• Industry Promotion Research
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• v.1 no.1
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• pp.59-64
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• 2016

This study verified the effect of the experience of job-training on youth employees' wage by analyzing panal data. The study results showed that the objective of job-training(enhancing job performance, ${\beta}=.336$), satisfaction of job-training(${\beta}=.-.256$) and the type of job-training(cyber lecture, ${\beta}=.334$) significantly affected youth employees' wage. Also, age, education, marital status, hour of job-training, objective of job-training and satisfaction of job-training significantly affected the differences between groups. This study provided practical implication to prepare effective job-training policy by confirming the effect of the experience of job-training on youth employees' wage and verifying the effectiveness of job-training.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2004.11a
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• pp.261-264
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• 2004

The study, by reviewing and analysing the system of occupational education and training, aims to provide some substantial informations for the activation of occupational education and training in the construction sector. The result shows that the current system doesn't substantially reflect the realities of employment structure in the sector, and thus, fails to respond to skilled-worker development. It is also observed that most of the occupational education and training institutions have difficulties in recruiting trainees due to daily construction workers' negative attitudes toward the current system. Therefore, it is necessary i) to improve occupational education and training system, ii) to tackle in-depth analysis of daily construction workers' reasons for the negative perceptions, and iii) to develop the responding alternatives.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.109-118
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• 2022

The purpose of this study is to derive implications for establishing vocational training education policies in Korea by investigating COVID-19 countermeasures in the United States, Germany, Switzerland, Australia, the United Kingdom, and Singapore, which are representative vocational education training countries. The implications derived from the survey of leading countries in vocational education training are as follows. First, in order to respond to COVID-19, face-to-face vocational education training was quickly converted to online education. Second, the system was strengthened to overcome the crisis of the apprenticeship system, especially the British and Australian governments established a special budget for the apprenticeship system. Third, due to COVID-19, blended learning has become a new standard education model, accelerating the digitalization of vocational education training. Finally, leading countries in vocational education training are promoting the development of the edutech industry to support online education. This provides important implications for the direction of change in vocational education training in South Korea.

• 월간 기계설비
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• s.239
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• pp.67-73
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• 2010

한국폴리텍대학 (Korea Polytechnics)은 지난 2006년 새로운 직업교육 패러다임과 미래지향적이며 역동적인 이미지, 한국을 대표하는 직업교육훈련기관이라는 개혁 의지로 새롭게 출발했다. 1968년 "중앙직업훈련원"으로 출발. 2006년 기능대학 및 직업전문학교 통폐합을 거쳐 현재 전국 35개 캠퍼스를 갖춘 대한민국 대표의 직업교육훈련기관이 되었다. 본지는 기능교육의 산실인 한국폴리텍대학의 전반적인 현황과 설비관련학과 교육현황에 대해 알아본다.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.13-21
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• 2012

The purpose of this study is to research factors determining satisfaction on the short-term training courses offered to vocational school teachers, and to analyze the case of the overseas training for developing countries. An empirical study is performed by surveying 226 trainees having participated in international HRD program of the HRD Korea during 2008~2011. The results show that the training demand survey, training period and fitting to the trainees' major and the educational level positively affect the satisfaction on the short-term training for teachers of vocational schools. The implication of this study is that programs customized to personal attributes and educational level are needed in the ODA overseas training and the short-term training for teachers of vocational schools.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.4
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• pp.1633-1639
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• 2012

In this paper, in Incheon, vocational education and training satisfaction of vocational training institutions and on the factors affecting the career maturity were investigated. Mercy Vocational trainees receive training in vocational education and training to improve skills in the process it was found that commitment. In addition, "friends, family, acquaintances," with the encouragement of vocational education and training has been to collect. Prefer long-term training and career maturity and high educated singles with lower career maturity were higher. Regression analysis of satisfaction in the vocational education and training information, influence on career maturity. Therefore, the authorities concerned in the vocational education and training program faithfully find ways to operate should be.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.17-26
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• 2024

The purpose of this study is to explore the direction of the role of lifelong vocational education as a field of lifelong education based on the content analysis of the innovation plan for lifelong vocational education and training in 2018. The conclusion is as follows. First, in terms of policy orientation, the direction of lifelong vocational education is possible to carry out life-integrated lifelong vocational education in terms of lifelong education. Second, in the education and training process, lifelong education can be carried out in specific practical competency areas in terms of lifelong vocational education. Third, in the case of the education and training system, in terms of lifelong vocational education, the philosophy of lifelong education is to establish an education system that spans the entire life. Fourth, in the case of education and training programs, various programs can be operated by type of lifelong education institution in terms of lifelong vocational education. Fifth, in the case of education and training, lifelong education can be distributed evenly across life stages from the perspective of lifelong vocational education. Sixth, in terms of the relationship with the industrial sector, lifelong education can strengthen the connection with industrial demand in terms of lifelong vocational education, and it can also strengthen the connection with government agencies. Seventh, in the case of support for the underprivileged, lifelong education is viewed from the perspective of lifelong vocational education. Free education and customized support for the underprivileged are possible at provincial and provincial lifelong education institutions and city, county, and district lifelong learning centers.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.37-46
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• 2019

The purpose of this study is to develop a flipped-learning based education model for vocational education and training. Based on previous studies, we have developed a training model that includes definitions of flipped-learning, major learning activities, and operational strategies in each occupation. In addition, delphi surveys were carried out to confirm the validity of the educational model for HRD and vocational education and training specialists. Finally, the flipped-learning model for vocational education and training consists of three stages: Pre-learning, Main-learning, and Post-learning. Pre-learning stage include Online lectures, Simple tasks, Main-learning stage include Active learning and Coaching-Debriefing lecture, Post-learning stage includes Individual reflection-Additional task performance activities. The educational model developed through this study was developed with the focus on improving the linkage and the performance of the goal of vocational education and training.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.367-377
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• 2024

The purpose of this study is to develop a competency model that enhances the management capabilities of vocational training institutions and to identify the priorities of educational needs. After reviewing prior studies to tentatively establish a competency model, a training needs assessment was conducted in the field using this model. Data for the analysis were collected through a survey conducted among vocational training institutions. Following the needs assessment, a new management competency model for vocational training institutions was formulated, comprising six competencies and 26 competency dimensions, by eliminating the dimensions considered relatively less important. The competency model developed through this study is anticipated to be utilized in creating management education programs for directors of domestic vocational training institutions.

• Journal of vocational education research
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• v.36 no.2
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• pp.95-121
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• 2017

The vocational competency development training teacher must complete the training course for the training of vocational competency development training instructor and get the qualification of the vocational competency development training teacher from the Ministry of Employment & Labor with the criteria set by the Presidential Decree. Therefore, it can be said that H_university 's educational performance, which is the only vocational competency development training teacher in Korea and that plays a role of mass production in the labor market, has a great influence on vocational competency development training. The purpose of this study is to identify the problems through the analysis of actual condition of vocational competency development training education based on CIPP model, Furthermore, it was aimed to suggest improvement plan of qualification training education. In order to accomplish the purpose of the research, the present situation of the training course for the vocational competency development training teacher training students was grasped. And We conducted a survey to draw out the improvement plan and utilized the results of 173 copies. We conducted interviews by selecting eight subjects for in-depth analysis and Understand the details of the results of the surveys conducted. As a result of the study, positive responses were obtained from the educational objectives and educational resources in the context factors. On the other hand, there were negative opinions about the curriculum reflecting the learner and social needs. In the input factors, positive opinions were derived from the educational objectives and training requirements. However, there were many negative opinions about the achievement of the learner's educational goals. In addition, there were many negative opinions of online contents education. In the process factors, positive evaluation was high in class related part, learner attendance management, and institutional support. However, negative opinions were drawn on the comprehensive evaluation of qualification training period, and the learner's burden due to lack of learning period appeared to be the main reason. In the factor of calculation, Positive opinions were derived from the applicability of the business curriculum for training courses for training teachers who are in charge of education and training in industry occupations. However, there were negative opinions such as learning time, concentration of learning, and communication of instructors. Based on the results of the study, suggestions for improving the operation of vocational competency training teacher qualification training are as follows. First, it is necessary to flexibly manage the training schedule for the weekly training course for vocational competency development training teachers. Second, it is necessary to seek to improve the online education curriculum centered on consumers. Third, it is necessary to seek access to qualification training for local residents. Fourth, pre - education support for qualified applicants is required. Finally, follow-up care of qualified trainees is necessary.