지역 진로체험지원센터와 학교 교육과정 연계·협력 방안

Abstract

본 연구는 국가 교육과정 변화 대응 및 학교 진로교육 내실화를 위해 진로체험지원센터와 학교 교육과정의 연계·협력에 주목한다. 이를 위해 진로교육과 학교 교육과정 연계·협력의 의의를 탐색하고, 진로체험지원센터와 학교 교육과정 연계·협력 사례 분석, 진로체험지원센터와 학교 교육과정 연계·협력 실태 및 요구분석을 실시하였으며, 이를 통해 진로체험지원센터와 학교 교육과정 연계 및 협력 방안을 도출하였다.

This study aimed to analyze the current status and needs of collaboration between Career Exploring Support Centers (CESCs) and school curriculum, and to develop strategies for their effective integration. The research explored the significance of career education and its connection to school curriculum, analyzed case studies of CESC-school curriculum collaborations, and conducted on CESC to analyze the current status and needs for collaboration with school curriculum. Findings from theoretical reviews, case studies, and surveys indicate that CESCs are emerging as key institutions supporting career education in schools by establishing diverse regional networks and developing strategies for school collaboration. However, CESCs currently focus primarily on simple matching between schools and experience providers, lacking a systematic approach for organic integration with school curricula. Schools demand that CESCs enhance their expertise, ensure operational stability, advance programs, and manage the quality of regional resources to effectively connect regional characteristics with educational needs. Despite these expectations, active participation from schools in co-developing career education programs or improving regional quality remains insufficient. To foster CESC-school curriculum integration, a shift in perception and role redefinition among center and school staff is necessary, along with fulfilling institutional and environmental prerequisites. This integration can lead to a complementary relationship between CESCs and schools, offering high-quality career education that reflects regional characteristics and ultimately contributes to developing students' career competencies. Therefore, considering the future-oriented vision of CESCs and the developmental process of collaboration between CESCs and school curricula, three directions for their integration and cooperation were derived. First, we proposed redefining the purpose of collaboration between CESCs and school curricula to strengthen horizontal connections. Second, we suggested improving the quality of collaboration between CESCs and school curricula to enhance vertical connections. Third, we recommended diversifying the points of contact in the collaboration between CESCs and school curricula to reinforce student agency. Policy implementation tasks and detailed action plans were proposed to achieve these objectives.