1980년대 이후 유럽의 학교-직업 이행 정책의 변호와 평생학습과의 관계에 관한 연구 -영국, 독일, 프랑스, 스웨덴을 중심으로-
Research on European Lifelong Learning Paradigm and Changes in Transition from School to Work - With reference to the UK, Germany, France and Sweden -
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
본 연구는 1990년대 중반이후 평생학습이 유럽의 여러 국가들에서 핵심 정책으로 부각된 데는 1980년대 이후 청소년층의 대량실업이 심각한 문제가 되면서 학교에서 직업세계로의 이행 정책이 중요한 사회적 이슈가 된 것과 깊은 연관이 있음을 영국, 독일, 프랑스, 스웨덴의 사례를 중심으로 분석하였다. 특히 청소년층의 실업이 지식경제로 전환되면서 생겨나는 구조적 문제로 인식되면서, 이행 정책의 초점이 교육ㆍ훈련과 고용을 연계시키기 위해 평생학습의 제도적 틀을 구축하는 방향으로 나아가는 과정을 분석하였다. 이 연구를 통해 우리나라 정책에 시사점을 줄 수 있는 내용을 다음과 같이 제시하였다. 첫째, 학교에서 직업세계로의 이행정책이 교육ㆍ훈련과 고용을 연계시키는 평생학습 정책으로 발전되어야 한다. 둘째, 평생학습의 촉진을 위해서는 구조적 접근을 통해 통합적 평생학습 체계의 구축이 요구된다. 셋째, 16세 이후의 교육과 훈련에 대한 통합적 접근을 위한 관련 부서의 통합 또는 조정이 필요하다. 넷째, 학습과 고용 그리고 복지 간의 선순환적 연계가 이루어지도록 관련 부처 간의 협력이 요청된다. 다섯째, 이해당사자들의 폭넓은 참여 촉진을 위한 지역 단위의 파트너십과 네트워크에 대한 지원이 강화되어야 한다.
Abstract
Research on European Lifelong Learning Paradigm and Changes in Transition from School to Work - With reference to the UK, Germany, France and Sweden -Choi, Sang-Duk (Korean Educational Development Institute)This paper explores historically why and how transition from school to work have improved to young people for the labour market which require flexibility, mobility and a capacity for lifelong learning in Europe since 1980s with reference to the UK, Germany, France and Sweden. In particular, it explores how the focus of the transition policies in four countries has moved towards building a institutional framework of lifelong learning in order to build closer links between schooling and work. It examines that establishing clear, flexible and coherent pathways based on cooperation among stakeholders has been recognised as a condition for successful transition.The paper suggests five points which contribute to understanding of the implications of improvement of transition policies on lifelong learning policies in South Korea. First, the transition policies need to move towards lifelong learning policies which promote links between education and training and work. Second, a structural approach is required as a prerequisite for promoting lifelong learning as well as building effective transitions policies. Third, ministerial coordination between the Ministry of Education and HRD and the Ministry of Labour is required to a cooperative approach to post-compulsory education and training. Fourth, the link between learning and work and welfare need to be improved on the basis of related ministerial cooperation. Finally, local partnership and networks need to play a key role in involvement of stakeholders in building a lifelong learning framework.
참고문헌 (40)
- "한.불 자격제도 비교 연구" (2001)
- "평생학습과 노동시장 연구" (2005), 한국노동연구원
- "고졸 미진학청년층의 고용ㆍ실업현황과 정책과제" (2003), 한국노동연구원
- "청년층의 취업능력 제고를 위한 학교와 노동시장의 연계강화 방안" (2002), 한국직업능력개발원
- "영국의 평생학습체제 구축에 대한 법ㆍ제도적 고찰-학습, 고용, 생활세계의 연계체계를 중심으로", 11(3) (2005)
- "한국의 교육인적자원지표 2006" (2006), 한국교육개발원
- "북유럽 평생학습정책 추진 사례분석을 통한 한국의 평생학습추진 전략 수립 연구" (2005)
- "독일의 직업훈련-출장보고서" (1999)
- "The Transition of Youth from schoo to work: issues and policies" (2000), Paris: UNESCO IIEP
- "International Briefing 3: Training and Development in Germany", 3(3), pp.227~233 (1999)
- "Transition to Work in Sweden" (1998), Mantreal & Kingston: McGill-Queen's University Press
- "The implications for the education of adults of recent government policies for lifelong learning in the United Kingdom(1997)" (1997)
- "Changing skills formation and lifelong learning in South Korea(2003)" (2003)
- "Lifetime Learning: A Consultation Document" (1995), London: HMSO
- "Qualifying for Success A Consultation Paper on the future of post-16 qualifications" (1997), London: HMSO
- "The Learning Age: A renaissance for a new Britain" (1998), London: HMSO
- "Learning to Succeed: A new framework for post-16 learning" (1999), London: HMSO
- "14-19: Extending opportunities, raising standards", pp.14~19 (2002), London: HMSO
- "14-19 Education and Skills", pp.14~ (2005), London: HMSO
- "Working to Learn Transforming learning in the workplace" (2002), London: Kogan Page
- "The Failure of Training in Britain: Analysis and Prescription", 4(3) (1998)
- "International Briefing 8: Training and Development in France", 5(1), pp.81~93 (2001)
- "The Strategy of a Unified System: Scotland and Sweden" (1998), Finland: University of Jyvaskyla
- "From Education to First Job: The French Case" (1998), Oxford: Clarendon Press
- "Models of High Skills in National Competition Strategies" (2001), Oxford: Oxford University Press
- "Transition in a School-based Vocational Training System: The Case of Sweden" (1999), Cresskill, New Jersey: Hampton Press, Inc.
- "Youth Guarantees in The Nordic Countries" (1997), Paris: OECD
- "Thematic Review of The Transition From Initial Education to Working Life" (1998), Paris: OECD
- "Thematic Review of The Transition From Initial Education to Working Life" (1998), Paris: OECD
- "Thematic Review of The Transition From Initial Education to Working Life" (1999), Paris: OECD
- "Thematic Review of The Transition From Initial Education to Working Life: Sweden Country Note" (1999), Paris: OECD
- "From Initial Education to Working Life: Making Transitions Work" (2000), Paris: OECD
- "Education at a Glance: OECD Indicators" (2001), Paris: OECD
- "OECD Review of Career Guidance Policies: Germany Country Note" (2002), Paris: OECD
- "Recent Changes in School-to-Work Transition" (1999), Cresskill, New Jersey: Hampton Press, Inc.
- "Transition From School to Work: The Example of Germany" (1999), Cresskill, New Jersey: Hampton Press, Inc.
- "Alternating Training and the School-to-Work Transition: Programs, Assessment, Prospects" (1999), Cresskill, New Jersey: Hampton Press, Inc.
- "International Perspectives on the School-to-Work Transition" (1999), Cresskill, New Jersey: Hampton Press, Inc.
- "Lifelong Qualifications: Developing qualifications to support lifelong learners" (1999), Leicester: NIACE
- "Linkage Approaches to Post-16 Education Reform: The Case of the English and French Systems" (1998), Jyvaskyla, Finland: University of Jyvaskyla