• Journal of vocational education research
• /
• v.36 no.4
• /
• pp.57-78
• /
• 2017

This study aimed to make proposals to develop an apprenticeship program and organize the apprenticeship curriculum by conducting an overall analysis of how vocational education and training high schools participating in the apprenticeship system(apprenticeship schools) organized the apprenticeship program in the school curriculum. To that end, the study analyzed the current state of the apprenticeship curriculum of 33 apprenticeship schools and came up with the following results: First, the apprenticeship class and the general class had a similar relevance between 'departments' and 'areas and goals of student training' and between 'departments' and 'qualifications,' while the apprenticeship class had a higher relevance between 'areas and goals of student training' and 'qualifications' than the general class. Second, both the required and optional competency units of the apprenticeship program were relatively evenly included in the Off-JT and OJT. Third, the competency units of the apprentice program were included in the technical subjects of the 2009 revised curriculum as well as the NCS practical subjects of the 2015 revised curriculum. Fourth, although most of the competency units of the apprenticeship program have a high correlation with the technical subjects of the school curriculum, there were also many schools showing a low correlation. Fifth, although the hierarchy of organizing the competency units of the apprenticeship program by semester was mostly high, there were a considerable number of schools with a low hierarchy. As a result, this study made the following policy proposals: granting a grace period for approval of the changes in the curriculum of the apprenticeship, distributing the matching table before and after the revision of the NCS competency units, organizing subjects not included in the national curriculum, creating subjects specialized for companies, and monitoring and consulting the curriculum of the apprenticeship schools.

• 대한공업교육학회지
• /
• v.41 no.2
• /
• pp.24-47
• /
• 2016

The purpose of the this study is to analyze consulting demands in vocational education and training (VET) high schools participating the apprenticeship system in Korea. The results of the study are as follows. Firstly, there are 9 sections of consulting that teachers in charge of apprenticeship program in VET high schools demanded. Especially, the demands for the consulting that related with 'student evaluation', 'apprenticeship program development and organization planning of schools' curriculum', 'selection and management of enterprises', 'organization of apprentices classes and student management', 'teaching & learning activities and textbook development' were relatively high. Secondly, there were differences in demands of consulting by VET high schools' current management status. By the type of organization, demands for consulting of both 'training center in main school' of organization and 'training center in common' of organization were higher than 'independent school' of organization generally. By the type of apprenticeship program hours, demands for consulting of both 'above 1400 hours' and '1200 ~ 1400 hours' were higher than 'less than 1200 hours' generally. By the type of OJT operation, demands for consulting of 'a type of OJT that is operated in long term(more than 2 weeks)' were higher than 'a type of OJT that is operated weekly' generally. As a result from above, there are some pre-requisites for the stable operations of VET high schools. 1) The apprenticeship program shall be developed not to interrupt school's regular curriculum. 2) For the smooth management between apprenticeship program and school curriculum, the academic calender has to be established so as the type of OJT operation. 3) The cooperation among the participating schools in part of the organization is unavoidable.