• Journal of Family Resource Management and Policy Review
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• v.14 no.4
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• pp.279-298
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• 2010

Although women's economic participation has been increasing in Korea, the utilization of educated women's labor is still low. Therefore, vocational training programs for women are both important and necessary. This study examines the vocational training programs for women offered by the three largest vocational training centers in Jeju: the Woman Resources Development Center, the Jeju Women's Development Center, and the Seogwipo City Women's Cultural Center. This study also analyzes the students' satisfaction with these vocational training programs and identifies the related variables that cause differences in their levels of satisfaction. The sample includes 397 respondents who were surveyed from June 23 to September 12, 2008. Moreover, the data are analyzed by conducting a one-way ANOVA, t-test, and Duncan's Multiple Range(DMR)test. The major results of the study are as follows. First, the vocational training programs in Jeju consist of lectures that cover various subjects. The programs mainly focus on work that offers relatively low wages and requires few skills, and the duration of the programs is short. Second, the original goal of the programs does not meet the needs of women who are seeking employment. The participants respond that they want more appropriate programs that are designed by considering their need for employment, support them in finding a job, and re-educate them. Third, most of the participants are satisfied with their vocational training experiences, and their satisfaction with the instructors is especially high. The differences in their levels of satisfaction are caused by economic characteristics such as the location of the student's residence, home ownership, and the level of life. The results of this study suggest that there is a need to separate vocational/employment training from general education for women. Moreover, the vocational training programs for women should be more specialized according to the different needs of each group.

• Journal of Convergence for Information Technology
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• v.7 no.2
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• pp.131-136
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• 2017

The purpose of this study is to verify the effect of the vocational training satisfaction of youth on their career adaptability to small and medium-sized enterprises (SMEs). The questionnaires were distributed and answered by 1128 students enrolled in six vocational schools located in Seoul. Convenience sampling was used for this study. The results of this study are as follows: The satisfaction of vocational training positively influenced career adaptability; more specifically, the satisfaction of vocational training had a positive effect on the Initiative and Goal-Orientation of career adaptability. These results provide theoretical and practical implications that various vocational education programs and job experience programs are needed for the SMEs in the future.

• Journal of the Korea Safety Management & Science
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• v.25 no.2
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• pp.167-174
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• 2023

Currently, the budget for vocational competency development training has been expanded, but the number of participants has decreased. As the budget for the Vocational Competency Development Project increases, the participation of a large number of people becomes necessary. This study aims to derive factors that affect satisfaction by selecting factors related to respondent characteristics, training institutions, training types, and job performance for satisfaction with vocational competency development training, and to study ways to improve satisfaction. Data were collected through focus group interviews (FGI), and logistic regression analysis was conducted through feasibility review and reliability analysis. As a result, in the case of the model, it was confirmed that the degree of agreement between the case actually measured and the case predicted by the model was low in the Hosmer and Lemeshow test, but the overall classification accuracy was classified as 96.0% in the classification accuracy table. As for the influence of the factors, the result was derived that the application of knowledge technology, training institution facility equipment, Business Collaboration, long-term work plan, and satisfaction with work performed have an influence in the order.

• 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.

• Journal of the Korea Safety Management & Science
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• v.24 no.3
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• pp.85-92
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• 2022

In the case of incumbent training, unlike training for the unemployed, it is difficult to show the results of training. In this study, factors affecting the performance of vocational competency development training were selected and the main factors were derived. Data were collected through Focus Group Interview(FGI), and regression analysis was performed through factor analysis and reliability analysis. As a result, empathy, training participation type, reliability, working experience, and training operation type were derived as factors affecting job satisfaction. did. Confidence and training participation patterns were derived as factors affecting training satisfaction, and the results showed that the larger the variable, the more positive it was. Therefore, as factors affecting the vocational competency development training performance, there are empathy, training participation type, reliability, work experience, training operation type, certainty, and training participation type. It was confirmed that the results had an effect.

• 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 Safety Management & Science
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• v.23 no.2
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• pp.9-17
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• 2021

As interest in vocational competency development projects increases, support is increasing. In this study, in order to study ways to improve participation in vocational competency development training, related factors are selected and the main factors influencing them are derived. The main factors were influencing factors were identified and ways to improve participation rate of vocational competency development were studied. Variables were selected through prior research, and data were collected and analyzed through in-depth group interviews. Based on factor analysis and reliability analysis, as a result of confirming the factors that influence the plan for improving participation in vocational competency development training by applying the backward stage selection (condition) method of logistic regression analysis, the case of respect for minorities in the 7-point Likert scale The closer to 7 was, the higher the probability of being classified as having never participated, and the other factors except minority respect, Likert scale closer to 7 indicates higher probability of bening classified as having never participated, except for the minority respect factor. Therefore, it was confirmed that lowering the scale of the factor of respect for minority, which is job satisfaction, and increasing the factors of individual characteristics such as annual salary and organizational commitment, training system for job satisfaction, and quality assurance have effects on improving participation rates in vocational competency development training.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.15-21
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• 2021

This study is to examine whether the satisfaction of youths in job training is effective in career attitude maturity mediated with career decision-making self-efficacy, The subjects of this study were 386 students who were sampled from four vocational schools in Seoul and SPSS 21.0 was used for statistical process. The results of this study are as follows: First, job training satisfaction showed a positive correlation with career attitude maturity. Second, career decision-making self-efficacy showed a positive correlation with career attitude maturity. Third, in the relationship between job training satisfaction and career attitude maturity of youths, the mediating effect of career decision-making self-efficacy had a statistically significant positive effect and had a partial mediating effect, Therefore, it is suggested that the higher the satisfaction of vocational training in vocational schools, the higher the career decision-making self-efficacy and also the higher the career decision-making self-efficacy, the higher the career attitude maturity.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.1
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• pp.109-122
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• 2019

The goal of this research is to empirically examine how vocational skill development teachers' distributed leadership influences on job satisfaction, through organizational citizenship behavior and teacher empowerment. A nation-wide survey was conducted among vocational skills development teachers, the unemployed and teachers who have used a government-subsidized education card. First, the study revealed that vision has no significant influence on organizational citizenship behavior and teacher empowerment. Second, leader-plus has a significant influence on organizational citizenship behavior and teacher empowerment. Third, situation has no significant influence on organizational citizenship behavior and teacher empowerment. Fourth, organizational culture has a significant influence on organizational citizenship behavior and teacher empowerment. Fifth, a significant influence was found between teacher empowerment and organizational citizenship behavior. Lastly, organizational citizenship behavior and teacher empowerment has a significant influence on job satisfaction.

• Journal of vocational education research
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• v.37 no.2
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• pp.19-37
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• 2018

This study aims to analyze the changes in school/corporate authorities participation after overseas training in Germany and Switzerland. According to this study, the satisfaction with program contents and help for the operation of apprenticeship education was very high. Even though the satisfaction with each type of apprenticeship education institutes did not show differences in accordance with participants' age, there were statistically significant differences in the satisfaction in accordance with work area and position, so that it would be necessary to reflect the results of analysis on the selection of institutes to visit in the future. Regarding the changes in the perception of operation of apprenticeship school in accordance with school/corporate authorities' participation in overseas training, school authorities' perception of the whole areas was improved after training than before training like understanding, planning, practice, and evaluation of apprenticeship education while corporate authorities' perception was not. As corporate authorities also understood the necessity of overseas training for the operation of apprenticeship education, however, in order to increase the effects of overseas training in the future, it would be necessary to provide lots of information to help the understanding of apprenticeship education through preliminary training or regular council and council of each project group. Because of the huge differences in socio-cultural conditions in the practice of apprenticeship education between Korea and two countries such as Germany and Switzerland, it would be needed to operate overseas training that could draw the improvement measures within the system of Korea instead of simple comparative analysis.