직업훈련 경쟁력 강화를 위한 교수-학습 탐색 연구

Abstract

본 연구는 다음과 같은 연구 내용을 중심으로 추진되었다. 첫째, 직업훈련에서의 교수-학습의 의미와 그 특성 그리고 최근의 동향을 전반적으로 고찰하고자 하였다. 아울러 직업훈련 교수-학습에 미치는 관련 요소, 변인, 절차 등을 분석하였다. 이를 토대로 이 연구의 직업훈련 교수-학습 접근 방향을 수립하였고 연구 변인 및 분석틀을 도출하였다. 둘째, 현재까지의 직업훈련정책의 위치파악과 방향 정립을 위하여 직업훈련의 연혁과 정책 변화를 살펴보고 직업능력개발계좌제에 대한 도입배경과 성과를 되돌아보았다. 또한 직업능력개발계좌제 도입의 긍정적/부정적 측면들을 바탕으로 향후 정책 방향을 제시하였다. 셋째, 고용노동부 기관 평가사업 자료를 분석하고 직업훈련기관 관계자를 대상으로 운영 업무 프로세스를 도출하여 각 업무 단계별로 교수-학습의 요소, 단계가 어떻게 구현되는지를 구체적으로 파악하였다. 이를 토대로 전반적인 국내 직업훈련기관 운영현황 및 수준을 파악하고 연구 대상 선발 방향과 기준을 수립하였다. 넷째, 직업훈련기관 대상 교수-학습 사례분석을 위하여 연구 대상 선정, 조사 방법을 위한 구체적인 방향과 도구를 설계하였고, 직업훈련기관 대상을 선정하여 사례 연구를 실시하였다. 주요 분석내용은 크게 투입 요소별 관점과 교수-학습 단계별 관점에서 살펴보았다. 다섯째, 직업훈련 경쟁력 강화를 위한 훈련기관의 직업훈련 교수-학습 개선 방안으로 훈련기관 운영 측면과 수업 운영 측면에서의 전략을 살펴보았다. 또한 정부 직업훈련정책 측면에서 현행 실업자훈련정책의 개선 방안을 제안하였다.

The purpose of this research is to assess the teaching·learning environment in vocational education and training programs for the unemployed. A great deal of research has been done in this area, but there has been a notable lack of research on the teaching ·learning environment in that regard. Especially conspicuous in its absence is qualitative research examining in detail the mechanisms of the vocational education and training teaching·learning environment in the actual field. We therefore conducted a case study of 13 vocational education and training institutes that had been praised for the competitiveness of their operating programs over a number of years. The institutes were categorized into 4 fields: mechanical (3 institutes), office management (2 institutes), information technology (3 institutes), and beauty treatment/medical treatment/cooking (5 institutes). The institutes were selected according to standards and procedures devised by a panel of experts. To devise a framework for the analysis, we undertook a literature review, an analysis of data from the institutes, and discussions with experts. In this process, the definition, characteristics and recent trends of the teaching·learning environment in vocational education and training were ascertained and confirmed. Also, related factors, including processes that influence the teaching-learning environment in this context were analyzed. Moreover a narrative of the history and direction of government policies concerning vocational education and training were presented. Throughout this process, the direction of this research was established, and research variables, tools and frameworks were delineated. We also evaluated the management status of domestic vocational education and training institutes. As the main research method, in-depth interviews of persons concerned were conducted and certain responses of the trainees were analyzed statistically. The framework of this research was as follows. The two points of analysis were the teaching-learning input factors and the teaching-learning process. As to environmental factors, the industry, the institute, and government policy were analyzed. As to essential factors, programs, trainees, and trainers were analyzed and as to implementation factors, the teaching-learning method and teaching-learning media were analyzed. Next, we examined this content from the point of view of the teaching-learning process and performed a systematic analysis. The first process was "before class" (analysis, design, development), the second process "in class" (implementation), and the third was "after class" (evaluation). This research was correlated with certain policy changes executed starting this year. We anticipate that this study will be important in illuminating what specific factors these policy changes have influenced. The results of the research reveal the distinct characteristics and problems of this teaching-learning environment, particularly in terms of trainee recruitment, trainers, facilities, program information and the field's intrinsic characteristics. Based on this study we suggested certain teaching-learning improvements that vocational education and training institutes themselves can carry out, and certain policy improvements the government should initiate. The suggestions arising from this research are as follows. First, the institutes should be specialized, and should make a concentrated investment in their programs. It is also important to recruit trainers who have practical qualifications and to support continuous training as well as improve labor conditions. Next, institutes should make use of needs analysis results and apply these to the teaching-learning process. To close gaps between trainees, it is also necessary to increase interaction between trainers and trainees, and to support supplementary or enrichment programs. In addition, management experience and knowhow should be accumulated systematically and directly linked to the institutes' capabilities. The role of government should be to strengthen career counseling and information infrastructures to help trainees and others make more informed choices. Finally, it is necessary to improve policies to attract qualified institutes to the industry, and to prevent untrustworthy institutes from entering it. Moreover, the number of programs should be limited to a more reasonable level.