실업계 고등학생의 직업기초능력 향상을 위한 모듈개발과 가중치 분석: AHP법의 활용

중등직업교육단계에서 직업기초교육이 강조되고 기업에서도 실업계 고등학생의 직업기초 능력을 강조하는 상황에서 실업계 고등학생의 직업기초능력을 향상시키기 위한 프로그램 개발 요구가 증대되고 있다. 연구는 직업기초능력 향상 프로그램을 개발하기 위한 기초 연구로, 국가자격체계 내에서 실업계 고등학생에게 요구되는 직무 수준과 직업기초능력 수준을 구명하고, 분석된 수준에 기초하여 실업계 고등학생의 직업기초능력을 향상시키기 위한 모듈을 도출하였고, 도출된 모듈의 중요 가중치를 분석하였다Ⅰ. 서론 1 Ⅱ. 실업계 고등학생의 직업기초능력 향상을 위한 모듈의 구조화 5 Ⅲ. 실업계 고등학생 직업기초능력 향상 프로그램 모듈의 중요 가중치 분석 29 Ⅳ. 결론 41 참고문헌 4

[이슈분석] 평생직업교육의 주요 이슈와 전망

Ⅰ. 서론 Ⅱ. 평생직업교육의 주요 이슈와 미래 전망 1. 평생직업교육의 주요 이슈 가. 평생직업교육의 주요 변화와 특징 나. 평생직업교육의 주요 이슈 2. 미래 평생직업교육 전망 Ⅲ. 능력중심사회 구현을 위한 평생직업교육 역할과 과제 1. 평생직업교육의 역할 2. 평생직업교육의 추진 과

평생직업교육-평생취업체제 구축

평생직업교육-평생취업체제 구축을 위한 7대 과제 과제 1. 성공하는 기술인 양성을 위한 진로교육 강화 과제 2. 직업교육으로의 진로 전환 지원 과제 3. 취업 중심으로의 전문계 고교 개편 과제 4. 세계적 수준의 전문 직업교육기관 육성 과제 5. 대학의 성인 직업교육 훈련 기능 확대 과제 6. 전문계고 졸업자에 대한 사회로의 진출 우대 과제 7. 현장 지향 교육을 위한 산업체 수요 반영 Ⅰ. 현황 및 문제점 1. 청년층 노동시장 현황 - 대졸자 과잉 공급에 따른 하향 취업, 높은 청년실업으로 인한 개인적·국가적 손실 초래 - 중소기업은 구인난 직면 → 사회 전반의 인력수급 체제 재구조화 필요 2. 학생의 진로경로와 직업교육 현황 - 일반교육 및 고등교육을 선호하는 학생들의 교육경로 → 일반교육 및 대학교육 중심의 교육경로로 인하여 고교 단계에서의 노동시장 진입 규모는 제한적임에 비하여 대학 이후의 노동시장 이행에 집중, 높은 실업률 등의 부작용 초래 3. 주요 문제점 가. 형식적인 진로교육과 진로변경의 어려움 - 체험중심의 진로교육 미흡 나. 학력간 임금격차로 인한 직업교육 확대 - 전문고졸자와 대졸자간의 임금격차 심화 다. 기업의 군필자 선호로 전문계고 졸업생 취업 기회 제한 - 기업의 군필자 선호로 전문고 졸업생 취업 기회 제한 라. 재직 근로자를 위한 계속 교육기회 부족 - 계속 교육기회 부족 심화 - 대학 주관의 인생 3모작을 위한 재취업 지원 프로그램 부족 Ⅱ. 비전 Ⅲ. 제안 1. 직업교육으로의 진로지원을 확대해야 합니다. - 초·중·고교생의 직업체험 강화 - 1社 1校 산학협력 체결 - 초등학교에서 고교까지 직업 친화적인 교육과정 구축 - 일반고 학생이 다양한 직업교육을 받을 수 있는 기회 확대 - 대졸 미취업자의 직업교육기관 재입학 지원: 정보제공, 컨설팅 등 2. 취업에 강한 매력적인 직업교육을 운영해야 합니다. - 전문계 고교 교육과정의 획기적 개선 - '산업체 협약 학교' 도입 - 유망 분야로의 학과 개편 - '해외취업중점 전문대학'(GHC: Global Hub College) 육성 사업 - '명문 직업아카데미' 이증 및 이수결과 학력 인정 - 취업자 전형 등을 통한 대학의 계속교육(Reschooling) 기능 확대 - 대학의 직업훈련 프로그램에 대한 고용보험기금 지원 확대 3. 사회적 여건 개선을 위한 인프라를 강화해야 합니다. - 능력위주 인사관리 산업체에 대한 지원 강화 - 전문계고 및 전문대졸자의 기능분야 국가공무원 추천채용제 확대 - 산업기능요원제도 폐지 신중 재검토 - 산업체의 요구가 반영된 국가직무능력표준(KSS) 개발·운영 활성화 - '산업별 인적자원개발협의체'(SC: Sector Council) 지원 확대 - 지역 직업 교육훈련 전달 체계의 비효율성 제

A Study on the Types of Occupation and Jobs for increasing the rate of Employment and setting up Business of Graduates from Agricultural Vocational High Schools

본 연구의 주요 목적은 농업계 특성화고 졸업생의 취·창업률 제고를 위해 농산업분야의 개념과 범위를 규명하여 농업계 특성화고 졸업생의 취업 및 창업 지원을 위한 추진과제를 발굴하는 데 있다. 첫째, 농산업분야의 현 직무체계와 직무체계에 따른 통계현황을 분석한 후, 확산적 관점에서의 농산업분야 직무체계(안)를 제시하였다. 둘째, 구안된 농산업분야 직무체계(안) 중에서 농업계 특성화고 졸업생의 취업·창업 가능 직무와 직종을 제시하였다. 셋째, 농업계 특성화고졸 인력의 양성 및 활용 실태를 기업, 학교 관점에서 분석하여 농업계 특성화고 졸업생의 취업률과 창업률 제고를 위한 추진방향과 과제를 도출하였다.The purpose of this study is to develop the types of occupation and jobs available for graduates from agricultural vocational high schools on the basis of analysis of the current situations of utilization and management of the graduates and the demand toward them from agribusiness and its related sectors, understanding of the perception of rates of employment and new firm formation of teachers and students of agricultural vocational high schools, and establishment of job classification system in agriculture sector on an infrastructure building basis for enhancing rates of employment and new firm formation of graduates from agricultural vocational high schools. This study also includes the analysis of the past and current policy on manpower cultivation in agriculture vocational high schools and research on actual conditions through contact with human resource managers, workers and agriculturers in agribusiness, analyzing the change of manpower demand toward graduates from agricultural vocational/non-vocational high schools and general high schools. Besides, we conducted Delphi research for forecasting on agricultural vocational high schools and suggested job classification system, models, level system and career, reviewing 20 occupation based on KECO system and focusing on available jobs for employment and new firm formation for graduates from agricultural vocational high schools. 1. Analysis of the changing policy on manpower cultivation and utilization of agricultural high schools First, agricultural vocational high schools don''t seem to have a promising future because the number of the schools shrank radically from 133 in 1969 to 29 in 2009 and the average rate of employment remained low as 16.9%. We may not easily get out of the on-going declining trend if we consider manpower in agriculture production as a key factor for development of agricultural vocational high schools. However, when it comes to types of agricultural vocational high schools, they try to find various developmental alternatives such as agri-production-centered school, agriculture-centered school, and agri-production-related school, so we can expect developmental changes through supports from central and local government such as additional designation as agricultural meister high schools, innovation of vocational high school system, cultivation and utilization of human resources in agriculture field. Second, government''s policy on cultivation and utilization of human resources in agriculture field has mainly supported for manpower in agriculture production, such as agricultural successor system and policy on cultivation for agriculturers, which affects its support policy for agricultural vocational high schools. That''s why agricultural vocational high schools focused more on cultivation of manpower in agriculture production, although they aims at fostering their students as manpower in both agriculture production and agri-related fields. Part 2(chapter 3) explains this in details investigating educational goals, education system and management, cultivation of agriculture teachers and facilities. 2. Analysis of current situation of employment and new firm formation of graduates from agricultural vocational high schools First, we compared graduates from agricultural vocational high schools with those from non-agricultural vocational high schools and general high schools to analyse current situation of agricultural vocational high schools in an objective manner. The result of the analysis showed that the wage levels of the graduates from agricultural vocational high schools were lower than those of other schools. However, employment rate of a full-time position of graduates from agricultural vocational high schools is higher than those of non-agricultural vocational high schools. Second, a survey result from human resource department in agribusiness shows that generally they consider job applicant''s major as a key factor when they do employment placement, if the applicants graduated from agricultural vocational high schools. The result also reveals that there is no difference between graduates from agricultural vocational high schools and those of non-agricultural vocational high schools in terms of starting salary and promotion. Third, according to the survey from agriculturers for new firm formation in agribusiness, the majority of respondents answered they generally got useful information from their family members and relatives. The main reason to be a agriculturer for new firm formation is that they want to have their own business and they started their business after a preparation period of less than 2 years. Comparing with non-agri-related high school graduates, agriculturers for new firm formation show more positive attitudes on agri-business environment. However, both of them agreed that their business climate remains uncertain. They felt difficulty in their own funding and various administrative procedures. Lastly, Delphi research shows that close relation between school education and industrial field training is crucial for enhancing agricultural vocational high school’s competitiveness. For this, field training for teachers, career searching program, curriculum for specialization, and field training reinforcement. 3. Analysis of Occupation and Jobs for graduates from agri-vocational high school First, outturn of agribusiness for 2000, which is defined as agriculture production and its related industry on the basis of inter-industry relation table, has doubled, comparing with outturn for 1995. However, both the agribusiness portion and the number of its employees were declined slightly in the whole domestic industry. Second, this study designed job classification system in agribusiness on the basis of KECO system, focusing on practical job information for graduates from agricultural vocational high schools through 8 big categories, 14 medium and 23 small levels. Third, we provided a career path on 25 occupations available for graduates from agri-vocational high schools as a helpful guideline to prepare future from a long term perspectives. 4. Ways for enhancing rates of employment and new firm formation of graduates from agricultural vocational high schools Suggestions for enhancing rates of employment and new firm formation of graduates from agri-vocational high schools are made as follows. First of all, the systemization of education curriculum is essential. For this, manpower level of agri-vocational high school and agricultural college/university should be systemized, developing global competency program, and managing the customized curriculum based on National Competency Standards to keep up agribusiness corporations. Next, for ensuring internal availability, it is positively required to adopt enlargement model of agricultural vocational high schools linked to Ministry for Food, Agriculture, Forestry and Fisheries. Finally, for cooperative networking initiatives, we may take into account of Co-op options such as ‘2+2 type’, or ‘2.5+1.5 type’, which is available for fostering outstanding manpower with varied career developments. In addition, it is necessary to establish support system and expansion of WPL program, which is connected to outstanding agribusiness corporations.요약 제1장 서 론_1 제1절 연구의 필요성 및 목적3 제2절 연구의 방법 및 절차7 제2장 농업계고졸 인력 양성 및 활용 정책 변천_21 제1절 농업계고 운영실태23 제2절 농업인력 양성 및 활용 정책 동향47 제3절 경로의존성 분석68 제4절 정책 변화에 따른 시사점78 제3장 농업계 특성화고졸 인력의 취·창업 실태 분석_79 제1절 농업계 특성화고졸 인력의 취·창업 인식 분석81 제2절 농업계 특성화고에 대한 미래 전망126 제4장 농업계 특성화고졸 인력에 적합한 직종 및 직무 분석_145 제1절 농산업인력 동향과 전망147 제2절 국내외 농산업 직업분류체계 현황181 제3절 농업계 특성화고의 취·창업 가능 직업(안)212 제4절 농산업분야 직무수준체계(안)232 제5장 농업계 특성화고의 취·창업 강화방안_383 제1절 농업계 특성화고의 취·창업 강화를 위한 기본방향385 제2절 농업계 특성화고의 취·창업 강화를 위한 추진과제388 SUMMARY_407 참고문헌_413 부 록_41

[이슈 분석] 직업계고 학점제의 도입 및 운영 방향과 추진 과제

Ⅰ. 서론 Ⅱ. 직업계고 학점제 도입의 필요성 및 유사 운영 사례 분석 1. 직업계고 학점제 도입의 필요성 2. 직업계고 학점제 운영 모형(안)별 유사 운영 사례 1) 학교 기반형 운영 모형으로서 학교 내 선택 교육과정 운영 사례 2) 학교기반형 운영 모형 중 학교 간 연합형 운영 사례 3) 지역 연계형 운영 모형 사례 Ⅲ. 직업계고 학점제 도입 및 운영 방향과 추진 과제 1. 직업계고 학점제 도입 및 운영 방향 2. 직업계고 학점제 도입 및 운영을 위한 추진 과제 Ⅳ. 소

A Study on the Types of Occupation and Jobs for increasing the rate of Employment and setting up Business of Graduates from Agricultural Vocational High Schools

본 연구의 주요 목적은 농업계 특성화고 졸업생의 취·창업률 제고를 위해 농산업분야의 개념과 범위를 규명하여 농업계 특성화고 졸업생의 취업 및 창업 지원을 위한 추진과제를 발굴하는 데 있다. 첫째, 농산업분야의 현 직무체계와 직무체계에 따른 통계현황을 분석한 후, 확산적 관점에서의 농산업분야 직무체계(안)를 제시하였다. 둘째, 구안된 농산업분야 직무체계(안) 중에서 농업계 특성화고 졸업생의 취업·창업 가능 직무와 직종을 제시하였다. 셋째, 농업계 특성화고졸 인력의 양성 및 활용 실태를 기업, 학교 관점에서 분석하여 농업계 특성화고 졸업생의 취업률과 창업률 제고를 위한 추진방향과 과제를 도출하였다.The purpose of this study is to develop the types of occupation and jobs available for graduates from agricultural vocational high schools on the basis of analysis of the current situations of utilization and management of the graduates and the demand toward them from agribusiness and its related sectors, understanding of the perception of rates of employment and new firm formation of teachers and students of agricultural vocational high schools, and establishment of job classification system in agriculture sector on an infrastructure building basis for enhancing rates of employment and new firm formation of graduates from agricultural vocational high schools. This study also includes the analysis of the past and current policy on manpower cultivation in agriculture vocational high schools and research on actual conditions through contact with human resource managers, workers and agriculturers in agribusiness, analyzing the change of manpower demand toward graduates from agricultural vocational/non-vocational high schools and general high schools. Besides, we conducted Delphi research for forecasting on agricultural vocational high schools and suggested job classification system, models, level system and career, reviewing 20 occupation based on KECO system and focusing on available jobs for employment and new firm formation for graduates from agricultural vocational high schools. 1. Analysis of the changing policy on manpower cultivation and utilization of agricultural high schools First, agricultural vocational high schools don''t seem to have a promising future because the number of the schools shrank radically from 133 in 1969 to 29 in 2009 and the average rate of employment remained low as 16.9%. We may not easily get out of the on-going declining trend if we consider manpower in agriculture production as a key factor for development of agricultural vocational high schools. However, when it comes to types of agricultural vocational high schools, they try to find various developmental alternatives such as agri-production-centered school, agriculture-centered school, and agri-production-related school, so we can expect developmental changes through supports from central and local government such as additional designation as agricultural meister high schools, innovation of vocational high school system, cultivation and utilization of human resources in agriculture field. Second, government''s policy on cultivation and utilization of human resources in agriculture field has mainly supported for manpower in agriculture production, such as agricultural successor system and policy on cultivation for agriculturers, which affects its support policy for agricultural vocational high schools. That''s why agricultural vocational high schools focused more on cultivation of manpower in agriculture production, although they aims at fostering their students as manpower in both agriculture production and agri-related fields. Part 2(chapter 3) explains this in details investigating educational goals, education system and management, cultivation of agriculture teachers and facilities. 2. Analysis of current situation of employment and new firm formation of graduates from agricultural vocational high schools First, we compared graduates from agricultural vocational high schools with those from non-agricultural vocational high schools and general high schools to analyse current situation of agricultural vocational high schools in an objective manner. The result of the analysis showed that the wage levels of the graduates from agricultural vocational high schools were lower than those of other schools. However, employment rate of a full-time position of graduates from agricultural vocational high schools is higher than those of non-agricultural vocational high schools. Second, a survey result from human resource department in agribusiness shows that generally they consider job applicant''s major as a key factor when they do employment placement, if the applicants graduated from agricultural vocational high schools. The result also reveals that there is no difference between graduates from agricultural vocational high schools and those of non-agricultural vocational high schools in terms of starting salary and promotion. Third, according to the survey from agriculturers for new firm formation in agribusiness, the majority of respondents answered they generally got useful information from their family members and relatives. The main reason to be a agriculturer for new firm formation is that they want to have their own business and they started their business after a preparation period of less than 2 years. Comparing with non-agri-related high school graduates, agriculturers for new firm formation show more positive attitudes on agri-business environment. However, both of them agreed that their business climate remains uncertain. They felt difficulty in their own funding and various administrative procedures. Lastly, Delphi research shows that close relation between school education and industrial field training is crucial for enhancing agricultural vocational high school’s competitiveness. For this, field training for teachers, career searching program, curriculum for specialization, and field training reinforcement. 3. Analysis of Occupation and Jobs for graduates from agri-vocational high school First, outturn of agribusiness for 2000, which is defined as agriculture production and its related industry on the basis of inter-industry relation table, has doubled, comparing with outturn for 1995. However, both the agribusiness portion and the number of its employees were declined slightly in the whole domestic industry. Second, this study designed job classification system in agribusiness on the basis of KECO system, focusing on practical job information for graduates from agricultural vocational high schools through 8 big categories, 14 medium and 23 small levels. Third, we provided a career path on 25 occupations available for graduates from agri-vocational high schools as a helpful guideline to prepare future from a long term perspectives. 4. Ways for enhancing rates of employment and new firm formation of graduates from agricultural vocational high schools Suggestions for enhancing rates of employment and new firm formation of graduates from agri-vocational high schools are made as follows. First of all, the systemization of education curriculum is essential. For this, manpower level of agri-vocational high school and agricultural college/university should be systemized, developing global competency program, and managing the customized curriculum based on National Competency Standards to keep up agribusiness corporations. Next, for ensuring internal availability, it is positively required to adopt enlargement model of agricultural vocational high schools linked to Ministry for Food, Agriculture, Forestry and Fisheries. Finally, for cooperative networking initiatives, we may take into account of Co-op options such as ‘2+2 type’, or ‘2.5+1.5 type’, which is available for fostering outstanding manpower with varied career developments. In addition, it is necessary to establish support system and expansion of WPL program, which is connected to outstanding agribusiness corporations.요약 제1장 서 론_1 제1절 연구의 필요성 및 목적3 제2절 연구의 방법 및 절차7 제2장 농업계고졸 인력 양성 및 활용 정책 변천_21 제1절 농업계고 운영실태23 제2절 농업인력 양성 및 활용 정책 동향47 제3절 경로의존성 분석68 제4절 정책 변화에 따른 시사점78 제3장 농업계 특성화고졸 인력의 취·창업 실태 분석_79 제1절 농업계 특성화고졸 인력의 취·창업 인식 분석81 제2절 농업계 특성화고에 대한 미래 전망126 제4장 농업계 특성화고졸 인력에 적합한 직종 및 직무 분석_145 제1절 농산업인력 동향과 전망147 제2절 국내외 농산업 직업분류체계 현황181 제3절 농업계 특성화고의 취·창업 가능 직업(안)212 제4절 농산업분야 직무수준체계(안)232 제5장 농업계 특성화고의 취·창업 강화방안_383 제1절 농업계 특성화고의 취·창업 강화를 위한 기본방향385 제2절 농업계 특성화고의 취·창업 강화를 위한 추진과제388 SUMMARY_407 참고문헌_413 부 록_41

Methods to Improve the Basic Learning Ability of Vocational High School Students

본 연구에서는 전문계 고등학생의 기초학습능력 개념과 수준 및 학업성취 모형을 고찰하여, 전문계 고등학생의 기초학습능력 장애 요인을 분석함과 동시에 기초학습능력을 향상시킬 수 있는 종합적인 방안을 모색하고자 하였다.1. The Research Outline As the industrial structure and the labour market have highly developed, vocational high schools have difficulties in identifying their educational purpose. Especially, based on the social phenomenons such as the people's negative thinking on the job-specialized education and the decreasing number of students have impeded the schools from selecting well-qualified applicants, there is a serious doubt about the basic learning capability of vocational high school students. Under these conditions, it is indispensible to invent an comprehensive method and practice to improve the basic learning ability of vocational high school students which is accumulatively developed from the elementary school level as well as to set up the notion of the basic learning ability of vocational high school students and review the previous studies on the proper level of the basic academic ability of vocational high school students differentiated from general high schools. 2. The Actual Condition of the Basic Learing Ability of Vocational High School Students and General High School Students The actual condition of the basic learning capability of vocational high school students which is analysed through the literature review and survey can be summarized as follows. First, the degree of academic performance by vocational high school students is noticeably lower than general high school students. Although the students' performance at some specialized vocational high schools has improved, the average level of academic achievement of vocational high school students is very low. In the national-scale assessment on the degree of academic performance, most vocational high school students belong to the category of 'below basic level'. Second, vocational high schools are not equipped with a diagnosis system to guide students who lag behind in their academic achievement. As we can know through the academic achievement model of vocational high school students, while the cause of the students' academic failure ranges from the academic factors like ineffective learning practices to non-academic factors like family matters, emotional breakdown and behaviour disturbance, vocational high schools do not have the programme to check these problems. In particular, the level of the basic learning ability of vocational high school students cannot be accurately evaluated because there is no assessment method which is suitable for the characters of vocational high schools and differentiated with general high schools. In other words, the current national-scale assessment method on academic capability is less functional and not suitable for the students who have not had any opportunity of supplementary educations and enter vocational high schools according to their academic record. Third, the current educational system lacks a differentiated management programme to care continuously about the vocational high school students lagged behind in the basic academic ability. Most of all, because the management practice to deal with the academic progress and record of the students left behind are not systematically arranged, the vicious circle of relief for failed students keeps repeating. Related to this issue, one of the most crucial problems is the shortage of teachers exclusively responsible for the management on the academic progress and record of the students left behind. To solve this probeem, the Ministry of Education, Science and Technology has supported high schools to hire assistant teachers via the project of 'School Focusing Academic Ability Improvement'. However, because this takes a form of short-term project, the first year students who complete an supplementary course cannot continue to take another supplementary course in the second and third year. Not only that, the fact that such supplementary courses are opened as the type of after-school tutoring class has resulted in the lasting marginalisation of the students left behind from regular classes. That is to say, the educational programme differentiated according to the level of individual students' academic ability have not been operated in an effective way within the regular curriculum. Although most vocational high schools run the flexible placement system by which students can attend an English or mathematic class fitting into their own academic ability, the students lagged behind tend to quit studying or rely on private education for fear of being stigmatized as a 'stupid student' Forth, there are raising questions about the lack of school's responsibility on guiding students with low achievement and the confusion caused by policy overlapping. Even though the authorities of most vocational high schools perceive the problem of students' underachievement, school principals and teachers of Korean language and literature, English and mathematics have a weak sense of responsibility. As regular teachers are overburdened with teaching in regular classes and administration works, lecturers, university student assistants and intership teachers are responsible for the tutorial task for the students lagged behind in academic achievement. However, these temporary workers cannot be helpful enough to improve students' basic ability because the capability of university student assistants and internship teachers to support tutorial classes is insufficient. Finally, as a result of the comparison between general high school students and vocational high school students, while the independent variables to explain the degree of academic achievement by general high school students demonstrate consistency, the variables in terms of vocational high school students are much less consistent except few cases. Moreover, despite the huge gap in academic achievement between general high school students and vocational high school student, any variable configured to explain the level of schools among the independent variables is not meaningful. This means that the real factors affecting the academic achievement of vocational high school students are significantly different from the case of general high school students. 3. The Methods to Improve the Basic Learning Ability of Vocational High School Students To improve the basic learning ability of vocational high school students, it is essential to diagnose students with low achievement in an accurate way, to provide the students with intensive and continuous supplementary educational programmes, and apply the training methods which is not only connected with academic performance but also related to students' perspective on their lives. The main tasks to implement these methods can be suggested as follows&ltTask Ⅰ&gtFirstly, a standard on basic academic ability reflecting the purpose and features of vocational high school should be established. Secondly, an assessment method on basic academic ability based on the standard should be invented. Third, a system to figure out the types and causes of low achievement based on the assessment should be designed and applied. &ltTask Ⅱ&gtStudents lagged behind have to be categorized as the type of low achievement in course works and low achievement in basic learning ability in order to establish differentiated and sustainable management system. In addition, a variety of supplementary courses such as regular classes (flexible class attendance to fit into individual academic ability), after-school tutorials and the usage of local community resources should be supplied. &ltTask Ⅲ&gtTo strengthen schools' capability to improve the basic learning ability of students with low achievement, an incentive programme in accordance with outcomes related to the improvement of students' learning ability can be considered to encourage principals and teachers. For example, schools which show good performance in decreasing the number of students lagged behind in academic achievement can receive a citation. The case of schools which produce an outstanding result should be analyzed and promoted via case study presentations, school management consulting and visiting class programmes.요 약 제1장 서론 제1절 연구의 필요성 및 목적 1 제2절 연구의 방법 및 절차 3 1. 연구의 방법 3 2. 연구절차 5 제2장 전문계 고등학교 기초학습능력 운영 및 지원현황 제1절 전문계 고등학생의 기초학습능력 실태 7 1. 기초학습능력의 개념 7 2. 기초학습능력 수준 현황 11 제2절 기초학습능력 관련 교과목 운영실태 18 1. 전문계 고등학교의 기초교과목 운영 현황 18 2. 교육과정 개편에 따른 전문계 고등학생의 기초교과목 운영 전망 33 제3절 전문계 고교 학습부진학생 기초학습능력 향상 정책과 과제 37 1. 시ㆍ도 교육청 단위에서의 학습부진학생 기초학습능력 향상 정책 현황 37 2. 학습부진학생의 기초학습능력 향상을 위한 단위학교의 노력 43 제3장 전문계 고등학교 학업성취 모형 및 실태분석 제1절 전문계 고등학교 학업성취 모형 탐색 55 1. 학업성취도 관련 변인 55 2. 전문계 고등학교 학업성취모형(안) 83 제2절 전문계 고등학교 학업성취 실태 분석 88 1. 전문계 고등학교 기초학습능력 관련 변인 실태 분석 88 2. 기초학습능력에 대한 위계적 선형모형 분석 결과 106 제 4 장 전문계 고등학생 기초학습능력 향상 방안 제1절 기본방향 131 제2절 향상 방안 134 SUMMARY 149 <부록 1> 전문계 고등학생 기초학습능력 향상 방안 조사 (교사용) 157 <부록 2> 전문계 고등학생 기초학습능력 향상 방안 조사 (학생용) 165 <부록 3> 일반계 고등학생의 기초학습능력 실태 및 요인 조사(교사용) 171 <부록 4> 일반계 고등학생 기초학습능력 향상 방안 조사 (학생용) 183 <부록 5> 시ㆍ도 교육청 단위에서의 학습부진학생 기초학습능력 향상 정책 189 <부록 6> 단위학교에서의 학습부진학생 대처방안 251 참고문헌 25

A study on phraseo-didactics of French as Foreign Language

The purpose of this paper is to examine the theoretical backgroud of a phraseo-didactics in French as Foreign Language and to present concrete ways to develop it in an effective way. The teaching methodology for french phraseolgy is very critical to improve ones communicative competence among Korean learners. In this regard, this article raised the following 4 issues: 1) To distinguish the type of french phraseology. 2) To examine the status of phraseology in Common European Framework of Reference. 3) To investigate components of phraseology which are divided into three parts: sociocultural component, linguistic component, pragmatic component. 4) To set up some issues for the teaching of french phraseology in Korean context. For an effective teaching, this paper need to more carefully consider the teaching lists, rages, time and various methods of french phraseological expressions

직업계고 학생의 선취업 후학습 지원 방안 연구

이 연구에서는 직업계고 취업 DB와 직업기초능력 평가 결과를 활용하여 직업계고 졸업생의 선취업 후학습 실태를 분석하였으며, 분석 결과와 문헌 분석 결과에 기초하여 직업교육 기회 불평등 현상 해소를 유연한 직업계고 학사제도(직업계고 고교 학점제 등) 구축 방안을 도출하고, 직업계고 졸업생의 선취업 후학습을 지원하기 위한 방향과 과제를 제안하였다. 이 연구의 주요 내용은 크게 직업계고 학생의 선취업 후학습 관련 정책과 변인을 도출하고, 직업계고 취업 및 직업기초능력 평가 DB를 활용하여 직업계고 학생의 선취업 후학습 실태와 관련 변인 간의 관계를 분석하며, 이를 통하여 직업계고 학생의 선취업 후학습을 장려하고 지원하기 위한 방향과 추진 과제를 구안하는 데 있다. 첫째, 국내 청년일자리 지원 정책 및 일본의 직업교육 정책 동향을 파악하였다. 둘째, 직업계고 학생의 선취업 후학습 관련 변인을 도출하고, 직업계고 학생의 선취업 후학습 실태와 관련 변인 간의 관계를 분석하였다. 셋째, 직업계고 학생의 선취업 후학습을 활성화하기 위한 추진 방향과 과제를 제시하였다.요 약 vii 제1장 서 론_1 제1절 연구의 필요성 및 목적 3 제2절 연구 내용 및 연구 방법 7 제2장 직업계고 학생의 선취업 후학습 관련 정책 및 변인_15 제1절 국내 청년 취업 지원 사업 및 일본 직업교육 정책 동향 분석 17 제2절 직업계고 학생의 선취업 후학습 관련 변인 33 제3장 직업계고 학생의 선취업 후학습 실태와 관련 변인 관계 분석_53 제1절 직업계고 학생의 선취업 실태와 관련 변인 간 관계 분석 55 제2절 직업계고 학생의 후학습 역량과 관련 변인 간 관계 분석 72 제4장 직업계고 학생의 선취업 후학습 지원 방향과 과제_79 제1절 선취업 후학습 정책의 기본 방향 81 제2절 선취업 후학습 정책의 추진 과제 84 참고문헌_103 부록_109 1-1. 중앙부처 일자리 사업 현황 분석표 111 1-2. 지방자치단체의 일자리 사업 현황 분석표 116 1-3. 일자리 사업의 정책 목적, 정책 대상, 정책 개요 분석표 12