직업능력개발과 국제개발협력 : 현황분석을 통한 발전방안 모색
Vocational Education and Training & International Development Cooperation: What Direction and Tasks are Needed?
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우리나라는 1992년 기술협력 분야에서 유엔개발계획(UNDP)이 분류하는 원조 공여국이 되었고, 2010년 OECD DAC에 24번째로 가입하는 수원국 중 최초의 원조국이 되었다. 그러나 직업능력개발 분야 개발협력사업은 다른 선진 원조국들에 비해 지나치게 기초교육 위주이고, 물질적 원조에 치중하고 있으며, 사업의 추진형태도 아직까지 불안정한 실정이다. 이에 따라 본 연구에서는 이러한 현황의 문제점을 분석하고 그에 따른 해결 방안을 제시하고자 하였으며, 도출된 문제점은 총 세 가지로 구조적인 측면의 문제, 전문가 부족, 사업의 자료 공유 및 정보화 부족으로 분석하였다. 이에 대한 방안으로 직업능력개발 국제협력사업의 정책기조 전환과 유관기관의 네트워크를 활성화를 통한 체계적인 역할분담 및 정보공유가 필요하며, 끝으로 개발협력 전문가 양성을 위한 정규 교육과정 편성 및 자격증, 인턴십, 관련 교육프로그램 등의 개설과 직업능력개발 국제협력 참여 유관기관 자체 내 전문가 역량강화를 제시하였다.
Abstract
Korea became a donor to be classified by UNDP at the field of technical cooperation in 1992 and became the 24th member of the OECD DAC in 2010 , the first of recipient country. However, the field of vocational education and trainingin ODA, compared to other advanced aid countries, have delivered too much basic education and material aid. In this study, we analyzed the problems of the present situation and suggested solutions for them. Four identified problems were structural problems, insufficient sharing of information, lack of experts, and shortages of planning ability. In order to solve this problem, First of all, it is necessary to shift the policy of international cooperation projects for vocational cducation and training. Secondly, activating the networks of related organizations is needed to share systematic roles and information. Third, cultivating experts needs teducation, internships, certification, and related training programs. In addition, The participating agencies involved in international cooperation for vocational education and training should try to strengthen their own expertise.
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