직업교육과정의 종합적 고찰

Abstract

연구의 필요성을 충족시키기 위한 목적을 제시하면 다음과 같다. ⑴ 직업교육과정의 이론적 배경을 살펴보고, 직업교육 및 직업훈련기관의 학교급별 교육과정의 유형을 분석하여 정리한다. ⑵ 현행 직업교육과정의 운영에서의 문제점을 추출하고 그 해결방안을 모색한다. ⑶ 직업교육과정의 특성에 따른 개발방법의 접근성, 활용성 및 학교급별 교육과정의 연계성에 대한 분석을 통하여 발전적인 개선 방안을 제안한다.

This study has been conducted to comprehensively examine the curriculums of vocational schools, including vocational high schools and junior colleges and the training criteria of vocational training organizations, such as polytechnic colleges in order to grasp the actual conditions of vocational education and training criteria, and to take measures to solve the problems raised under those conditions. This research employed the following methods: relevant literature and data were analyzed to obtain an overall view of vocational education; personnel and teachers from vocational high schools and junior colleges were interviewed in order to examine vocational education in terms of its operation and its problems; and expert meetings were held to determine the direction of this study and explore ways to improve the operation of vocational education curriculums. To examine vocational education, this paper first outlines the foundation of vocational education, the concept and features of vocational curriculums, as well as information concerned with vocational training criteria. Second, the section on changes in vocational education describes the establishment of vocational training criteria, vocational training criteria based on the Basic Vocational Training Act, criteria with the introduction of employment insurance, and the current criteria of vocational ability development training in the order of the historical changes in vocational training. Third, the vocational education model section examines, first, various models like Kaufman & English's, Kenneke's and Lee Moo-geun's models, all of which focus on the need analysis and job analysis. Then, it takes a look at SCID (Systematic Curriculum and Instructional Development), CBE (Competency Based Education) and Front-End Analysis models, which take a systematic approach. Fourth, the paper classifies methods in vocational education development into development through job analysis, DACUM (Developing a Curriculum) and Competency Based Education, and presents methods and procedures for each development in detail. Fifth, for the operation of vocational curriculums, it examines the operation status of curriculums in vocational high schools as well as the attributes, goals, formations, unit allotments, organization and operation guidelines of the 7th education curriculum and "Dual System" curriculum of technical high schools. It also examines the features and management conditions of independent high schools, specialized high schools, and comprehensive high schools, and overviews the curriculums of junior colleges, and the features and trends in customized curriculums and articulation programs. Sixth, the criteria of vocational training are taken into consideration in terms of the current occupational standards system, and operation and development system of vocational training criteria. Seventh, with teaching and learning-related matters being interpreted as vocational education in a broad sense, it outlines the development of vocational curriculums according to their characteristics: for example, concept and selection of teaching goals; concept, selection, and structure of learning contents; and selection and development of teaching/learning methods and materials. Eighth, it evaluates vocational curriculums categorized broadly into assessments of vocational education, vocational curriculum assessment and teaching assessment, and examines the definition, goals, methods, and procedures of each assessment. Ninth, it outlines the introduction, transition, and operation of vocational curriculums and national technical qualifications, and also looks at the relationship between vocational education and the system of national technical qualifications. Finally, for the improvement of vocational curriculums, this paper presents measures to approach the academic foundation of vocational curriculums, to improve the development of vocational curriculums (the development of liberal vocational curriculums for primary schools and junior high schools, and the development of curriculums for vocational high schools and junior colleges), and to apply curriculums (the linkage between school curriculums, criteria of vocational training and the national technical qualification system, and the methods and procedures of developing and improving vocational curriculums).