Methodology

1. Methodology

1) Selection criteria

Two different dimensions were used in selecting the cases for this comparative study.

The first dimension relates to school levels. VET institutions can be classified into different categories according to their school levels. Here, we classify them into school-based VET institutions and school VET institutions. This school-school-based and post-school taxonomy is borrowed from the Australian post-school system. According to the Australian school system, ‘school’ means secondary school, and therefore ‘post-school’

institutions refer to those institutions people enter after finishing or leaving secondary schools. In <Table III-1>, different vocational education and training institutions in Korea are grouped according to school level.

<Table III-1> Types of VET institutions at secondary and post-secondary level (Korea)

Level of VET Secondary Post-secondary

Institution Type

General high schools Vocational high schools

Junior colleges Polytechnic colleges

Vocational training institutes(VTIs) Polytechnic universities

As shown in <Table III-1>, school-based institutions providing VET in Korea are general high schools and vocational high schools, while post-school institutions providing VET are typically junior colleges, polytechnic colleges, vocational training institutes, and polytechnic universities.

The second dimension used in selecting the cases was industry sector. The reason industry sector was used as a criterion is because in industry–school cooperation,

industry sector plays an important role in determining the nature of the linkage. The industry sector also identifies the major field (or program) of interest. This study is concerned with the linkages that exist between specific programs (that is, electronics) within an institution and industries.

In accordance with the agreement made with the researchers from NCVER, we have chosen to concentrate on three major industry sectors in both countries. The criteria used in choosing these sectors were that they should be nationally representative sectors in each country and should include manufacturing and service sectors. The sectors the joint project team has chosen meet these standards. They are electricity/electronics, information and telecommunications, tourism/hospitality. Electricity and electronics are major industries in Korea. In addition, the IT industries are expanding rapidly in both countries. Tourism and hospitality are major industries in Australia, and emerging industries in Korea.

<Table III-2> Cases Selected at Sector-by-Institution Level (KOREA)

Industry Sector Secondary Post-secondary

Electrical & Electronics Su-do Electronics Vocational High School

Incheon Information Technology Technical High School

Yeon-Am Junior College

Tourism & Hospitality

Pusan Han-dok

Managerial Information Girls' High School

Hanyang Woman's Junior College

We have selected seven Korean and ten Australian VET institutions using these two dimensions with at least one institution occupying each cell in the school-level by industry table. In choosing the institutions, we have made an effort to identify institutions with well-established programs in the particular industry area. To do so, several field visits were made by Korean researchers to identify such institutions and such programs. Australian researchers identified institutions and programs through wide

consultations with experts in the field. <Table III-2> provides the name of the Korean institutions selected according to school and industry sector and <Table III-3>provides the names of the Australian institutions selected according to school and industry sector.

The industry sector relates to the programs selected for major investigation.

<Table III-3> Cases selected at sector-by-institution level (Australia)

Industry sector Secondary Post-secondary

Electrical & electronics

RMIT University (TAFE division)

Box Hill Institute of TAFE NASTEC solutions

Information technology (IT)

Inner–Melbourne VET cluster RMIT University (TAFE division)

Northern Institute of TAFE Ryde campus (hospitality)

New South Wales TAFE (tourism)

2) Interview schedules

Three different kinds of interviews were conducted for each of the Korean VET institutions selected for the case studies.

Training Provider interview

First, an in-depth interview with a VET provider was conducted. Generally teachers and professors in charge of the selected program for the institution were interviewed.

Additional information on the type of linkage between the school and industries was also collected from the administrative staff from school–industry co-operation support offices.

Employer interview

The second type of interview was conducted with the employer. The employer was selected from the group of employers who offer practical training to students enrolled in a particular institution. These employers were also very likely to offer jobs to the graduates from the institution. In many cases, practical training led to employment.

Student trainee interview

The third type of interview was conducted with one or two students in the VET institution. Those students who had already participated in practical training provided information on their experiences with the VET provider and the industry in which they had undertaken practical training.

Key providers of information

The major type of interview was undertaken with the institution providing vocational education and training. Several visits were made to the institution and in-depth interviews were conducted with the people in charge of programs. Interviews with employers and students were relatively shorter and were designed to supplement the information discussed with VET institutions. The questionnaire sheets for the three types of interviews appear in appendix III-3. In Australia information for the case studies was mainly collected from the training providers. In the case of the information on the New South Wales tourism program information was collected from the program manager responsible for tourism training in the State. The results of national employer

satisfaction and student outcomes surveys (already reported on in this report) were used in lieu of interviews with employers and students.

The three different interviews conducted for each case study in Korea represent three important actors in vocational education and training: VET providers, industries, and students (or trainees). When the quality and nature of VET is discussed in Korea, the major concern is mainly with the institutions providing VET. Often, the views of the other two parties, students in VET institutions and employers of the graduates from these institutions, are excluded or not considered. However, we must keep in mind that students and employers are not only the main users of VET, they are also the main players in the Korean VET system. Therefore, their views and experiences need also to be considered, analysed and reflected upon in establishing the VET system in Korea.

The case studies selected for the comparison incorporate the views of these often overlooked players.

3) Contents of case studies

In addition to conducting interviews with teachers, professors and administrative staff in selected institutions, key persons who answered the interviews in each institution were asked to provide comprehensive explanations and supporting materials regarding the following topics.

Describing the linkages between VET institutions and industry

Respondents were asked to describe the general linkages between the institution and industry, and the linkages between selected programs (that is, the department of electronics) within the institution and industry. In looking at these linkages, focus was placed on identifying the following:

History and Nature of the linkage

• commencement of linkage

• number of cooperating companies

• introduction to those companies to explain the history

• organisations initiating the linkage (An industry initiative is referred to as an industry-driven linkage, a school initiative is referred to as a school-driven linkage) Specific examples of linkages: school- industry co-operation programs

• 2+1 system of technical high schools,

• customized programs

• programs under special contracts

• other kinds of cooperation programs Funding sources

• government funding

• industry funding

• other private sources

• funding sources for the institution as a whole

• funding sources for the program

Involvement of school and industry in developing curricula

Questions were also asked about the:

• major programs of the institution and their initiation

• major curriculum used in the designated program within the institution

• degree and forms of involvement of industries in developing the curriculum

Other examples of school–industry co-operation

Respondents were also asked to specify other forms of co-operation with industries, such as provision of machines, equipment, learning materials from industries. The examples include,

• provision of technological support

• exchange of teaching personnel between the school and the industry

• involvement of teachers in programs offered by industries to renew their knowledge

• if the institution commits student training to industries or trains employees in related industries, if it does, specific examples of such programs

Practical training

Respondents were also asked to provide information about the processes involved in practical training including the following:

• determining the training industry which will provide the student with practical training

• the role of schools, industries, and other organisations in the process

• preparation of students for practical training in the training industry

• timing and duration of practical training

• relative importance of off- and on-the-job training

• evaluation of students participating in practical training

• supervision of students during the period of practical training

• evaluation of employer satisfaction with students

Evaluating the institution’s VET outcomes

Information was also collected on:

• course (program) completion rates (within the last 5 years)

• practical training completion rates (within the last 5 years)

• rate of employment of the graduates (recent trends) along with the rate of employment in the same industry in which they gain practical training

• evaluation of satisfaction of employers who hired the graduates (method and degree)