국가 인력수급 전망과 정책

Abstract

본 연구는 교육수준을 반영한 중장기 인력수급 전망을 실시함으로써 국가 인적자원개발정책의 시사점과 함의를 도출하는 데 목적이 있다. 교육수준을 반영한 인력수급 전망은 국가 차원의 인력수급 전망으로서 교육과 노동시장의 연계를 위한 것으로, 본 연구에서는 통계적 한계를 고려하여 교육과 노동시장의 연계 또는 전공과 직업의 연계를 고려한 수급전망 모형을 구축의 기반을 찾는데 주요한 목적이 있다. 즉, 본 연구에서의 인력수급 전망은 인적자원 정책의 입안에도 목적이 있으나 교육 및 인력양성, 직업연구 또는 직무분석, 진로지도, 직업상담 등에서 활용할 수 있는 기반을 마련하는 데도 중요한 목적이 있다.

This study was undertaken to analyze the recognition status of life-long learning and present development tasks for the realization of a life-long learning society on the basis of the Credit Bank System that recognizes a variety of 'prior learning' as credits. 'Prior learning' is classified into two methods; recognition of academic achievement through accreditation, and recognition of competency through qualification and others. In addition, recognition may be made by converting the prior learning recognized as academic achievement into competency, and by converting the prior learning recognized as competency into academic achievement. At a preface, this article discusses the Credit Bank System of recognizing academic achievement. This Credit Bank System is a system recognized by law with the connection of credit, degree or qualification with various results of learning in order to recommend broad acquisition of desired education for all society constituents, not only through systematic education in schools, but also through life-long learning institutions or individual self-directed learning experiences. However, the Credit Bank System presents the following problems: First, learners tend to participate in the Credit Bank System eyeing on receiving a degree rather than for learning aspect itself, and this is a conflicting trend with the fundamental vision of life-long learning. Second, the Credit Bank System mainly assesses the quantitative standards that are objective and easy to measure, such as the facilities, number of faculty, area and time to complete the class of education and training institutions, during the recognition process of the quality of learning through the assessment of substance of curriculum, learning process and measuring of learning results. Third, the Credit Bank System must seek ways to secure an even more diverse class of subject targets. ...