각국의 고등학교 단계 직업교육의 비교 분석 및 우리나라에 주는 시사점

• 영문명: A Comparative Study on Levels and Educational Environments of Vocational Education at High School Levels
• 발행기관: 한국직업교육학회
• 저자명: 정철영(Chyul Young Jyung) 이용환(Yong Hwan Lee) 김재식(Jai Sik Kim) 나승일(Seung Il Na) 서우석(Woo Seok Seo)
• 간행물 정보: 『직업교육연구』제19권 제2호, 45~64쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2000.12.31

영문 초록

The objectives of this study were to compare and analyze levels and educational environments of vocational education at high school levels in several countries, and to derive its implications from them: USA, United Kingdom, Japan, Taiwan, Singapore, and South Korea. For systematic analysis, items of investigation were to divided five domains: policy, educational system, students, teachers, and curriculum. To achieve these objectives, this study was carried out through the review of literature, consultation with experts at home and abroad, and trip to relevant country for data collections. The major findings of this study were as follows: (1) Vocational education policies of target countries have been propelled to strengthen key competencies, to enlarge student`s autonomy, and to achieve educational excellent in Knowledge-base or Information Society. (2) Vocational educational systems of them have been reformed to integrate middle schools and high schools, to teach basic and core contents in high school levels, and to induce entrance to higher education institutes. (3) In side of students of vocational high schools, male students are more than female; students in public schools are ranch more than those in private schools, the application ratio to vocational high schools becomes low gradually, selection of new pupils depends on achievement in middle schools or primary schools, and dropout rate is increasing in the countries excluding USA. (4) In side of teachers of vocational high schools, the number of students/teachers is decreasing gradually, many teachers possess certificate above degree of bachelor, qualification process of vocational teachers is more difficult than general teacher, and, in-service training is provided variously in terms, institutes, purpose, etc. (5) National vocational curriculum is developed by central government, but local governments or unit schools operate it variously depending on local conditions. Also, selective subjects are much more than essential ones, and articulation between vocational education and qualification systems and integration of general education and vocational education is propelled actively.