period.
2 Historical Overview and Recent Trends in Secondary Vocational Education
In the 1960s, the comprehensive public high school continued to expand and played a crucial role in vocational education. Thirdly, the government has started to emphasize key vocational competencies in secondary vocational education.
Recent Trends and Issues in Vocational Education Policy
ㆍOrganize and implement educational courses based on the NCS that are necessary for the workplace to increase confidence in secondary vocational education. A study on the historical development and institutional characteristics of secondary vocational education in Korea (master's thesis).
The Present of Secondary Vocational Education in Korea
- Overview of Secondary Vocational Education
- Policies for Specialized High School Promotion and Accomplishments
- Performance and Analysis of Meister High School
- Industry-academic Cooperation of Secondary Vocational Education
- Career Path for High School Graduate Employees
This chapter provides an overview of the secondary vocational education system, the secondary vocational education curriculum, vocational education teachers, secondary vocational education management and the qualifications system.
Secondary Vocational Education System
3 Overview of Secondary Vocational Education
Vocational secondary education in Korea uses a differentiated education curriculum method under the school ladder system (see [Figure 3-1]). Student participation in secondary vocational education was lower than in other OECD countries (see [Figure 3-3]).
Secondary Vocational Education Curriculum
This is associated with a discussion about whether secondary vocational education institutions will operate ordinary subjects in a differential manner compared to general high schools. NCS) organization of the knowledge, technology and attitude needed for industrial environments is reflected in the secondary vocational education curriculum.
Vocational Education Teachers
In this regard, it has been pointed out that the Korean system lacks the identity of vocational education (Chung et al., 2000). However, such a system is not only underutilized in every school, but also plays a partial role in teaching and learning in vocational education.
The Governance of Secondary Vocational Education
However, local governments and local industrial groups still play a passive role in secondary vocational education (Huh and Kim, 2013). In order to realize the policy direction of boosting the employment of high school graduates, both the central government and the Metropolitan and Provincial Offices of Education have recently made efforts to strengthen industry-academia cooperation and build the industrial community encourage participation in secondary vocational education.
Qualification System
In accordance with relevant laws and regulations, the qualification system in Korea has been established for the following sectors: those directly related to people's life, health and safety; those directly related to the public interest, such as national defense, public safety, education and national key industries; those in which the operation of private qualifications is difficult due to low demand for obtaining qualifications;. In order to gain confidence in private qualifications and increase the prevalence of qualifications in society, the government provides recognized private qualifications which are recognized through a specific verification process.
The Concept of Specialized High Schools and Shift in Policies
4 Polices for Specialized High School Promotion and Accomplishments
Create specialized vocational secondary schools based on local autonomous governments (metropolitan councils and lower level local autonomy). Transformation of vocational secondary schools (with the exception of general secondary schools) into specialized secondary schools: Addendum Article 6 (1) (Transitional measures for the transformation of technical secondary schools into specialized secondary schools).
The Development Process of Specialized High Schools
- Introduction Stage
- Growth Stage
- Establishment Stage
- Stability Stage
With the system, policies and financial support in place, the period is firmly rooted in the position of specialized secondary schools. In the long term, the aim was to promote the transformation of all vocational secondary schools into specialized secondary schools (Ministry of Education and Human Resources Development, 2007a).
The Applicable Act, Provisions and Guidelines
The article includes both secondary schools specialized in the field of vocational education (preamble) and secondary schools specialized in the field of alternative education (postscript). The legal concept of specialized secondary schools has existed since the entry into force of the Implementing Decree of the Law on Primary and Secondary Education, as shown in [Table 4-2].
The Operating Status of Specialized High Schools
The Procedures for the Designation/Operation of Specialized High Schools
Each Metropolitan and Provincial Education Office draws up a plan for the admission process of specialized high schools. As previously mentioned, specialized high schools are designated separately by the superintendent of the Metropolitan and Provincial Education Offices.
The Status of Financial Assistance for Specialized High Schools
Specialized secondary schools that have entered into an agreement with local autonomous governments are designated as self-governing schools. This was because local autonomous governments and industries did not actively participate in the project to promote specialized high schools in agreement with local autonomous governments and industries.
The Accomplishment of Operation of Specialized High Schools
- Reforming the System Towards Employment-centered Specialized High Schools
- The Improvement of Educational Conditions for Establishing Vocational Education
- The Establishment of the Employment Culture of High School Graduates
- The Assessment of Specialized High School Graduates by Industries
This resulted in the transformation into employment-oriented specialized secondary schools, following the “Policy for the Promotion of Secondary Vocational Education” in 2010. Together with a government-led incentive policy for the employment of secondary school graduates, employment for specialized secondary schools ensure that progress is made in both quantity and quality.
Concluding Remarks
In the past, technical secondary schools were mainly run by the central government's Ministry of Education. Since 2010, an evaluation of the operation of specialized secondary schools has been carried out every five years.
Background for Introduction of the Meister High School 1)
5 Performance and Analysis of Meister High School
In response, the Lee Myung-bak government formed and operated a task force to introduce Meister High Schools. As a result, "A Plan for the Promotion of Korean-Style Meister High Schools" (Ministry of Education, Science and Technology, 2008) was created as an evolving model of the existing vocational high school.
Policies for the Introduction of the Meister High School 2)
High School Diversification 300 Project
Basic Plan for the Development of Korean-style Meister High Schools
The Policy Trends of Meister High Schools 3)
In addition, the Park Geun-hye government continued the policy of "Strengthening Education to Train a Skilled Workforce", ensuring the continuity of the policy to promote the employment of high school graduates and the university promotion policy implemented by the previous government, which required prerequisites establishment of infrastructure and consolidation of education for the training of qualified workers. In this context, the current government has announced progressive plans since 2014, which include the promotion of Meister secondary schools, strengthening the framework by continuously promoting the employment of graduates and expanding opportunities for employed workers.
The Current Status of the Meister High School and its Main Characteristics
First, the selection of Meister high schools was initially focused on local strategic industries by the Metropolitan and Provincial Offices of Education. In the near future, the selection of Meister high schools led by local autonomous governments and industries is expected to expand.
Accomplishments Made by Operating Meister High Schools
New Students’ Entrance Exam Scores and Industry Cooperation Agreement
For this purpose, the support center was established and operated from the initial policy-making stage for Meister high schools.
The Status of Students’ Transition from Schools to the Labor Market
We conducted a survey among Meister graduates about their satisfaction with the educational program at their schools. Compared to junior college graduates in the same sector, Meister's graduates had higher competencies with an average score of 4.14.
Concluding Remarks and Policy Measures for Improvement
Fourth, it is essential for Meister high schools to prepare finances for the commitment of stable resources. An analysis of the status of the transition of Meister High School graduates into the labor market.
6 Industry-academic Cooperation for Secondary Vocational Education1)
The importance of collaboration between industry and academia is being emphasized now more than ever by vocational education institutions. However, industry-academic collaboration in Korean secondary vocational education still has many hurdles to overcome.
The Infrastructure of Industry-academic Cooperation
The infrastructure of Industry-academic Cooperation at the Government Level
The policy focuses mainly on creating conditions for work experience and expanding the competence training of teachers in industrial environments in relation to the policy of industrial-academic cooperation. Infrastructure of Industry-Academic Cooperation in Metropolitan and Provincial Offices of Education Level.
The Infrastructure of Industry-academic Cooperation at the Metropolitan and Provincial Offices of Education Level
Third, "A Plan for the Implementation of a Korean-Version Work-Learning Paraell System", which was announced as an agenda of the Economic-Related Ministerial Meeting (2013), includes a pilot project for an apprenticeship system taking into account the conditions in Korea . The plan made the companies organize internal training for the cultivation of labor and allowed the companies to try to create a situation to support financial resources.
The Infrastructure of Industry-academic Cooperation at the School Level
An employment support officer means a person responsible for various industry-academic cooperation activities (exploration of companies for employment, career counseling, work experience support, follow-up service, etc.) for the employment support of specialized high school/Meister high school students. The workforce support system is known to be very useful in leading schools to engage in industry-academic collaboration.
The Current Status and Assessment of Industry-academic Cooperation
The Current Status of Industry-academic Cooperation
This data is limited to specialized high schools/Meister high schools in Incheon/Chungnam only. Most of the specialized high schools/Meister high schools actually have work experience for posting to industries.
Accomplishments and Limitations of Industry-academic Cooperation
As mentioned above, industrial-academic cooperation of vocational secondary education institutes is done only by industries in schools. A Study on the Promotion of Initial Training through Industrial-Academic Cooperation Education in Specialized Secondary Schools.
7 Career Path of High School Graduate Employees1)
One of the most impressive trends in high school vocational education policy over the past 20 years is an increasing interest in the employment of high school graduates. The current status of the transition of high school vocational education graduates to the labor market.
The Current Status of the Transition of High School Vocational Education Graduates to the Labor Market
The Status of the Transition to the Labor Market Right After High School Graduation
Employment first" also has the systemic feature of enabling the career development of graduates. As a result of the policy of strengthening the employment of high school graduates, the labor activity rate increased to 35.4% in 2013.
The Status of Work Adjustment of High School Graduate Employees At its simplest level, work adjustment can retain the status of being employed. The
Fourth, early career graduate employees may face difficulties because they encounter interpersonal difficulties. However, further analysis is needed as to whether male early career high school graduates would actively use such a system.
Trends in Advancement to University Later and Continuing Education of High School Graduate Employees
Meaning of Advancement to University Later and Continuing Education
Against this background, advancing to university later, in terms of policies, parallels "early employment", meaning employment immediately after high school graduation, and is used as a concept of being in demand to get an education high. Furthermore, this means that incumbents who majored in high school and graduated from Meister High School have systematic limitations in their opportunities for advancement to university later.
Main Issues and Tasks Related to Advancement to University Later and Continuous Education
A measure to strengthen employment first, advancement to university later and open employment to establish the era of high school students. A policy of strengthening employment first, advancement to university later and open employment in an era of high school graduates.
The Future of Secondary Vocational Education in Korea
Secondary Vocational Education: Vision and Agenda
This chapter presents the vision and agenda for the future of secondary vocational education in Korea and describes the tasks to achieve these goals. In the 1970s, vocational education developed quantitatively, with the support of government-led intensive policy support and investment.
8 Secondary Vocational Education
Vocational education in Korea has a history of more than a hundred years and has made a significant contribution to improving the country's economy and its competitiveness. Secondary vocational education in particular has experienced ups and downs, driven by economic factors, including structural changes in the industrial sector and labor market.
Vision and Agenda
As a result, he achieved the goals in that the secondary school vocational education path was perceived as an attractive path of career development. Indeed, with a graduate employment rate of 90% in 2003, Meister High School's policy yielded remarkable results in terms of expanding graduate employability culture and enhancing the identity of vocational education.
Vision of Secondary Vocational Education
In that respect, both labor and management actively participate in the composition of the curriculum of vocational education and the development of the standards for qualifications. Industry-academic cooperation in particular is the most important factor in guaranteeing the quality of vocational education.
Secondary Vocational Education Tasks
- Strengthening Demand-driven Secondary Vocational Education
- Improving Flexibility in Learning Pathways of Secondary Vocational Education
- Diversifying the Participants Operating Secondary Vocational Education
- Innovating Career Education for Exploring Various Career Pathways
- Creating a Labor Market for the Sustainable Growth of High School Graduate Employees
It is expected that the curriculum of secondary vocational education institutions will be reorganized on the basis of NCS. The main concepts defining secondary vocational education in Korea can be summarized as the expansion of employment opportunities for secondary school graduates and the strengthening of demand-driven vocational education.
