In the 21st century, when new buzzwords appear (such as learning society, lifelong learning, basic vocational competence, social capital, social competence, globalization, information society, etc.), the function of technical and vocational education and training (TVET) ), which plays the role of educating knowledge workers, is becoming more and more important than ever before. Vocational education can be defined as turning students into human resources needed by industry through formal education under the supervision of the Ministry of Education.
Chapter VI. Vocational Qualifications System
Development of Vocational Qualification System 211 A. Vocational Training and the Vocational Qualification
Development of the Vocational Qualification System
The Blue print for Qualifications 218
Current State of the Vocational Qualifications System
National Qualification Supported by Individual Laws 232
Changes in Vocational Qualification System and
Current State of the NCS Development 242 C. Measures to Settle the NCS-based Qualification System 245
List of Tables
List of Figures
Social and Economic Background of Korea and VET
Technology-Intensive Economic Development,
Development of Knowledge-Based Society and Stabilized Development Period, 2000s 17
Chapter I. Social and Economic Background of Korea and VET
Social Background prior to 1960
Labor Intensive and Export-Oriented Industrial Development, 1960s~1970s
Development of Knowledge-based Society and Stabilized Development Period, 2000s
Characteristics of Vocational Education and
The SWOT factors had an impact on the process of early industrialization and economic development in the early 1960s. Job creation for the elderly and young is a major topic on the labor market.
Training in the Process of Economic Development
The government has recently promoted a policy to strengthen career education to deal with youth unemployment in a highly educated society and inadequate vocational education in high schools. Meister high schools are a small number of selected schools among specialized vocational high schools that focus on vocational education.
Vocational Education System
Overview of Education System 32 2. Development of Vocational Education 36
Vocational Education at the Secondary Level40
Vocational Education at the Higher Level
Directions for Future Development 62
Chapter II. Vocational Education System
Overview of the Education System
High school graduates can choose to attend a general high school or a vocational high school. It is distinguished by the fact that the government took the lead in implementing the vocational education system to realize economic development plans.
Development of Vocational Education
In the Korean school system, vocational and general education are separated from the high school level. More and more people have higher education, and high school graduates do not prefer vocational high school.
Vocational Education at the Secondary Level
Currently, vocational high schools in Korea are categorized into three groups: specialized vocational high schools, meister high schools, and comprehensive high schools. Meister high schools, which comprise only a few schools, are chosen among other specialized vocational high schools.
Specialized Vocational High School
In addition, the government encourages public and private institutions to eliminate discrimination between high school and university graduates regarding wages and human resources policies. As shown in [Figure II-5], the labor force participation of graduates of secondary vocational education has been increasing since 2010.
Meister High School
Characteristics and Status
Status of Operation
System and Strategies to pursue
Performance and Evaluation
The standard requirements for establishing a high school are described in
. To reform regulations on the Meister high school education To depend on school decisions on curriculum. Jobs in promising areas or large companies are guaranteed for high school students before graduation.
Vocational College
Customized Education
The representative case of cooperation between industry and academia that vocational colleges have pursued is the "tailored education" system. The college specialized itself with the customized education program and received funding from the government's industry-academia collaboration project. The customized education system has brought positive results that have substantialized education at vocational colleges and increased employment rates.
Industrial Commissioned Education
Pursuant to the Higher Education Act, an employer provides an HBO program with the education of the associate degree program to its employees with a secondary education diploma or equivalent. A number of companies and students in industrial contract education are as shown in
.
Major Intensive Course for Bachelor's Degree
Directions for Future Development
With the plan, the center of vocational education moved from secondary schools to higher education, focusing on vocational training. In the era of the knowledge society and lifelong learning society, various policies are drafted to establish the lifelong vocational education system. Higher education institutions, such as vocational schools, should be an important adult lifelong learning institution providing vocational training to employees.
Vocational Training System
Major Institutions and Policies 79
Chapter III. Vocational Training System
Introduction
As such, the vocational training system has contributed to the country's economic development by ensuring competitive knowledge workers fit for competition in the global economic market. The vocational training system was created as a new system to ensure a high-quality workforce during the process of industrialization after the Korean War and it was considered a skilled manpower training system focused on the unskilled youth. Here, the vocational training system in Korea is described by examining major institutions and policies, implementation systems, and considerations.
Development Process
Development (1980s)
Although the vocational education and training system was strategically adapted to reflect economic and social changes, the benefits of in-service training utilizing existing production facilities and equipment were not widely recognised. However, it was inevitable for the Korean government to adopt the continuing education obligation system to ensure a technical workforce in the process of the country's economic development, and the system has trained and provided about 2.5 million skilled workers during the period of industrialization over the past 30 years ( See [Figure III-1]).
Turning Point (1990s)
Innovation (after 2000)
Major Institutions and Policies
Vocational Training Special Measures Act (1974) Basic Vocational Training Act (1976) Vocational Training Promotion Fund Act (1976). The demand for simple technicians has increased as the nation transforms from an agricultural-based country to the light industry society ->To ensure workforce focused on school education, To establish vocational training system, To introduce the subsidy system for vocational training. Korea Vocational Training and Manageme nt(1982), New courses for advanced vocational training (master craftsman course).
In-Service Training
The entrepreneurs receive compensation for the expenses and wages of participants in the training courses. Part of the training costs and wages of the participants is provided when the training of 30 hours or more is given. Sectors actively participating in paid leave training include manufacturing, finance, insurance, real estate and construction.
SME-Specific Training
334 SMEs participated in the SME Learning Organization Support Project in 2011 with 1,751 learning groups which facilitated the learning base for SMEs. The SME's systematic on-the-job training is a newly adopted project in 2012 which provides the necessary infrastructure for SMEs. Details of support for systematic on-the-job training of SMEs are described in
.
Training for the Unemployed
An unemployed person who has registered with an employment security agency for job search can apply for the training of the Naeil Baeum card system, regardless of whether he has an unemployment insurance record or not. The specialized training for the vulnerable groups was first established in 2011 as a customized and exclusive training course for socially disadvantaged classes. The vulnerable groups eligible for the specialized training are shown in
.
Training in Strategic Areas
Vocational training systems to promote a highly skilled workforce in Korea are mainly administered by the Ministry of Employment and Labor. For example, the Ministry of Agriculture has the "food expert program", the Ministry of Health and Welfare has it. As of 2011, there are 36 programs running as the professional manpower training program among other ministries apart from the Ministry of Employment and Labour.
Loan System of Training Expense
Implementation System
The loan system provides credit at a low interest rate over a long term to employers and training institutions to support them in establishing training facilities or purchasing training equipment. The training equipment loan limit per institution is KRW6 billion and the annual limit per institution is KRW2 billion. The loan limit per month is KRW1 million (a total of KRW3 million for irregular workers and a total of KRW6 million for the unemployed) and the annual interest rate is 1%.
Related Legislation and Finance
Money from the unemployment insurance fund is injected to support employers operating employee training programs, specialized training for SMEs, employee training programs, employee-directed training, and training programs for the unemployed with unemployment insurance records. . Employers pay all the premiums for the employment stabilization and professional skill development project insurance of total wages in the previous year according to the size of the business) and workers and management pay half of the unemployment premiums. Training for the Naeil Baeum card system, training for the local unemployed including farmers and fishermen, specialized training for the vulnerable group, Korean Polytechnic Colleges, cultivation of training instructors.
Delivery System
Considerations
There are challenges to deal with for the vocational training system to take root as a sustainable system in the future. The vocational training system has been chosen as a best practice and has been standardized by many developing countries. 2011 Modularizing Economic Development Experiences: Vocational Training System to Nurture Technical Manpower, Ministry of Employment and Labor, Korea Research Institute for Vocational Education and Training,.
Evaluation of Vocational Training
Evaluation of Training Providers 126
Screening of Vocational Training Programs 135
Chapter IV. Evaluation of Vocational Training
Evaluation of Training Providers
Grounds and Purpose of Accreditation
During the process, it became necessary to manage the quality of training, and as a result, a training provider evaluation system was introduced in 1999. Currently, each training institution, whose records show that it provides training in the year to be evaluated, is assessed, and follow-up measures are taken based on the results. For example, it was forbidden for any provider to participate in the state-supported training from 2003 if it did not meet a certain level of accreditation criteria.
Structure and Procedure of Evaluation
For evaluation by trainees, a trainee satisfaction survey is conducted to ask those who have completed the training their level of "overall satisfaction" with the competence of the training providers, and the evaluation procedures vary according to the type of training.
Evaluation Index
The Tomorrow Learning Card System for the Unemployed is evaluated by training comments left by HRD-Net trainees. Training for national key and strategic industries is evaluated in parallel with HRD-Net trainee comments and employer ratings. As for collective custom training for established workers, it is evaluated by the satisfaction of the trainees, which is measured by phone calls, e-mails and faxes, etc.
Use of Evaluation Results
Using the Evaluation Grade Accrediting and Approving Training Programs
Differentiated Application of Supervision Depending on Grade
Selection of Best Practice Providers
Screening of Vocational Training Programs
In accordance with Article 6 of the "Regulation on the Supervision of Vocational Skills Development Training Providers" (MOEL's Established Regulation No. 54, December Selection and Cycle of Targets for Regular Supervision," supervision can be applied differently based on their evaluation nature.
Differentiated supervision based on evaluation results Have training providers run self-evaluation and submit the results together with a self-improvement plan based on the results (hereafter referred to as "self-improvement results"), but if self-improvement results are not submitted, there is a significant violation of the submitted results, or they are insufficient, supervision must be carried out Grade B Regarding education providers who receive a grade B after evaluation, they must be under supervision once a year.
Screening of Training programs under the Skills Development Account System
Introduction
How to Screen
Organization and Operation of a Judging Committee I. Qualification of Judges
Screening Procedure and Detailed Items
Progress
The President of KRIVET may replace in the first quarter of each year one-tenth of the judges who participated in the review of the previous year, as a means of maintaining fairness in the review process. It is used to exclude training programs with insufficient content and lack of relevance in current fields. Of the 9,598 training programs applied for eligibility screening, approximately 771 programs, a 0.8% of all submitted applications, were determined to be inadequate in predicting and screening for the need for support by regional labor offices.
Screening of Training for National Key and Strategic Industries
Outline
Selection Process
Screening Criteria
Those employed within six months of completing training1)/(those who . training+those who entered employment early)]×100 Employment. Those who remain employed for 90 days or more among those employed after completion of training/those who find employment)×100. Those who completed training2)/(actual number of trainees-organization employment)]×100. training content, teachers/instructors, facility and equipment, etc.).
Screening of Distance Training 1) Outline
Pre-Screening System
Screening Criteria for Distance Training
Conclusion
To check whether the training hours scheduled by the training provider are properly calculated or not. Readiness to study for each unit: to check whether adequate preparation is suggested for effective learning. Submission of assignments for evaluation: to check that instructions for teacher/instructor feedback are provided.
Trends and Issues of Career Education in Korea
Overview of Career Education 165
Policy of Career Education 170
Delivery System of Career Education 188
Trends and Issues of Career Education 195 Appendix Changes in Major Career Education-
Chapter V. Trends and Issues of Career Education in Korea
Overview of Career Education
Background of Career Education
Definition and Roles of Career Education
Policy of Career Education
Career Education in the National Curriculum
Inclusion of Specialized Career Subjects in the National Curriculum
Curriculum-Integration of Career Education
Personnel to Support Career Education 1) Assignment of Specialized Career Teachers
Building Expertise of Specialized Career Teachers
Major Jobs of Specialized Career Teachers
The new curriculum provides a clear description of career education covering all fields of education in Korea. One of the most distinctive features of career education in Korea is that it is a subject included in the national curriculum. Career Education Content Objectives/Performance Standards for Each School .. amp; of social competence.
Furthermore, the article titled "A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills" 22 citations Boahin & Hofman, 2013; “Psychological
– Innovative forms of vocational high schools have also been introduced, such as the specialized high school, Meister high school, and comprehensive high school Source : Korean
Private institutes pointed out training curriculums as their competitive advantage, which is significant in that they operate training courses in a more flexible way than public ones..
dealing with matters pertaining to accreditation of private qualifications setting up the foundational plan for education through school-industry collaboration and supporting
Purpose of The Study This study aims to examine upper secondary vocational education and trainingVET systems in Northern European countriesDenmark, Finland, Norway and Sweden.. The
vi CHAPTER 2 LITERATURE REVIEW 13 2.1 Introduction 13 2.2 The Role of Technical Vocational Education and Training in South African Context 13 2.3 Curriculum Design for Vocational
Sustainability of technical and vocational training education based on instructors’ competence ABSTRACT This Concept Paper discusses topics that focus on the competence of
31 Readiness and Understanding of Technical Vocational Education and Training TVET Lecturers in the Integration of Industrial Revolution 4.0 KHutkemri Zulnaidia, Mohamad Zuber
Apakah Anda tertarik untuk menghasilkan pendapatan pasif? Mari kita mulai bersama kami.
Semakin banyak dokumen yang Anda bagikan, semakin banyak uang yang Anda hasilkan!
