Research Material 01-2
2000
Research Abstracts
Foreword
At the beginning of the twenty-first century, KRIVET was entrusted with the mission of providing primary support to the development of vocational education and training through lifelong learning.
At present, Korea stands at a turning point in vocational education and training, due to trends towards the development of a knowledge-based society.
Government efforts to develop human resources at the national level, to secure this emerging society, have accelerated KRIVET's role as a government supported research institute.
Coping with these global trends, KRIVET has conducted a variety of field research studies focusing on vocational education and training through lifelong learning, human resources development at the national level, the national qualification system, and career guidance.
This compilation consists of 34 basic research abstracts published by the KRIVET research staff in 2000. Compared to last year, this compilation is a more meaningful collection of the diverse areas that KRIVET is currently pursuing, including joint research with the international communities, policy-oriented research on national vocational education and training through lifelong learning, the vocational qualification system, and the provision of career guidance information.
It is hoped that "Research Abstracts 2000" will be used as a guide for students, experts, and policy-makers interested in vocational education and training, as well as human resources development.
Moo-Sub Kang, Ph.D.
President, KRIVET
1. New Directions for Customized Training at Junior Colleges ··· 1 2. Editorial Design and Development System for High School Vocational
Textbook ··· 5 3. The Policy Implications of Effective Funding for Junior Colleges ··· 12 4. Countermeasures against Teacher Problems Arising from the
Restructuring of Vocational High Schools ··· 15 5. Restructuring Directions for the Korean Qualification System ··· 17 6. New Directions for the Improvement of Specialized High Schools ··· 22 7. Developmental Model for Skill & Function Encouragement in the
Personnel Management System ··· 27 8. Manpower Structure and the Demand for Vocational Education and
Training in Small and Medium-sized Manufacturing Industries ··· 30 9. Reforming the Career Guidance System for Korean Secondary School
Students ··· 32 10. The Development of Evaluation Standards for Vocational High
Schools ··· 37 11. Linkage between Vocational Education, Training Providers, and
Industry ··· 39 12. Manpower Policy Directions and Issues Based on the Industrialization
of Knowledge in Korea ··· 42 13. An Evaluation System for Vocational Training in Korea ··· 50 14. Accounting for the Stock of Human Capital ··· 57 15. Employment Analysis of University-graduates: Focus on Prestigious
Universities and Departments ··· 60 16. A Comparison of VET-related Laws and Systems ··· 64 17. The Impact of Overeducating on the Korean Labor Market ··· 66
18. Evaluating the Basic Learning Competencies of Junior College
Students ··· 68
19. The Development and Field Application of the Teaching-Learning Model in Vocational High Schools ··· 70
20. National Competency Standard Systems ··· 77
21. An Implementation Scheme for the Certification of Key Skills ··· 81
22. Cost and Benefit Analysis of Acquiring National Technical Qualification ··· 87
23. Adult Retraining and Reskilling in Korea and Australia ··· 91
24. Promoting Human Resources Development in Companies ··· 96
25. A Scheme to Improve Workers' Vocational Training System ··· 102
26. Linkage between Two-year College Education and the Qualification System ··· 107
27. The Qualification Systems of France and those of Korea ··· 112
28. Developing Career Guidance Programs for Parent Education ··· 115
29. Development of a Vocational Aptitude Inventory for Secondary School Students (I) ··· 117
30. Building Information on Good Jobs for the 21st Century ··· 119
31. Strategies for Strengthening Subject-based Environmental Education ··· 121
32. A Comprehensive Plan for Vocational Education and Training through Lifelong Learning(I) ··· 129
33. A Plan for the Efficient Operation of Vocational Home Economics Curriculum at the Business High School ··· 135
34. Human Resources Development through Cyber Education ··· 143
List of figures [figure 1] The frame of the question: A complex structure with three levels ··· 113
New Directions for Customized Training at Junior Colleges
RR 00-1
Kyeong-Jong Kang Jong-Woo Kim Hyun-Jeong Lee Kwang-Yong Lee
Ⅰ. Overview
This study was conducted to help define, categorize, and establish an operational system for customized training that would enable junior colleges to create and implement effective customized training programs.
The research procedures for this study were: (a) identifying the status and related problems of customized training practices problems through an examination of related publications; (b) analyzing the demands for customized training through interviews and a survey of 60 junior colleges and corporate providers engaged in customized training; and (c) after discussion at seminars held by junior colleges that provided customized training, examination of new educational policies, based on the interview results, by a committee of experts.
Ⅱ. Results of the study
1. Definition and purpose of customized training
The development of a typical customized training program usually starts
with the school receiving and order, either from industry or society, to provide qualified workers trained to perform a specific task, and then provides students with the type of training requested. That is, schools place top priority on the demands of industry, i.e., its primary consumer, when carrying out its educational process.
The main purpose of customized training is to provide workers with the skills and expertise that employers require. Such training methods will lead to a strengthened national and industrial competitiveness, as companies spend less money on retraining and adaptation programs, and will promote cooperation between educational institutions and industry, while increasing the revenue- bases of educational institutions, by enabling companies that lack proper training facilities to entrust them with the education of their employees.
Therefore, a reasonable direction for customized training is to develop various training programs that meet the various demands of industry. In order to do this, each junior college must analyze its own regional and social environment and develop a commensurate variety of programs that meet the industrial requirements of their surroundings.
2. Types of customized training
In terms of training content and targets, customized training can be divided into three types: educational, improvement, and a combination of both. Where the educational training programs target students, the improvement training programs target workers; both are designed to meet the demands of industry.
Customized training programs that combine the two varieties, target workers but generally takes the form of educational training.
According to who places the order and who is providing the financing, customized training programs can be divided into three types: contract
programs, industry-school programs, and specialized programs. Contract programs are managed according to contracts concluded with the consumer;
industry-school programs are joint training programs carried out by both the company and the school; specialized programs are developed and managed by the school to meet demands in specific areas of expertise.
There are also three developmental models for training programs: the order-based developmental model, the client-based modification model, and the alternative model. The order-based developmental model involves the development of a new training program that meets the demands of a customer;
the customer-based modification model involves the modification of an existing training program to meet the demands of a customer; and the alternative model involves taking a differentiated approach to adopt a training method and designated training area, be it an order-based developmental model or a customer-based modification model.
3. The operational system of customized training
For each type of customized training, an appropriate operational system must be established that incorporates the factors deemed important for that type of program. This operational system plays the comprehensive role in guiding the operational direction, the development and implementation of training programs, and the provision of administrative and financial support. In addition, a joint committee of junior colleges, corporate entities, and related agencies must be formed, with each organization playing a distinct role. This joint committee must form working groups for the promotion of practical cooperation between the different parties. The joint committee must also secure support in the form of human resources, material resources, and information resources from corporations and related agencies.
Ⅲ. Policy recommendations
Based upon the customized training approaches and operational directions currently in use by junior colleges, the following policy suggestions are recommended.
First, customized training must focus on adult education if junior colleges are to overcome the difficulties created by decreasing enrollment.
Second, work improvement training programs that target the currently employed are more beneficial than focusing on two-year educational programs for students.
Third, training should be conducted at industrial sites. Currently, most customized training programs are short-term and are provided on college campuses. Many small and medium-sized companies cannot afford to send their workers back to school for additional training, however, which excludes them from the benefits of the customized training programs offered by junior colleges. It is advisable, therefore, to provide as much training as possible at the industrial site rather than the school.
Fourth, training hours must be flexible. As mentioned above, the disruption of the production schedule prevents small and medium-sized companies from sending their workers to training during regular work hours. A wiser alternative, therefore, is to provide training during off-hours, and, since workers may have to work overtime on certain weekdays, weekend training sessions are a plausible consideration.
Fifth, customized training affiliates must be diversified. At present, customized training is only offered to companies. It would be advisable, however, to expand the range of affiliates to include local autonomy groups, city and provincial education bureaus, various associations, and service
providers, depending on the characteristics of the department. This move will contribute to expanding the target and function of the educational services provided by junior colleges.
Sixth, financial resources must be secured in support of customized training.
As was illustrated by the junior college survey, most junior colleges receive no financial assistance from affiliates, and, when they do receive financial support, it is in the form of equipment and software provisions that are more of an effort to promote cooperation between the school and industry, rather than financial assistance directly related to customized training. Junior colleges must, therefore, begin charging companies for training programs provided at their request. The current form of customized training may enhance cooperation between the school and industry, but it does little in the way of expanding the financial resources of the college. Under these conditions, if governmental support is discontinued, it will be very difficult for junior colleges to continue providing customized training.(kkj3498@krivet.re.kr)
Editorial Design and Development System for High School Vocational Textbook
RR 00-2
Jong-Sung Lee Jong-Woo Kim Hyang-Jin Jung
Ⅰ. Overview
This research introduces the systematic concepts of editorial design, unique
to printing and advertisement, and their applications to textbooks, to develop an editorial design system useful in the development of textbooks for vocational high school courses that are in accordance with the objectives of the Seventh Education Course, yet, are, from a student's perspective, more effective, interesting, and structured, and, thereby, systematically provide the requisite preliminary information and application methods. The research consisted of a review of the purpose and role of the textbook, general applications and configuration methods of editorial design, analysis of the motivational factors of vocational high school students, teaching and learning methods, and a comparison of design systems between the indigenous textbooks in current use and those used abroad. The results of the review helped to establish principles for an editorial design system for vocational high school textbooks and suggestions for its application. The results of the research were reached after a review and analysis of related literature, three textbook analysis workshops that provided a source for expert advice, and interviews and seminars. Additionally, a planning team for the practical application of the editorial design system, consisting of advisory professors and research staff, was organized.
Ⅱ. Analysis of the editorial design system for vocational textbook
1. Analytical framework
The contents of the analytical framework included the five following categories: (a) a readability text domains for evaluating the appropriateness of letter size, letter spacing, sentence length, and line spacing. For text composition features, letter font, application, and levels of visual composition
of letter groups were reviewed; (b) a visual domain covering the brightness of colors and shape correctness, from the printed manuscript's point of view.
Appropriateness of visual content and expression were also reviewed for application features; (c) a layout domain encompassing the appropriateness of typesetting and space efficiency for composition features. For representation features, efficiency of visual and text explanation, and the production of open pages were reviewed; (d) a composition domain that included the consistency of page connections and comparison of the effect between pages to evaluate superficial organizational structures. For representation features within the composition domain, evaluations were performed to measure the level of efficacy in student understanding and memorization of the contents, and the level of progressive steps of visual understanding of the contents; and (e) ancillary features included various visual effects, such as the cover page, pictures, diagrams, figures, characters, and numbering systems. Print setting, paper quality, and binding methods were also evaluated to determine if they properly supported the textbook contents.
2. Analysis of vocational textbooks
The analyses of the vocational textbooks were conducted by a group of experts in editorial design and textbook development participating in workshops, where the entire group reviewed the analysis reports. Average analysis was used to compare indigenous vocational textbooks to equivalent textbooks from abroad. Average analysis by group was used to compare the levels of editorial design between the indigenous and overseas textbooks.
Classification for analyses of vocational textbooks were divided into three types: (a) theory book for introductory content; (b) vocational textbook primarily consisting of explanations of principles and structures; and (c)
vocational textbook primarily consisting of suggestions, processes, and experimental results. Classification was based on the amount of visual and text contents required by each vocational textbook and its particular requirements.
Analysis of the composition domain indicated that, according to the representation method emphasizing textbook characteristics and differences in print setting, adjustments in the font and typesetting were needed. It was also determined that there was an absence of efficient application of printing manuscript levels, various visual effects, and representation methods. Analysis of the layout domain found that immediate reconsideration of basic typesetting, spacing, and page composition were required. The review of the textbook composition domain also found inefficiency in visual effects concerning the representative content and a lack of consistency. Furthermore, overall problems with the editing of the cover page, presentation and choice of pictures, and the absence of character applications were pointed out. All these findings made it necessary to adopt new editorial design standards in association with textbook contents.
Additionally, results from the analysis of vocational textbook types found no differences in font, and the adoption of script shape and text typesetting were made without consideration of differences in textbook classification types. It was particularly noted that immediate attention to readable parts of vocational textbook with large amount of contents must be provided. Analysis of the visual manuscript status and its application to the visual domain found that an improvement of visual manuscript correctness was necessary. Moreover, lower levels of application technique in expression genres and the application methods adopted by indigenous textbooks, in comparison to those of overseas textbooks, make it necessary to introduce advanced and systematic applications for visual effects.
The review of the composition (flow) domain found that editing
considerations according to the above classifications, in all types of vocational textbooks, were regarded as being more efficient. It was found that efficient application of an editorial design system took direct effect not only in strengthening the structural efficiency of textbooks, but also in expressing textbook contents. It was also found that cover pages of indigenous textbooks needed better application of visual effects in accordance with the classification of the textbook. In particular, the flexible adoption of print setting and choice of paper quality according to textbook type must be taken into consideration.
Ⅲ. Development of an editorial design system for vocational textbooks and its application method
1. Development direction of the editorial design system for vocational textbooks
The principal directions of an editorial design system that is applicable within the limits of vocational high school textbooks, are: (a) The system must strengthen the principal role and function of textbooks; (b) It must consider the characteristics of vocational high school students; (c) It must support the teaching activities of vocational high school teachers; (d) It must be a concrete application method that focuses on the characteristics of vocational textbooks;
(e) It must be based on objective completeness and enable its application to other general textbooks; and (f) It must consider connectivity and applicability to other teaching and learning media.
2. Application method of the editorial design system for vocational textbooks
The results of the literary analysis, vocational textbook analysis, and the
aggregation of expert group opinions played a major role in determining the basic principles for application of the editorial design system.
Application of the editorial design system, according to the composition domain, should be as follows: For text applications, new serif fonts, with higher readability, were chosen for the main content, while gothic fonts were chosen for titles. Basic typesetting was established by applying 10.5 point pitch to the main content, setting letter spacing at 93%, word spacing at -5, sentence spacing at 17.5 points, sentence length at 109mm, the content occupancy ratio at 50%, and paragraph division with letter back writing. In order to secure consistency and balance of the overall textbook flow, font application was determined within limited parameters. Size application was made to aid visual discernment from large domains to small domains.
The visual domain approach avoids visual distractions in technique, genre, display layout, and size comparison, and the layout illustrates how easily the application of typesetting and spacing can be put on a grid. The composition (flow) of vocational textbooks strengthens division and flow through the application of clear visual effects, such as the consistent application of color and of character to illustrations, and thereby helps students systematically understand its contents. Textbook cover page analysis was approached by means of the composition method based on the average ratio, which was conveniently applied. Analysis of inner pages was conducted through the selection of an asymmetric format, which differed from the cover page to emphasize textbook content. The "Introduction" was primarily arranged with the text. Content arrangement was provided to help readability through a packaged arrangement of chapters from top to bottom to provide better visual flow, and immediate understanding at first sight, with the arrangement having previously been made from the left to the right. Characters were consistently
organized by providing typography of chapter names and illustrations, and other contents besides major content were differentiated by illustration character and background color. In order to make it easier to understand the sequential flow of the textbook numbering system, font, illustration size, and color, except for Korean letters, were suggested for differentiation purposes. The page numbers of cover pages were positioned at both ends of each bottom margin, together with repetitive printing of main and small chapter titles at both ends of the top margins to provide a sense of stability and balance.
Application methods for each vocational textbook type, according to the different classification methods, were conceived primarily based on the different characteristics of the textbook subject, with visual amounts and text amounts required for a limited number of pages. Type A textbooks primarily consist of text, and the typesetting was conceived based on readability, while Type B textbooks were conceived to provide small visuals, so as not to make it difficult to read the main content while trying to understand the text content.
Type C textbooks contain large amounts of various visuals. It was therefore suggested that the letter spacing be adjusted from -8 to -10 for a tighter setting, so that text typesetting could be grouped with visuals, and a six column division grid be principally applied to allow visuals of various sizes.
Ⅳ. Recommendations
It is recommended that the following policy matters be followed to effectively and systematically develop textbooks for vocational high schools.
First, it is necessary to secure differentiated and various types of textbook development. Liberalization of existing regulations concerning textbook development is suggested, so that creativity of textbook editorial designs and
variations in textbook development may be exercised.
Second, a specialized editorial designer should participate in the textbook development process. It is necessary that the role of the design expert is emphasized in the process of the textbook writing and editing stages, and responsibility for supervision of the overall process at the level of the central administration office be secured by the editorial designer.
Third, a budgetary increase in textbook development costs is necessary. It is suggested to significantly increase the expense budget for textbook editing, layout, illustrations, photos, cartoons, etc., sufficient to reach a level that will attract the interest of students.
Fourth, policy-based support, at a national level, for the development and application of the textbook editorial design system is needed. Systematic national support is required to conduct research and develop on editorial design for introduction and application to textbooks.(jslee@krivet.re.kr)
The Policy Implications of Effective Funding for Junior Colleges
RR 00-3
Ji-Sun Chung Dong-Yeol Park
This research suggests policy implications of effective government funding for Korean junior colleges, and ensures and normalizes the vocational education offered by these colleges, which will supply and develop human resources for the upcoming knowledge-based society.
To accomplish these objectives, committees of professors, government officials, and researchers were organized to discuss the research process and suggest or offer desirable policy directions. Three primary information gathering methods were utilized: (a) a review of related literature; (b) an analysis of the government funding policies in the United States of America, Japan, and Australia to draw some meaningful policy implications for the improvement of college funding in Korea; and (c) a questionnaire was administered to the evaluation committees that disburse government funding to colleges and all one-hundred-sixty-one Korean colleges in order to ascertain needs and conditions associated with regional and college organization-type groups. The five hundred and sixty-one questionnaires were given to two groups: one comprised of four hundred-eighty-three chancellors and directors in charge of education at their respective colleges; the other composed of seventy-eight members of the evaluation committees for government funding of colleges in 1999 and 2000.
Based on the research, several major policy implications for improving the effectiveness of the college funding system may be suggested:
1. Establishment of an evaluation system for funding
A mechanism that takes exclusive responsibility for evaluating financial support for junior colleges, such as CORPA(Commission on recognition of post-secondary accreditation) in the United States of America, should be established. The function of this mechanism would be to enhance the rationality, neutrality, transparency, consistency, and comprehensiveness of financial support and management, in addition to the evaluation method, by coordinating time, procedure, period, and management.
2. Scale of government funding
The amount of government funding should be enlarged to support vocational education at colleges. At the same time, efficient management of the fund should be enhanced to develop the human resources necessary for a knowledge- based society. Currently, the distribution of educational fund tends to be concentrated on a few colleges. To reduce this gap, lump-sum financial support should be allocated as the main portion of government funding.
3. Funding focusing on the variety of education programs offered
To develop a variety of specialized educational programs for individual colleges, the focus of the evaluation and financial support should be based on the peculiarities and regional background of each college.
4. Funding focusing on educational demands
Government funding ought to benefit college students, which means that vocational education should be developed through improvements in the educational environment and conditions for students. As institutions of life-long learning, colleges have the additional burden of meeting the various demands of the community with a diverse variety of programs.
5. Funding based on educational outcomes
An evaluation index to measure the educational results of students should be included, which can also be used as a measure for the efficient management of funding. In particular, class size, the ratio between students and professors, should be properly modulated, which is the first step towards improving the quality of education.
6. Funding for the promotion of cooperation among colleges and between colleges and industries
Financial support should not only be possible for individual colleges, but also for a group of colleges pursuing projects within the same region, major field, or council. Further, the government should provide financial support to industry as well as the colleges for school-industry cooperation. (jschung@
krivet.re.kr)
Countermeasures against Teacher Problems Arising from the Restructuring of Vocational High Schools
RR 00-4
Chyul-Young Jyung Jai-Sik Kim Woo-Seok Seo Seung-Il Na Dong-Yeol Park
Due to rapidly changing environmental conditions, vocational high schools, which have played a central role in secondary vocational education, are faced with several challenges. For this reason, the government and schools have responded to these challenges by considering a restructuring of the vocational high school educational system. It is anticipated, however, that such restructuring will create severe problems among the faculties of vocational high schools.
This study develops comprehensive countermeasures against teacher problems arising from the restructuring of the secondary vocational education
system.
Various research methods were used in this study: Extensive literature and statistical data were collected and reviewed; A committee of experts was convened several times in order to discuss and seek directions for reconstructing the vocational high schools and solutions to cope with possible challenges for vocational high school teachers. The panel consisted of members from the Ministry of Education and the various Offices of Education, vocational high school teachers, professors, and researchers; A survey of the Offices of Education, principals, and teachers was conducted.
The results of the study were as follows:
First, many vocational high schools have either considered or planned to restructure their educational and/or departmental systems, and such a restructuring is expected to produce a number of surplus teachers, especially in the areas of business information, plant resources and landscape architecture, industrial chemistry, and textiles. Several solutions are available, such as reducing the number of students assigned to each class, in-service training, generating new demand, flexible management of the curriculum, and interchanging the faculty, that utilize this surplus while maximizing efficiency.
When these alternatives are considered, however, it is essential to factor independence, flexibility, and the improvement of the vocational educational environment into positively coping with the problems associated with the faculty surplus.
Second, it is expected that the number of new teachers in emerging fields is insufficient, largely due to vocational high schools having considered or planned to establish new departments that currently do not exist. It is specifically in these new fields, such as computers, the Internet, and information, that demand is expected to increase, while demand in the existing
traditional departments will decrease due to industrial changes within society.
Accordingly, the following countermeasures should be considered: hiring experienced workers from industry at the principal's discretion; investing in Superintendents with granting and hiring (assistant) teachers licenses at the recommendation of principals; granting and hiring (assistant) teacher qualifications through the prescribed method; granting new teachers licenses after in-service training; utilizing training teachers in specific subjects, etc.
Third, these alternatives, which make the current teacher management system flexible and realistic, should be developed to cope with the reformation of vocational high schools and improve the management system of vocational high school teachers.
Finally, countermeasures against teacher problems are sensitive issues that require a relationship based on understanding to resolve. It is essential, therefore, to have ample discussions, examination, and social agreement on both short-term policy measures, such as the teacher deficit, and long-term policy measures, such as management system.(jcy2528@plaza.snu.ac.kr)
Restructuring Directions for the Korean Qualification System
RR 00-5
Myong-Hoon Shin Hyun-Soo Kim Jong-Sung Park
This study provides a new model for the National Qualification System that will allow it to play a leading role in the national policy on human resource
development. The study was performed with the following aims: (a) the strengthening of ties between the education system and the qualification system; (b) the formation of policy directives for the Ministries of Labor and Education and other relevant authorities; (c) coordination between the national and private qualification systems; and (d) providing the framework for a new qualification system.
Research methods included a review of the literature, analysis of related data, interviews, and meetings with experts and policy discussion groups. The discussion on the reorganization of the qualification system focused on the following two areas: basic direction and policy direction.
Basic direction of the restructuring process
First, the qualification system needs to function as the critical link between the education system and the labor market. As an objective measure of individual competency in terms of human capital value, qualification might be utilized as an important indicator for the employment, re-employment, and further education of workers. A demand-oriented qualification system linking qualification, vocational education and training, and the workplace should be established.
Second, a process of evaluating and certifying key skills should be included in the certification process.
Third, there needs to be flexibility in the qualification system so that it is able to respond to technological changes. For instance, qualification categories and standards require diversification, and new criteria for testing, as well as the qualification itself, and new examination for subjects should be prepared for the altered qualification categories through a job analysis.
Fourth, a system of qualification management and operation through trilateral cooperation between employee, employer, and government needs to be
established.
Fifth, a national skill standard for vocational competency, according to industry, needs to be developed so that it may be used as a link between in-company training and qualification standards, as well as a guideline for vocational curriculum development and qualification criteria.
Sixth, a National Qualification Framework that takes into consideration education levels that match each qualification must be developed.
Seventh, a work-based national qualification system should be adopted.
National Technical Qualification holders with additional work experience should be able to apply for professional craftsman, professional industrial engineer, and expert engineer.
Eighth, the competition and complement between national qualification, government-authorized private qualification, and private qualification needs to be implemented by expanding options for workers.
Ninth, in order to secure the credibility of government-authorized private qualification, the management of qualification holders after their certification should be processed in a thorough manner.
Finally, an expert and credible professional institution is needed to provide systematic management of qualifications.
Policy direction
▪To establish a management and operation system for National Qualification
First, in order to strengthen the development of vocational competency and national competitiveness, in general, management and operation of the qualification system at the governmental level is necessary.
Second, a national qualification framework that facilitates an integrated system of qualification management should be developed. A 7-level national
qualification system should be implemented where new levels of qualification (expert engineer, professional industrial engineer, and professional craftsman) are introduced, in addition to the existing levels of qualification(professional engineer, engineer, industrial engineer, and craftsman), with the purpose of separating the management of qualification levels suitable for experienced workers and student-oriented qualification levels.
Third, a national skills standard needs to be developed to establish a standardized qualification system and solidify the linkage between vocational training programs and industry.
Fourth, a technical qualification review process should be included in the duties of the Council for Vocational Education and Training Policy in order to integrate relevant bodies.
Fifth, the roles of each department should be clearly defined. The Ministry of Labor needs to be a general authority for overseeing the National Qualification system, and the Ministry of Education needs to be a general authority for leading the authorization of private qualification.
Sixth, additional manpower is required in the Ministries of Labor and Education, the chief government authorities dealing with the qualification system, and a full-time expert on the qualification system should be placed in the department in charge of national qualifications.
Seventh, job descriptions for each qualification should be redefined based on standard industry classifications.
Eighth, national qualification titles with similar names and contents should be integrated.
Ninth, clear roles should be assigned to national qualifications, government- authorized private qualifications, and private qualifications, respectively, and steps should be taken to expand private qualifications and improve their authorization process.
▪ To enhance credibility
First, a system for the comprehensive management of the quality of qualifications is needed. In order to increase the compatibility of the certification process in the workplace, the contents of certification should be more practical, the pool of qualification managers should be more professional, and an on-site assessor should be introduced.
Second, in the case of development for new qualification categories, a job analysis by professionals should be made consistent with the mandatory manner.
Third, an evaluation system for qualification management centers should be introduced in order to increase the commissioning of the certification process and to promote competition.
Fourth, the institutions of certification and training should be separated in order to secure the credibility of qualifications.
Fifth, a policy to foster experts on qualification needs to be implemented.
A training program for potential candidates should be set up to increase the number of qualified managers for the qualification system in the private sector.
▪ To increase applicability
First, measures to widen the use of qualifications in the hiring of employees, job placement, determining salaries and promotion, and retraining should be investigated.
Second, workers with qualifications should be given preferential treatment when applying to vocational education and training institutions. Qualification holders should also be given credit recognition.
Third, the early development and diffusion of a national standard of competency, as well as the strengthening of ties between qualifications and industry, is necessary.
Fourth, the authorization period for national and private qualifications should be limited, rendering them invalid after a certain amount of time.
Fifth, a policy of evaluating and certifying key skills should be introduced.
Sixth, the government authorization process for private qualifications should be rigorously applied, and support should be given to private qualifications in special sectors whose necessity is recognized.
Seventh, a system of management for efficiently dividing the functions of national qualifications, authorized private qualifications, and private qualifications is needed. Participation by the private sector should be encouraged for the mutual complementation of national and private qualification systems.
Eighth, international cooperation projects should be strengthened in preparation for international recognition of qualifications. The management of qualification systems in other countries should be continuously monitored as well.
Ninth, an information system on qualifications is needed to meet the demands of a knowledge-based information society.(mhshin@krivet.re.kr)
New Directions for the Improvement of Specialized High Schools
RR 00-06
Sung-Won Kang Jun-Pil Ok
This study was conducted to develop policy guidelines for establishing a new type of school that is expected to be a positive development in the
evolution of Korean secondary education. The following were the main topics of the study: First, a summarized understanding of the new type of school and the theoretical foundations of related educational aspects were collected by means of interviews, questionnaires, and research. Next, introductory reasoning was sought, along with reviews on related concepts and legal aspects. Reviews on the new school type and other educational features were pointed out. We then reported on the status of these schools and identified operational issues regarding their developmental stages. A needs analysis was performed to better understand the ideal future that teachers, students, and parents have of the school. Finally, we sought to establish administrative and financial support systems to assure the future prosperity of specialized high schools and, especially by boosting their willingness to achieve, a high level of effectiveness. Various methods were adopted and used to verify these study targets. We organized various articles on the subject, reviewed literature on the subject, and conducted interviews and surveys through questionnaires.
The results of the study were as follows:
The new type of high school is aimed at providing better opportunities to those students who have displayed special talents in addition to a high level of original character and aptitude, demonstrated a case of distinctive concerns in specific areas and contents, and whose further growth is expected to produce professionals in their areas of concerns in the near future. Academic achievement, however, is necessarily desirable.
The specialized high school system was proposed by the Presidential Committee for Educational Reform in February, 1996. A brief foundational approach was implemented through the Third National Scheme for the Establishment of a New Education System. The main reason for proposing a new type of high school was based on the belief that the current educational
emphasis on college preparation cannot promote creative practices among students and appropriately improve their aptitudes towards their career goals.
Implementing new educational practices by throwing out the stereotypical high school that primarily embodies those subject matter grounded only in comprehensive knowledge, suggests a new type of school with the promotion of students' interests and aptitudes as its foremost intent. Based on this policy consideration and subsequent legal preparations, the new Pusan Design School was opened in March, 1998.
The specialized high schools are grouped into several types, based on their areas of specialization, school establishment bodies, and durations of study(single and complex schools by areas of specialization; public and private schools by the establishment body; three-year and five-year schools by duration of study).
The distinctive features of education at the specialized high schools are as follows:
First, intensive courses are prepared to develop professional potentials based on student aptitude, interests, and talents. Second, experiential learning can be achieved through keen school-to-work relationships. Third, school autonomy allows for school-based management of the curriculum, course operation, and flexible scheduling. Fourth, an innovative curriculum, allowing various brilliant teaching and learning styles, is manageable and can be adopted. Fifth, the students and their parents have the right to choose the appropriate school for enrollment. Sixth, small classes and keen operation of study groups can be organized to establish more intimate teacher-student relationships. Seventh, better educational opportunities for college education and, simultaneously, ample possibilities for employment can be provided to the students.
As of March 2000, there have been twenty-two such high schools since the
Pusan Design High School first opened its doors in 1998. The courses offered by these schools are highly diversified, including such topics as design, automobile, horticulture, electronic machinery, jewelry work, culinary arts, computer applications, animation, tourism, Internet, and others. Nevertheless, the number of schools offering such areas of study and specialization is still inadequate. The schools should provide their rather scarce resources to consider more fully the diverse concerns of students about better career opportunities.
The specialized high schools are regarded as a desirable educational alternative to the current high school education, which generally helps students prepare for college. The former provides students in such schools with opportunities to develop their aptitudes, talents, and interests in addition to general studies. These schools can give more intimacy to students through small class sizes. Further, the educational settings in these schools with more intense considerations on areas of specialization, in which students can achieve more in relation to their areas of concern, may contribute further to the development of related industries.
Of greater concern, however, is the appearance of various problems and difficulties in this developmental stage. In some cases, for instance, the reality of being in a specialized high school is simply not the same as is suggested by its name, and the curricula and instructional efforts have not changed to fit that status. Recruiting and selecting the right students for a compatible educational process is still a matter of course, and the production and utilization of teaching materials are other serious concerns. At the management level, the management of these specialized schools constantly faces an uphill battle in attracting good teachers to their schools, and cooperation between the community and industry is nonexistent for this type of educational approach.
Financial support is rather dismal and insufficient to promote this type of special education.
The following policies should be implemented to allow schools to become major institutions where the talents and curiosities of the students, which are often good indicators of their better future, can be fostered and successfully developed.
First, in support of specialized high schools, the focus of the national policy should center on promoting those areas where students are most interested.
Second, more emphasis should be placed on the end goals of the students being employed and continuously trained, rather than on the national plan to make greater manpower available. The reasons are simple. The latter focuses on the immediate use of trained manpower, whereas the former aims at building human capacity for future use. Third, specialized high schools should adopt an innovative curriculum and use creative teaching and learning methods, with the expectation that the schools will provide more real life experiences to the students. Fourth, teachers in specialized high schools should possess a variety of professional abilities, sincere beliefs, and ambitions, sufficient to play effective roles in these special types of education and training. Experienced personnel from relevant industries should be included in the teaching corps of these specialized high schools. Fifth, good connections to higher learning need to be established, and should be sufficient to address the need for higher education of the students and their parents alike. Special admission procedures to the universities should be prepared for those who complete all required courses in these specialized high schools. Alternatively, five-year specialized schools may be a good solution to deal with special educational needs. Sixth, management should have autonomous control over curriculum development, literature utilization, teacher qualifications, and the selection of study length.
Finally, ample financial supports may have to be provided to those needy students who want to enroll in specialized high schools.(swkang@krivet.re.kr)
Developmental Model for Skill & Function Encouragement in the Personnel Management System
RR-07
Joon-Ho Seo Su-Weon Kim
Ⅰ. Overview
Although blue-collar employees have contributed to the industrial development of many Korean companies, human resource management often focuses on white-collar workers. Ironically, the background of economic growth among Korean companies is based on the manufacturing industries, which rely on the power of labor.
This study investigates the importance of skill & function encouragement and the methods current in use at Korean companies. Under the skill-centered cultural structure, gain sharing plans as a measure to increase productivity is investigated. This study, therefore, develops a skill & function encouragement model and explores social support for it.
First, to carry out this study, the corporate environment and recent corporate human resource management trends and problems were investigated.
Second, government skill & function encouragement was investigated alongside human resource management in Korean companies, as a case study, and was examined to encourage skill & function.
Third, a variety of literature on gain sharing plans were reviewed in search for a gain-sharing plan that best suits Korean companies.
Fourth, this study investigated compensation and promotion within corporate human resource management through a company survey. We also investigated the present conditions and problems associated with skill & function encouragement and gain-sharing.
Finally, This research proposes a gain-sharing model and design process as a human resource management model based on the results of the literature review and empirical studies.
Ⅱ. Research results
According to the research results, common problems were limited promotion opportunities caused by insufficient position structures and blue-color employees being unable to experience the various career paths due to there being few opportunities for cross-over to white-color employees. Further, many companies usually adopt time-based and day-based pay structures. The worst problem is discrimination between blue-color pay and white-collar pay, which is established using a different pay table.
Companies frequently use methods for skill & function encouragement that give advantages in employee recruitment and personnel management to employees who have qualifications. Another frequently used method for skill
& function encouragement is employee training, both inside and outside the company. The most effective method for the skill & function encouragement, therefore, as perceived by companies and employees, provides the well-qualified employee with incentives. This result indicates that skill &
function encouragement should be linked to the pay system.
The research results of the gain-sharing study revealed that 24 companies, out of the total 92 companies, adopted gain-sharing, but many companies have
considered introducing gain-sharing plans into their firms. This result indicates that firms are becoming increasingly interested in gain-sharing.
In companies that have gain-sharing plans, distribution standards are based on income or productivity. This gain-sharing plan is more of a group gains method than an individual gain method. In these gain-sharing plans, the core problems were imperfections in the gain-sharing distribution standard index and distribution methods. Companies that accept the gain-sharing plan have precise distribution calculations and standard settings. There is no statistical significance between firms with gain-sharing plans and those without in terms of employee motivation, job satisfaction, and job involvement. This result indicates that these gain-sharing plans are not being implemented correctly.
A proper gain-sharing plan must provide the employee with the perception that he and company are the same.
Ⅲ. Suggestions
It is necessary to distinguish between job grade and qualification. This implies a promotion system that is development-centered and makes possible promotion based on job grade and job performance.
▪Transform time-based promotions and grades into ones that are ability (performance)-based.
▪In employee career management, organizations should use a dual career path that will give employees various job experiences.
▪In compensation management, many companies usually accept time pay and daily pay. This system is not suitable for providing blue-collar workers' lives with stability and motivation.
▪Performance/ability appraisal must be the basis for promotion and compensation.
▪Replace relative evaluations with human resource development evaluations.
▪Introduce flexible training programs, or dual (training) systems, within the organization.
▪Introduce choice fringe benefits within the organization to promote the QWL (quality of work life).
▪It is necessary to improve organizational structures with dual chains (white-collar and blue-collar).
▪Government must arbitrate labor-management relationships.
▪Government must reduce corporate taxes to enhance the adoption of gain sharing & profit sharing.(jhseo@krivet.re.kr)
Manpower Structure and the Demand for Vocational Education and Training in Small and Medium-sized Manufacturing Industries
RR 00-8
Hyung-Mann Kim Cheol-Hee Kim
This study analyzes the demand for vocational education and training in the small and medium-sized manufacturing industries, in which VET is a major channel of human resources development, and also identifies the content and type of training most suitable for enhancing the vocational skills of workers employed in the manufacturing sector of small and medium-sized firms. Based on these findings, new directives are laid out for the promotion of VET necessary for the development of human resources in small and medium-sized
manufacturing firms.
In order to analyze the VET demand in small and medium-sized companies in the manufacturing industry, the principles of corporate behavior must first be examined in detail. It can be expected, then, that the three main factors that constrain the demand for vocational education and training in these firms are limitations in the financial market, production market, and the labor market.
As shown in the results of the statistical analysis, small and medium-sized manufacturing firms are sensitive to changes in economic conditions, while their situation in the financial market remains unstable. In the labor market, smaller companies experience severe manpower shortages due to a large number of employees leaving the workplace compared to those entering.
Upon studying thirteen cases, it was found that skill development in small and medium-sized industries is mostly carried out through learning from peers and learning by doing. When skill levels reach a certain point, demand for VET in the form of general training is created. Work requiring the simplest vocational skills leads to demands for spiritual and mental training, whereas high-skilled or equipment-specific work leads to demands for VET based on theory and engineering principles. There is only scarce participation in off-the-job training, which is explained by four main factors. First, the opportunity cost arising from the amount of "lost" production is too high.
Second, there is no incentive to invest in VET because of the high rate in labor turnover. Third, no VET program exists that all the interviewed firms want.
Fourth, the future of small and medium-sized manufacturing firms seems increasingly bleak amidst rapid changes in economic conditions and information technology.
There are two methods for increasing participation by small and medium- sized manufacturing industry in vocational education and training: loosen the constraints on these firms or construct a new VET system. Suggested measures
to remedy the lack of involvement in VET in small and medium-sized manufacturing firms include government policies, such as vouchering VET- related loans and providing tax reductions on such loans; increasing the elasticity of available labor by improving the employment stability of irregular employees; developing various training programs required by precision manufacturing; and enlarging tax returns for VET investment.
Alternative routes for luring the small and medium-sized manufacturing firms towards participation in workers' VET consist of various methods:
establishing a structured on-the-job training system and securing government support in this regard; building the infrastructure for firm-oriented VET according to industrial types; constructing an industry-school consortium for industry-initiated VET; compiling a database of high-skilled workers;
supporting technological and vocational training in large firms; improving the system of VET cost calculations in small firms; and establishing an evaluation system for VET within the firm. (hmkim@krivet.re.kr)
Reforming the Career Guidance System for Korean Secondary School Students
RR 00-9
Misug Jin You Mi Son
Ⅰ. Introduction
As can be seen by recent reform measures in OECD countries, effective
career guidance systems have been regarded as one of the most important national strategies for the 21C industrial society. While the concept of 'career guidance' has been continuously emphasized in Korea since the 1960s, it is hard to say that Korean youths have received effective career guidance services in terms of both quality and quantity. This inactive career guidance system has resulted from multidimensional factors, such as cultural background, overemphasis on college entrance, lack of appropriate legal support, lack of qualified career advisors, etc. Before any other consideration, it is imperative to reform the administrative system, as well as relevant laws and regulations, in order to provide more effective career guidance to students.
In this study, we structure an effective career guidance system and determine the necessary policies and strategies to run that system. To achieve this aim, we studied the current career guidance system in Korea and closely observed those of other countries, such as England and France.
Ⅱ. The current career guidance system
In Korea, constitutional law provides sufficient grounds from which the rights of students to receive career guidance and information can be drawn.
However, the laws and regulations relating to career guidance, such as the Educational Act, the Elementary and Secondary Education Act, the Act of Promoting Industrial Education Act, etc., are not well organized and are insufficiently concrete. In terms of the administrative system for career guidance provided to students in secondary schools, there is no central unit that can guide policy making and policy implementation. At the level of the central government, career guidance is regarded as the duty of local educational authorities, and, thus, there is little work done at the national level. At the local
educational authorities, however, because of insufficient staffing and budgets, it is extremely difficult to lead career guidance activities within the schools.
Almost 70% of schools do have a division of career guidance with a head teacher, however, because of time restraints, limited budgets, lack of expert staff, etc, career guidance at schools has been treated as a kind of special event. Students usually receive their career guidance and information from the class teacher that takes charge of their class, however, teachers are not well prepared to provide career guidance in terms of their expertise, their time, and career guidance materials.
Ⅲ. Career guidance in England and France
Despite the differences between the two countries in terms of their cultures and school systems, both England and France place importance on career guidance, and its orientation is clearly represented in their Education Acts.
Specifically, both clearly define the right to receive appropriate and sufficient career guidance as one of the elementary educational rights of students. The solid ground of the Education Act has served as the guideline for the national policy on career guidance.
Additionally, in both countries, the central government has been directly involved in the making and implementation of career guidance policies and strategies. In England, the COIC(Career Occupational Information Center) under the DfEE has been directing career guidance policy, disseminating model cases(such as the "Better Choices" series), and provides evaluations of career guidance. In France, there is a special unit for career guidance(Mission de l' orientation) under the Ministry of Education, Science, and Research. The unit has been playing the central role for making and implementing the general
career guidance policy and strategy. At the local educational authority, there is also an academic staff for career guidance. France has a national center for career and occupational information, ONISEP(Office national d'information sur les enseignment et les professions), which also develops and disseminates career guidance programs and materials.
In both countries, there are local career guidance and information centers that can support career guidance services inside schools. While in England, there are career services, which are private companies contracted with the Minster of DfEE, in France the local centers are public and controlled by the local educational authorities. In both countries, based on the national qualifications for career advisors, the experts for career guidance are produced and allocated to schools and local centers.
Ⅳ. Policies and strategies for an effective career guidance system
The basic principle of the new career guidance system is "student-centered."
That is, students can conveniently receive accessible, quality career guidance.
Under this system, students can receive quality service from their class teacher as well as the school's career advisor, career advisors at local centers, and from cyberspace(such as CareerNet).
▪Reform/Supplement the current laws and regulations related to career guidance.
To activate this system, it will be necessary to reform or supplement current laws and regulations related to the career guidance system. It may be possible to supplement the current Education Act, Elementary and Secondary Education Act, and Act of Promoting the Industrial Education, or it may be possible to make a new law, such as an Act of Career Development Support. In either case, it is necessary to clearly define the concept of career guidance and the
basic elements of career guidance activities.
▪ Reform of the administrative system
First, there should be a division to take care of career guidance policies and strategies under the Ministry of Education. The position may be located at the Division of School Policies, the Division of Lifelong Learning, or Human Resources Development. In addition, it is important to support the national research center for career guidance and information(currently, the Career Guidance and Information Center under the Korea Research Institute for Vocational Education and Training).
At the local educational authority level, it is important to create a position to take care of career guidance policies. It is also important to reorganize the current local research center run by the local educational authority and teachers, which should be closely connected to centralized R&D through networking.
At the district level, there should also be a position to take care of career guidance within the district. At the school level, the Career Guidance Division led by the career guidance expert should be organized. In addition, the educational programs of career guidance for schoolteachers should be strengthened.
Further, the career center at school should be reorganized with sufficient materials, expert career advisors, and comfortable facilities. In addition, it is very important to establish close networking between stakeholders. That is, a vertical linkage among the central government, the local educational authority, school district authorities, and schools, as well as lateral linkage among the government, research institutes, local counseling centers, industry, etc.
Finally, it is necessary to educate experts in career guidance and information. In order to do so, it may be possible to set new qualifications, such as 'career advisor.' Financial support to schools for an effective career guidance activity should also be provided.
Ⅴ. Suggestions
It is important for officers of the central government to broaden the concept of career guidance. Career guidance is important not only for individual self-realization, but also for a national strategy to adjust to the rapidly changing society. The Ministry of Education should make active efforts to reform/
supplement the laws and regulations related to career guidance. In order to put effort to reform, the career guidance system, the research institutes, and the career guidance academic society should communicate actively with stakeholders at both the national and local levels.
In this study, we tried to determine strategies for reforming the career guidance system with specific reference to the legal and administrative ramifications. In order to run the system, however, it is necessary to provide the human and financial resources. In a later study, we expect to focus on these support systems.(diana@krivet.re.kr)
The Development of Evaluation Standards for Vocational High Schools
RR 00-10
Jong-Hoon Ghang Su-Weon Kim
The purpose of this study is to develop evaluation standards for vocational high schools by major fields that can maintain continuity and credibility, by
way of revising the current evaluation tools, and enhance the rationality of evaluation results.
To accomplish the purpose of the study, the various related concepts of school evaluation were explored by reviewing previous related studies and data analysis, and, to find suggestions for developing evaluation standards for vocational high schools, an analysis of the current state of domestic school evaluation and the school evaluation systems of advanced foreign counties, including England, the Unites States, France, and New Zealand was conducted.
In order to establish the evaluation areas and items by major field of study, field interviews with vocational high school teachers were administered, along with the Delphi technique for vocational high school teachers, university and junior college professors, school inspectors in Provincial Boards of Education, and experts in the school evaluation area. In addition, a workshop was held to verify the credibility of the evaluation areas and items, develop specific evaluation items by each evaluation item, and evaluation indicators by each specific evaluation item. Finally, a field simulation was employed to establish the field applicability and the reliability of the evaluation standards.
Based on the results, this study presents an evaluation system that includes evaluation directions, evaluation purposes, evaluators, evaluation methods and procedures, evaluation organization, evaluation periods, evaluation utilization, etc., and evaluation tools, including evaluation areas with weight values, evaluation standards consisting of evaluation areas, evaluation items, specific evaluation items, evaluation indicators and scales, etc.
The following suggestions are also presented for successful implementation and operation of the evaluation system in vocational high schools.
First, in order to settle the target-oriented evaluation for vocational high schools, the systematic and periodic school evaluation should be enforced at the national level.
Second, the wholly responsible body for school evaluation should be established in the central government, as demonstrated by the advanced foreign countries.
Third, evaluators should be included in the institutes that have had related experiences and accumulated specialization, such as the Korea Research Institute for Vocational Education and Training, so that the evaluation itself possesses objectivity and credibility.
Fourth, the evaluation results should be utilized for rewards, as well as public relations of exemplary cases and support for schools operating under inferior conditions.
Fifth, the evaluation results should be open to the public to promote well-intentioned competition between schools and help students make career decisions and communities make school policy.
Finally, in-service training for school evaluation should be carried out for vocational high school teachers, school inspectors on Provincial Boards of Education, and other authorities concerned.(jhghang@krivet.re.kr)
Linkage between Vocational Education, Training Providers, and Industry
RR 00-11
Jihee Choi Josie Misco (NCVER) Kyeong-Jong Kang Oanh Pann (NCVER)
Linkage between vocational education, training providers, and industry plays
