초록 ▼

Ⅰ. 서론
1. 연구 필요성 및 목적
○ 본 연구는 능력중심사회에 기반한 여성직업능력개발체계 분석 및 정책과제의 2차년도 연구로서 청년여성들의 직업세계 이행성과를 능력중심사회에 필요한 인재양성을 위한 대학의 정책을 중심으로 확인하고자 하는 것이다.
대학 교육과정에서의 NCS의 도입과 함께 채용방식 및 문화의 변화 속에서 여성의 노동시장 성과가 어떤 변화를 보이고 있으며 이와 관련한 대학과 기업의 변화가 청년여성의 노동시장 성과에 어떻게 기능할 것인가에 대한 새로운 정책과제를 발굴하고자 하였다.

- 전문대

Ⅰ. 서론
1. 연구 필요성 및 목적
○ 본 연구는 능력중심사회에 기반한 여성직업능력개발체계 분석 및 정책과제의 2차년도 연구로서 청년여성들의 직업세계 이행성과를 능력중심사회에 필요한 인재양성을 위한 대학의 정책을 중심으로 확인하고자 하는 것이다.
대학 교육과정에서의 NCS의 도입과 함께 채용방식 및 문화의 변화 속에서 여성의 노동시장 성과가 어떤 변화를 보이고 있으며 이와 관련한 대학과 기업의 변화가 청년여성의 노동시장 성과에 어떻게 기능할 것인가에 대한 새로운 정책과제를 발굴하고자 하였다.

- 전문대학에 전면 도입했던 NCS기반 교육과정의 운영과 4년제 대학에서 NCS기반 교육과정 도입과 함께 수행한 일･학습 병행제의 노동시장 성과를 살펴보기 위한 행정 DB 분석, 학생 대상의 설문조사, 교수 대상 델파이 조사, 학생･교수･기업 관계자 대상 초점집단면접, 그리고 대학 현장방문 등 다양한 연구방법을 통해 정책적 함의를 도출하고자 하였다.

( 출처 : 연구요약 6p )

Abstract ▼

Ⅰ. Research Objectives and Methods
○ This paper is designed to analyze women’s vocational competency development systems and to review related policy issues in connection with a competency-based society. In the process, it aims to study female youth’s achievements in career development, focusing

Ⅰ. Research Objectives and Methods
○ This paper is designed to analyze women’s vocational competency development systems and to review related policy issues in connection with a competency-based society. In the process, it aims to study female youth’s achievements in career development, focusing on universities and junior colleges’ policies for cultivating talents in a competency-based society. The main purposes hereof are to identify changes in women’s achievements in labor markets coming from the introduction of the National Competency Standards(NCS) into curricula for universities and junior colleges and fluctuations in employment systems and culture, as well as the effects of related changes in universities and businesses on female youth’s achievements in career development. In connection therewith, new policy issues are also identified and reviewed.

○ A variety of research methods such as the analysis of administrative DB, the survey of students, and the Delphi survey of professors,Focus Group Interviews (FGI) with students, professors, and business staff, and on-site visits to universities and junior colleges were used to look into the achievements of NCS-based curricula for junior colleges and of work-learning balance systems for four-year universities in labor markets and thereby to identify their policy implications.

Ⅱ. In-Depth Analysis of Competency-Based Curriculum Operation
1. Competency-Based Curriculum Operation and Female Employment:Universities
○ Universities are found to have participated in work-learning balance systems to promote their students’ employment. However, some universities in Seoul took part in the systems to narrow the gap between the academic world and the business community by developing business-centered curricula for departments, rather than to boost employment rates.

○ Many female students participated in work-learning balance systems due to professors’ recommendations, universities’ promotion activities, and so forth. They are deemed to have joined the programs because of the fact that their employment is ensured after graduation, rather than due to the superiority thereof.

○ Work-learning balance systems are also of help to businesses.
Companies are shown to have taken part in the systems due to their cooperative relationships with universities, the government’s subsidies, and labor supply. However, the degree to which NCS-based curricula are relevant to real jobs is found to have been very low. Students are shown to have failed to effectively recognize the relevance of real business courses to NCS-based curricula.

○ Interviews do not show whether businesses participating in work-learning balance systems have discriminated against female students in terms of employment. However, university employees who play a role in matching students to employers state that female students have had more difficulties in landing jobs than their male counterparts, showing that companies still have a prejudice against women in employment.

2. Competency-Based Curriculum Operation and Female Employment: Junior Colleges
○ Most junior college students were very satisfied with curricula due to their high degree of relevance to real jobs. Their degree of satisfaction tended to increase because learning activities were based on practice to help students acquire certificates.

○ Junior college students with various educational and vocational experiences gave their opinion that NCS-based jobs are what the business community requires and therefore should be mastered while those who had entered junior colleges immediately after graduating from academic high school showed their limitation in understanding the characteristics or level of jobs required by the NCS.

○ In connection with employment, students highlighted the importance of close relations with professors, replying that they were significantly helped by employment support centers. Professors also stated that they and their colleges made diverse efforts to help their students effectively get employed.

Ⅲ. Youth’s Attitudes Toward and Their Recognition of Competency-Based Curricula
○ According to junior college and four-year university students, the strength of NCS-based curricula lies in their field-based practical training. However, some students pointed out that learning objectives, contents, and assessment are inconsistent with one another, leading to incomplete curricula. Junior college students stated that the percentage of theories drops in the process of reorganizing curricula into practical training-based systems, often making learning objectives, contents, and assessment inconsistent.

○ Their degree of satisfaction with professors who introduce and operate NCS-based curricula is found to have been generally high.University students were less satisfied than junior college students.

○ Regardless of gender, university and junior college students showed high interest in NCS-based employment. More specifically put, female students had higher interest therein than their male counterparts.

○ NCS-based curricula causing changes in higher education curricula are implemented via work-learning balance systems and long-term field placement programs in a four-year university environment. In connection therewith, female students showed very positive responses. In particular, joining high-quality SMEs to improve their understanding of SME-related jobs and land better jobs is deemed to give more benefits to women who have weaker networks in labor markets.

Ⅳ. Delphi Survey of Professors
1. Work-Learning Balance System Operation and Demand for Policy Improvement: Universities
First, female students’ participation in work-learning balance systems depended on the characteristics of departments or majors. Companies’ stronger preference for male students led female students’ participation into the schemes to be relatively poorer. Such a situation shows that companies are gender-biased in choosing employees.

Second, despite diverse weaknesses, almost every expert (90%) participating in this survey agreed that work-learning balance systems are of service to female students in employment.

Third, systematic follow-up management plans need to be devised.
Participating universities voluntarily implement follow-up management activities but the use, contents, and types of the follow-up management system rely on the willingness of universities. The follow-up management system should apply to both students who drop out of the course and those who are successfully employed after graduation, which should be reflected into the program again. Related manuals also need to be developed.

2. NCS-Based Curriculum Operation and Demand for Policy Improvement:Junior Colleges
First, unlike work-learning balance systems, the introduction of the NCS into the junior college environment failed to significantly affect the employment of female students. According to the Delphi survey of junior college professors, 75% replied that the NCS does not have significant effects on the employment of female students.

Second, NCS-based curricula should be continuously updated. This is very important to the NCS, which relies on field-based education.

Ⅴ. Policy Issues in the Operation and Achievements of
Gender-Sensitive and Competency-Based Curricula

○ The program is currently divided into ‘Off JT’ and ‘OJT’ for effective development. In the process, female students tend to be excluded,because most of them major in humanities and social sciences where it is hard to discover jobs that the business community requires. To resolve such an issue, a kind of quota system for female students needs to be implemented.

○ In reality, it is not easy to find businesses in the sectors where students hope to be employed and there are many difficulties in leading companies to participate in the program. Therefore, in a procedural context, changes in students’ preference should be identified, requiring universities and junior colleges to regularly conduct a survey on business demand.

○ Amid female students’ low participation in the system, the percentage of those who drop out of the program is high and they often quit their job voluntarily. To improve such a situation, female students should be given opportunities to benefit from in-depth counseling and career guidance services from when students are recruited.

○ The main pillars of current work-learning balance systems are student recruitment, business discovery, and the effective connection therebetween via the development of curricula. However, to make the process more effective, it is necessary to assess whether services are properly offered to students.

○ It is desirable for students to complete the Off JT course and to be employed as learning workers. However, in reality, the program is set to last too long, often causing students to lose their opportunities.
Therefore, a fast track program needs to be newly established,where credits can’t be earned in connection with theoretical education but students are allowed to work after quickly completing the program. Or, another type of fast track can also be operated,where only parts of credits are acceptable. Such a dual program is proposed herein.

○ Businesses have developed OJT courses by introducing the NCS but have argued that it is very difficult to effectively implement such programs in reality. To improve such circumstances, appropriate SME support plans should be crafted, which include ‘business monitoring simplification,’‘development of a joint training model for similar job competencies,’‘systematic education and training for work-learning balancing,’and ‘specific planning for strengthening workplace teachers’ competencies.’

○ As in the case of work-learning balance systems, junior colleges need to develop two or more courses in connection with practical training and seek ways to link them to field placement. Four-year university administrators should contact businesses, promise them financial aid and check diverse circumstances facing companies. In this regard, universities and colleges should search for promising companies, relying on their competitive departments while businesses need to identify jobs that can link to academic curricula. Likewise,it is necessary to come up with plans to connect jobs and curricula.

( 출처 : Abstract 542p )

목차 Contents

• 표지 ... 1
• 발간사 ... 4
• 연구요약 ... 6
• 목차 ... 28
• 표목차 ... 32
• 그림목차 ... 41
• Ⅰ. 서 론 ... 42
• 1. 연구의 필요성 및 목적 ... 44
• 2. 연구 내용 ... 46
• 3. 연구 방법 ... 47
• 4. 연구 수행절차 ... 49
• Ⅱ. 청년여성의 직업능력개발체계 관련 현황 ... 50
• 1. 청년여성의 경제활동 변화와 문제 ... 52
• 가. 분석 목적 및 자료설명 ... 52
• 나. 여성의 경제활동 변화와 문제 ... 52
• 다. 청년여성의 경제활동 변화와 문제 ... 68
• 2. 고등교육과정과 직업능력개발 ... 77
• 가. 고등교육에서의 직업능력개발 경향 ... 77
• 나. 성평등한 능력개발과 노동시장의 격차 ... 78
• 3. 고등교육기관의 NCS기반 교육과정 도입 현황 ... 79
• 가. 전문대학의 NCS기반 교육과정 도입 ... 81
• 나. 대학의 NCS기반 교육과정 도입 ... 87
• 다. NCS기반 교육과정 관련 정책에 대한 비판적 검토 ... 91
• 4. 소결 ... 93
• Ⅲ. 능력중심 교육과정 운영에 대한 심층 분석 ... 98
• 1. 조사개요 ... 100
• 가. 조사의 목적 및 대상 ... 100
• 나. 조사 내용 ... 103
• 2. 일반대학의 능력중심 교육과정 운영에 대한 인식 : IPP형 일･학습병행제를 중심으로 ... 106
• 가. 학생들의 일･학습병행제 참여 실태 분석 ... 106
• 나. 교수들의 인식 조사 ... 114
• 3. 전문대학의 능력중심 교육과정에 대한 인식 ... 126
• 가. 학생들의 인식 조사 ... 126
• 나. 교수들의 인식 조사 ... 134
• 4. 기업의 능력중심 교육과정 인식 ... 139
• 가. 사업 참여 계기와 필요성 ... 139
• 나. 학교와 기업의 사업 연계 과정 ... 140
• 다. 회사가 원하는 인재 채용과 차별 ... 144
• 라. 경력단절의 문제 ... 146
• 마. 일･학습병행제의 장점 및 애로점 ... 147
• 5. 소결 ... 150
• 가. 일･학습병행제도를 통해 본 능력중심 교육과정 운영과 여성 취업 ... 151
• 나. 전문대학의 능력중심 교육과정 운영과 여성 취업 ... 155
• Ⅳ. 능력중심 교육과정에 대한 청년의 태도 및 인식 분석 ... 160
• 1. 조사개요 ... 162
• 가. 설문조사 ... 162
• 2. 일반대생 조사 결과 ... 166
• 가. 응답자 특성 ... 166
• 나. 일반대생의 자격증 취득 현황 ... 170
• 다. 일반대생의 직무능력중심(NCS) 교육과정 경험 ... 181
• 라. 교수와 학교의 NCS기반 교육과정에 대한 태도 ... 195
• 마. 일반대생의 미래능력개발을 위한 활동 ... 205
• 바. 일반대생의 NCS기반 채용에 대한 관심 ... 212
• 사. 일반대생의 취업･진로･직업활동 관련 인식 ... 217
• 아. 일반대생의 장기현장실습 경험 ... 221
• 자. 일･학습병행제 경험 ... 232
• 3. 전문대생 조사 결과 ... 246
• 가. 응답자 특성 ... 246
• 나. 전문대생의 자격증 취득 현황 ... 249
• 다. 전문대생의 직무능력중심(NCS) 교육과정 경험 ... 261
• 라. 교수와 학교의 NCS기반 교육과정에 대한 태도 ... 278
• 마. 미래능력개발을 위한 외부 활동 ... 287
• 바. 전문대생의 NCS기반 채용에 대한 관심 ... 300
• 사. 전문대생의 취업･진로･직업활동 관련 인식 ... 305
• 4. 소결 ... 312
• 가. 일반대생 조사 결과 ... 312
• 나. 전문대생 조사 결과 ... 321
• 다. 시사점 ... 330
• Ⅴ. 능력중심 교육과정에 대한 교수의 태도 및 인식 분석 ... 338
• 1. 조사개요 ... 340
• 2. 일반대 교수 대상 델파이 조사 결과 ... 343
• 가. 일･학습병행제 도입과 참여 목적 ... 343
• 나. 일･학습병행제 관련 NCS 교과목의 운영 ... 347
• 다. 여학생의 일･학습병행제 참여와 취업 ... 360
• 라. 협력기업 발굴과 운영 ... 379
• 마. 정책개선 요구 ... 384
• 3. 전문대 교수 대상 델파이 조사 결과 ... 390
• 가. NCS기반 교육과정 도입과 운영 ... 391
• 나. 여학생의 NCS 참여와 취업 ... 402
• 다. 교내 NCS 지원센터의 역할과 기능 ... 408
• 라. 정책개선 요구 ... 411
• 4. 소결 및 시사점 ... 413
• Ⅵ. 성인지적 능력중심 교육과정 운영 및 성과를 위한 정책과제 ... 420
• 1. 종합요약 ... 422
• 가. 청년여성의 노동시장 이행 및 정부 정책의 필요성 ... 422
• 나. 능력중심 교육과정 운영에 대한 학생들의 인식 조사 결과 ... 425
• 다. 능력중심 교육과정에 따른 취업성과 분석 ... 431
• 라. 교수들의 능력중심 교육과정에 대한 운영과 성과 인식 ... 435
• 2. 4년제 일반대학에서의 능력중심 교육과정 운영 및 성과와 정책과제 ... 438
• 가. 성인지적 관점에서의 여대생 취업성과 제고를 위한 교육과정 체계 ... 438
• 나. 능력중심사회에서 여학생의 노동시장 경쟁력과 차별 해소 방안 ... 442
• 3. 전문대학에서의 능력중심 교육과정의 활용에 대한 비판적 검토와 정책과제 ... 450
• 참고문헌 ... 456
• 부록 ... 460
• 부록1. 청년여성의 고용 현황 ... 462
• 부록2. 정부의 청년 고용지원 정책 현황 ... 464
• 부록3. 능력중심 교육과정에 대한 일반대생의 인식 조사 결과 ... 470
• 부록4. 능력중심 교육과정에 대한 전문대생의 인식 조사 결과 ... 483
• 부록5. 실태조사 설문지 ... 486
• 부록6. 교수 대상 델파이 조사 설문지 ... 512
• Abstract ... 542
• 끝페이지 ... 550