(1)A study on ways to reform the vocational education and training system for a competency-based society Researcher-in-charge: Heo,Young Jun

A study on ways to reform the vocational education and training system for a competency-based society Researcher-in-charge: Heo,Young Jun. Ⅰ. Background and objectives of the research 1. Background of the research ◦. To create ‘a competency-based society, not based on educational background,’ the Park Geun-hye government is carrying out various policy projects, including the development of National Competency Standards(NCS) and learning modules, reforming the education and training courses based on the National Competency Standards(NCS) and qualification system and building the National Qualifications Framework(NQF).. ◦. In a competency-based society, instead of college diplomas, various skill development activities that can prove that individuals have competencies will be conducted, and vocational education and training will support their activities to develop competencies.. ◦. Accordingly, a study is required on how the vocational education and training system must be reformed to create a competency-based society and what kind of projects need to be conducted to achieve this reform. 2. Objectives of the research. ◦. To define the concept and characteristics of a competency-based society, diagnose policies related to the vocational education and training system from the viewpoint of a competency-based society, and present a method of reforming the vocational education and training system suited to a competency-based society through analysis of foreign cases.. ◦ To achieve the research objectives, previous local and overseas studies and literature were analyzed, and various research methods, such as FGI, expert communities, overseas case studies, Delphi surveys and policy seminars, were used.. Ⅱ. Key contents of the research.

1. Concept and components of a competency-based society □ The concept of the competency-based society ◦ ‘The competency-based society’ was proposed as a means of overcoming educational background and diplomaism, but previous studies failed to present a clear concept of the competency-based society. ◦ This study used the Delphi survey to define a competency-based society as follows: - ‘A society that gives all members of the society an equal opportunity to develop competencies by comprehensively utilizing various elements, not limited to certain elements like level of education and educational background, to build a national system recognizing the competencies of individuals, and ensures that the abilities of individuals can be displayed to the fullest without discrimination because of competency-based employment, vocational education and training, and personnel system’. 2. Analysis of policies related to the vocational education and training system □ Outline of policy analysis ◦ Policies analyzed: the plan to create an open employment society for mutual existence and development, which was established in 2011(2011), measures to improve the field practice system of specialized high schools (2012), the plan to reinforce the Job First-Study Later System and open employment(2012), the master plan to encourage skilled crafts(2012), the2nd master plan to develop vocational competency(2012), measures to employ young adults(2014), etc. ◦ Analysis items: social security, social cohesion, social inclusion and social empowerment □ Diagnosis of the current vocational education and training system ◦Social security ◦Social cohesion ◦Social inclusion ◦Social empowerment 3. Analysis of the competency-based vocational education and training systems of advanced countries □ Switzerland ◦ More than 70% of high school students choose vocational education and most students get a job after graduation. ◦ As there is almost no difference in wages between college graduates and high school graduates, competency is recognized more than educational background. ◦ Apprenticeship-based vocational education is attracting so much public attention as.

the best practice in field-oriented vocational education that the Ministry of Education and the Ministry of Employment and Labor announced plans to introduce the Koreanstyle vocation school on a pilot basis in April 2014. □ Germany The country boasts high industrial competitiveness and excellent employment outcomes based on the dual system, i.e. the business-led human resource development system in which occupations, jobs, and education are closely linked. ◦ In March 2014 , the Federal Ministry of Education and Research of Germany and the Ministry of Employment of Korea signed a Declaration of Intent over cooperation in vocational education and training (DOI), with vocational competency development through the work-based learning system attracting public attention ever since . ◦. □ Australia ◦ The Australian Qualification Framework(AQF) includes the educational system divided into vocational education and training, and higher education. ◦ Australia’s AQF issues 14official certificates at 10 levels. Thoroughly competencybased evaluation is implemented to the extent that even students with a master’s degree or PhD must acquire education and training qualifications to work in certain technical areas. ◦ Industries are actively participating, from the development of education and training courses to the provision of instructors to educational institutions. 4. Analysis of projects to reform the vocational education and training system. □ Using Delphi surveys and AHP to derive projects to reform the vocational education and training system ◦ To derive the direction and projects for the reform of the vocational education and training system suited to a competency-based society, Delphi surveys were conducted twice. □ Analyzing the demands for projects by analyzing the appropriateness and effectiveness of the projects for the reform of the vocational education and training system to create a competency-based society. 5. A plan to reform the vocational education and training system conforming to the competency-based society □ The roles and functions of the vocational education and training system in a competency-based society ◦ To secure social security by providing systematic career guidance service, vocational.

education for lifelong jobs and continuous employment support service ◦ To secure social cohesion by propagating a reasonable view of occupation and work ethics, eliminating and preventing social discrimination, and spreading the value of developing vocational competency ◦ To secure social inclusion by diversifying competency evaluation and certification and spreading the competency-based personnel system ◦ To secure social empowerment by building the lifelong vocational competency development system and minimizing career interruption. □ Direction of reforming the vocational education and training system to create a competency-based society ◦ Defining the specific roles and functions of the vocational education and training system in a competency-based society; how to improve it and how to implement it.. Ⅲ. Policy proposal □ A systematic approach concerning ‘how to recognize the diverse competencies of individuals’ is urgently needed. ◦ To promptly implement the National Qualifications Framework(NQF) that is currently under discussion. □ Promoting the correct view of occupation and work ethics among young students ◦ It is necessary to eliminate the inaccurate perception of occupation prevalent in society and the negative perception of vocational education. □ It is necessary to cultivate the mind of everyone working in vocational educational institutions and develop their competencies. ◦ As the role of vocational education in a competency-based society is securing social security through vocational education, it is urgently necessary to foster human resources needed in industry and run curriculums in consideration of the size of workforce required. □ The government needs to make systematic efforts to address social discrimination based on level of education. ◦Starting with the basic question ‘Why do they only want to go to college?’ various efforts need to be made so that there are jobs that allow people to display their abilities to the fullest without going to college, organizational culture allows everyone to continuously develop their competency, and the personnel system of the organization is operated on the basis of competency. □ Improving the treatment of technicians and engineers.

◦ Continuous investment and support are necessary from adolescence onward by preparing skill development paths to help young people grow into skilled technicians. □ To overcome academic background in a competency-based society, it is necessary to design a qualification system transcending the level of school. ◦ Instead of stipulating a level of education as the basic condition for qualification, the competency of individuals must be recognized for appropriate qualification. ◦ Systematic support is necessary so that differentiated curriculums are run according to the level of students at each level of school..