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Dr. Kim Jin-Sil

The 20 th anniversary conference of Vocational Education and Culture-research network & the 2 nd History of Vocational Education in Europe-conference; 14.-18.6.2013. Future Directions for strengthening the Qualitative Service of VET through NCS in Korea. Dr. Kim Jin-Sil.

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Dr. Kim Jin-Sil

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  1. The 20th anniversary conference of Vocational Education and Culture-research network & the 2nd History of Vocational Education in Europe-conference; 14.-18.6.2013 Future Directions for strengthening the Qualitative Service of VET through NCS in Korea Dr. Kim Jin-Sil General Director/ Researcher in Charge Training Quality Improvement Center Human Resources Development Service of Korea

  2. Lifelong Competency Development WithHRD KOREA!!! My major and career • Major : Ph. D(2006) in Seoul national University(VET, HRD, NCS) • Career • - National Competency Standards Development(2009) • - Qualification criteria development(2010) • - Future Strategy Design of HRD Korea(2011) • International Experience • - APEC CBN Project Expert(2012) • - Coordinator of ASEM Conference on Harmonization of Competency Standard (2009) • - East Asian Academic Society of Vocational Education and Training(2006, 2007) • Dr. Kim Jin Sil • General Director • Researcher in Charge • Training Quality Improvement Center, Human Resources Development Service of Korea

  3. Contents Future Directions for connecting VET Conclusion Changes/Current Status of VET in Korea Introduction 2 3 4 5 6 1 Strategy to improve the quality of VET Myth and Brands of VET in Korea

  4. I. Introduction

  5. 1970s 1950s 1960s 1980s Present  1990s Evolving Korea

  6. National Competitiveness (2010) WEF: 22th/139nations IMD : 23th/58nations Boao Forum: 1st/35 Asian nations 20,591 Economic Size,(2010) 1.GDP: USD 1.71 trillion 2.Trade Size -Export USD467.4billion - Import425.7billion 3.GDP per capita - USD 20,591 Human Development Index(2010) 12th (0.877:UNDP) 2010 Source: Bank of Korea Economic Growth of Korea Transition High Grwoth Political Democratization End of Ideology Confront Quantity-Oriented Growth The cold War btw E-W Conflicts btw S-N Export-led Economic Growth Political Suppression 2010

  7. Country of the Quiet Morning The most dynamic country “Country of courteous people in the East” Country of hermits, country of life in seclusion “Country of great momentum” Relentlessly evolving country Past and Present of Korea

  8. Introduction • Past rapid and high economic growth in Korea • - through Vocational education and Training of a workforce • The necessity of reformation in VET systems • - Slow down the rate of economic growth in Korea • - A society based on Creative Economy (ICT, convergence, creativity) • - An increase of aged population & Low fertility rate • Faced high mismatch now • - Youth unemployment and labor shortage in SMEs What are the directions for vocational education and training systems?

  9. Introduction • This study is aimed to suggest Future Directions for strengthening the Qualitative Service of VET through NCS in Korea • - The reviewing the changes in the condition of Korea • Taking a look at the current status of vocational education and training • Analyzing Myth & Brands of VET in Korea • Exploring future directions and Strategy to improve the quality of VET

  10. II. Changes & Current Statusin the Conditions for VET

  11. Changes Growth, Crisis, and Recovery Contribution and Requirement of Human Capital Economic Changes Creative Economy-based society Change of the employment structure Aging society with a low fertility rate Expanding social disparity Social & Cultural Changes Education Environmental Changes Need for New Paradigm -Continuing vocational education and -Lifelong training(competency development) -Enhancing the quality II-1. Changes in the Conditions for VET

  12. Changes Rapid Growth • II-1-1. Economic Changes Economic Recovery Financial Crisis GNP per capita $20,000 is in 2011 from $ 87 in 1962 Requirement of New driving forces (Knowledge, Human capital, and Social capital) High Unemployment In 1997 Enterprise restructuring, Flexibility of labor market, Reform of the financial money markets 5-year economic development program series In 1962 Lacking natural resources, But well-trained labor

  13. Changes II-1-1. Economic Changes • An agrarian society until the mid-20th • -The success of the economic development program through well-trained labor • The Korean economic growth is attributed to the successful investment in human resources (The OECD Report on the Korean Economy, 1996) • - From a zeal for education and efficient policies regarding HRD by the government. • The contribution of labor and capital to economic growth will remain weak (potential growth rates by 2020) • - Human capital : one of the engines of growth in a Creative Economy-based economy • - Required an innovation-driven growth strategy for achieving a potential growth rate of 5 percent

  14. Changes II-1-2. Social and Cultural Changes Due to Change of the employment structure - From the change of the economic and industrial structure Due to Transfer into a creative economy-based society - Becoming more Creativity, ICT and convergence centered. Vocational Education & Training Changes Due to Aging society with a low fertility rate -The working-age population forecasted to shrink after the 2010s Due to Expanding social disparity - Income inequality has worsened when compared to the early 1990s

  15. Changes 4. Expanding social disparity 1. Creative Economy society -The Gini coefficient : 0.295(’90), 0.320(’99), 0.306(’03), 0.311(’11) -The wage level of SMEs employees against larger corporations employees has dropped. • Creative Economy-based industry and a service sector will play an important role • The size of the industry, relying on labor force and monetary investment, will decrease 2. Change of the employment structure -From static employment to moving to the other workplaces to personnel capabilities and preference (throughout the IMF) -The variety of types and patterns of employment will become more prevalent. 3 . Aging society with a low fertility rate II-1-2. Social and Cultural Changes • A quantitative growth strategy (attracting foreign labor, rising the retirement age, etc.) will prove insufficient • -Requiring an improvement in total factor productivity based on gains in human capital and R&D efforts.

  16. Changes 1. 2. Continuing vocational education and lifelong competency development Enhancing the quality of Voc’l Education and Training New Paradigm For VET II-1-3. Education Environmental Changes An Creative information society, the rapid change of jobs and extension of life span

  17. Changes Continuing vocational education and lifelong competency development • The opportunity to study constantly (all employees) • The opportunity to learn for the maintenance and development of personnel marketability throughout the lives (the middle and aged population) • Quantitative-oriented and low-cost oriented development policies (1980s) ▷qualitative-oriented policies (present) • -To enhance low competitive power in the area of technology and to keep in pace with in a society based on Creative economy(ICT, Creativity, Concergence) • ▷ Needs for a new paradigm Enhancing the Voc’l Education & Training’s quality II-1-3. Education Environmental Changes

  18. Current Status II-2-1. Definition of VET in Korea • Vocational education can be defined as education in all forms and kinds which promote the change of work-related human behavior (The Encyclopedia of Vocational Education & Training, 1999) • To enable students and workers to acquire and/or enhance knowledge, skills and attitude necessary for finding employment or successfully carrying out tasks in the workplace (Industrial Education Promotion Act and Vocational Training Promotion Act)

  19. Current Status II-2-2. Purpose of VET in Korea • Exploring the world of work • Choosing an occupation based on one's aptitude, interests, competencies, physical characteristics and values • Developing and acquiring knowledge, skills and attitude that the chosen occupation demands • Maintaining one's job or moving on to a better job (in the case of individuals in employment) • Being understood as the education throughout one's life in the school, in the workplace, and in the society.

  20. Current Status In-house Tech. College In-house education institute / Education institute of authorities / Others Postgraduate Undergraduate (4-6y) Industrial Univ. (4y) Educational Univ. (4y) Correspondence College (4y) Technical College Vocational College (2-3y) Technical Univ. (2y) General High School (3y) Vocational High School (3y) Technical academy • Agricultural High School • Industrial High School • Commercial High School • Fisheries/Maritime High • School • Vocational High School • Comprehensive High • School • [Specialized Vocational • High School] • (Special Purpose High • School) Correspondence High School ∧ 3 y ∨ High school affiliated with company and special class High Tech. School ∧ 1 ㅣ 3 y ∨ Other schools ∧ 1 ㅣ 3 y ∨ Vocational Training Institute Public Vocational Training Institute In-house Vocational Training Institute Certified Vocational Training Institute Vocational Course (1y) Middle School (3y) Middle school affiliated with company Higher Civic School Other Schools Elementary School (6y) Civic School Kindergarten II-2-3. Providers of VET in Korea Vocational Education Vocational Training <Vocational High School Reorganization Plan> <As Is> 691 schools (As of 2010) <To Be> 400 schools (by 2015) Meister high schools (21) Meister high schools (50) Special purpose high schools (40) (Fostering human resources in special areas, such as sailing and farming) Specialized vocational high schools (168) (Specialized curriculum, such as design and game) Specialized vocational high schools (350) (General) Vocational high schools (275) General high schools and others (291) Comprehensive high schools (187) (General – Vocational) Ministry of Education (2010) Vocational Education Enhancement Plan

  21. Current Status II-2-3. Providers of VET in Korea Ministry of Employment & Labor Ministry of Education School Vocational Education Company Education Labor Market Education Training for Job Seekers and the unemployed Employee Improvement Training Professional Vocational Education / General vocational Education In-house Employee Education Vocational high school [Specialized Vocational High School, Meister High School] Public Vocational Training Institute Elementary, middle and academic high schools In-house Vocational Training Institute Private Vocational School In-house Education Institute Vocational College, University Technical Academy • Vocational Education/Training Institutes • Ministry of Education: school vocational education providing professional vocational training and general vocational training at elementary, middle and high schools, vocational high schools and colleges, universities, etc. • Ministry of Employment and Labor: public and private vocational training institutes and in-house vocational training institutes, providing training for job seekers and the unemployed as well as employees.

  22. Current Status (1) Vocational High Schools II-2-3. Providers of VET in Korea • Number of Vocational High Schools by Major • The establishing purpose : cultivating practical skills and attitudes that are needed in actual life (1950's) • The form, the system, the curriculum of vocational high schools has changed in conformity with strategies and policies for improving economic development and competitiveness of the nation.

  23. Current Status (1) Vocational High Schools II-2-3. Providers of VET in Korea • Related Policies for Vocational High School • Emphasizing on reorganization of the sector-specific vocational schools through expansion of industrial needs based specialized high school • Contributing to the culture of building pathways of “First, Employment and then college admission

  24. Current Status II-2-3. Providers of VET in Korea (2) Vocational Training Institute Private sector Public sector • Being usually certified by Ministry of Employment & Labor • -Providing unemployed people and workers with the service of acquiring and improving their vocational competency • More than 6,000 training institutions including public and private training institutions, employers organizations. • The training service for the average of 33 million people by a year

  25. III. Myth and Brands of VETin Korea

  26. Myth of VET 1990s Transition Stage 1980s Growing Stage 1970s Quickening Stage 1960s Introducing Stage III-1. Myth of VET in Korea (1) History in Korea After "Worker’s Vocational Competency Development Act" enactment (2005~) 2000s Innovation Stage After " Workers Vocation Training Promotion Act" enactment (1999-2004) After "Employment Insurance Act" Enactment (1995-1999) After "'Basic Laws for Vocational Training " Enactment(1976~1994) After "Vocational Training Act" Enactment (1967~1974)

  27. Myth of VET (1) Introducing period (During 1960's) III-1. Myth of VET in Korea (1) History in Korea • Vocational Training Law enacted in 1967 • [ Before the law ] → no systematic training existed - firms provided only basic apprenticeship training to employees • [ By law ] → setting up systematic criteria for vocational training and qualification • Promoting public & private training programs - Financial support for companies to conduct in-plant vocational training • In the 1970s target industry changed - From light labor-intensive to heavy /chemical industry • In this process massive demand for skilled workers -Vocational training became one of key policies of the government • But faced difficulties from; Lack of funds available, Lack of vocational training facilities, Lack of training experts

  28. Myth of VET (2) Quickening period (During 1970's) III-1. Myth of VET in Korea (1) History in Korea • Compulsory in-plant training adopted in 1974 • Covering manufacturing, construction & service industries with over 300 employees • Expanded training facilities and supplied large number of skilled manpower (50~70 thousand every year) • Training levies imposed on non-compliant firms - With this fund to finance private training programs • 'Basic Laws for Vocational Training in 1976 • Special institution for training instructors established in 1971 • Foreign technical assistance contributed to solve SW difficulties in a short period

  29. Myth of VET (3) Growing period (During 1980's) III-1. Myth of VET in Korea (1) History in Korea • Changes in industrial structure in Korea • Labor-intensive  heavy/chemical technology-intensive industry Mass production  customized flexible production • Focus shifted from simple-skilled to multi-skilled • Extended training periods • Upgrade & refresher training emphasized • Training for white collar workers & supervisors • To meet industrial needs, integrated training criteria and qualification criteria •  HRD Korea (Human Resources Development service of Korea) established • Financial subsidies increased to activate non- governmental training • IntroducingEmployment Insurance (EI) and incorporating ALMPs in the same system, thus establishing Lifelong Competencies Development System (1995)

  30. (4) Transition period (During 1990's) III-1. Myth of VET in Korea (1) History in Korea Before E I After E I • ALMPs incorporated in EI: Employment Stability, Competencies Development, Unemployment Benefits and Employment Service • Compulsory EI premium  subsidy when training *premium: 0.25%~0.85% of total wage, depending on company size • Expanded to all industries • Applied to all companies through gradual expansion covering all employees • Continuous competencies development introducing life-long learning • Safety net for the unemployed • Compulsory in-plant training • Non-compliers to pay training levies • Selected industries: manufacturing, construction, electricity, transportation, etc. • Companies with over-300 employees • Aim: To supply skilled workers for rapid economic development to meet quantitative demand from industries • Aim: To provide training opportunities for enhancing professional competencies through working life to meet qualitative demand and lifelong learning needs

  31. Myth of VET (5) Innovation period (During 2000's) III-1. Myth of VET in Korea (1) History in Korea • Transitions increasing over individual’s life-course • Life-long job  life-long employment • Polarization of labor market: more opportunities for skilled workers, - less opportunities and increasing risks for less/unskilled • - increased employment for non-regular workers • Vocational training reinforced as critical means of ALMPs • Activation of the unemployed and improving transitions by enhancing individual employability through training • Thus employability and vocational training emphasized as core tools • Enlarging continuous competencies development throughout working life • Employer-led competencies development at workplace • Worker-initiated competencies development supported by EI • University-Industry cooperation programs increasing at national and regional levels • Special considerations to improve training opportunity for the disadvantaged (temporary, aged etc.)

  32. Myth of VET III-1. Myth of VET in Korea (1) History in Korea

  33. Myth of VET III-1. Myth of VET in Korea (2) Characteristics of VET in Korea • Vocational education in 1960s : not meeting the demands of HR • Vocational training in 1960s : can meet the demands of HR • The distinction between the education system and training system for vocational competency development • 1) not meeting the needs of consumer (student, corporation and industry) • 2) not linked systematically (ineffective VET labor from no competition) • 3) no incentive to attract consumers (the low quality of VET) • Needs for integrating in order to improve the quality of life in the era of lifelong learning

  34. Myth of VET III-1. Myth of VET in Korea (3) Needs for Integrated discussion of VET • The Human Resources Development policy • Emphasizing on strengthening VET & labor market linkages to improve the employability of people • Human Resources Development • - The individual perspective : To improve their vocational competency • - The company’s perspective : To maximize the capabilities and manage the organization • - The national perspective : To contribute the national development • VET: Vocational Education & Training(Vocational education and vocational training should be linked)

  35. Brands of VET III-2. Brands of VET in Korea (1) VET’ contribution on Korea’s economic development • Lacking natural resources: Korea's rapid economic growth owes much to abundant and well- trained labor • Substantial increases in investment in physical and human capital, rapidly rising real wages and declining income in equalities. • With its high economic performance, Korea has succeeded in absorbing the massive new labor force which entered the market.

  36. Brands of VET III-2. Brands of VET in Korea (2) Nat’l Technical Qualification System • Introduction of the National Qualification Testing(NTQT) system in 1967 • Introduction of the National Technical Qualification Act in 1973 • The goal of the system : assess and evaluate the degree of achievement

  37. Brands of VET 1973 National Technical Qualifications System Korea 2002 yr Human Resources Development Service of Korea & Korean Ministry of Labor NOS (National Occupational Standard) Korea Research Institute of Vocational Education & Training & Korean Ministry of Education and HRD KSS (Korea Skills Standard) NCS(National Competency Standard)(2010) III-2. Brands of VET in Korea (3) NCS : National Competency Standard

  38. Brands of VET III-2. Brands of VET in Korea (3) NCS : National Competency Standard

  39. IV. Future Direction for Connecting VET

  40. The quality through a Qualification Social awareness shift (lifelong learning) Future Directions Employment -oriented VET IV-1. Social Awareness shift • Social awareness shift of VET in terms of lifelong learning • interested parties’ awareness • needs for the recognition of accumulated learning experience in the system regardless of the place Social Recognition System

  41. The quality through a Qualification Social awareness shift (lifelong learning) Future Directions Employment -oriented VET IV-2. Employment -oriented VET • Employment-oriented VET through NCS • the gap between labor market and education market should be narrowed through NCS (providing effective interface of VET and industry) • NCS can provide which can be linked work experience, the education and learning experience and qualifications Social Recognition System

  42. The quality through a Qualification Social awareness shift (lifelong learning) Future Directions Employment -oriented VET IV-3. The quality of VET through a "Qualification" • The quality of vocational education and training through a "Qualification” • Being able to make the support system that vocational education and vocational training are associated with higher employment Social Recognition System

  43. The quality through a Qualification Social awareness shift (lifelong learning) Future Directions Employment -oriented VET IV-4. Social Recognition system • Social Recognition System for VET, Qualification, and On-site career (NQF) • No VET without qualification" the link between VET and qualification should be reinforced (managed by public sector) Social Recognition System

  44. V. Strategy for public services to improve the quality of VET

  45. VET Curriculum quality control VET Organization Evaluation VET Process Monitoring • Monitoring : the management of the process; • Evaluation : the management of the results • Policy monitoring : how intended policy of VET is implementing and working in the market. • On-site monitoring : regular and immediate, and it cannot be found in evaluation and research. • Regular monitoring systems : operating all over the country by the public organization with a national network monitoring site • To assess the government-funded institutions about the soundness of the competence and reliability of the agency's training facilities& equipment, VET program, infrastructure, training instructors. • Monitoring, institutional evaluation and curriculum management should be connected the various means (ex. NCS) in the future. • Korea's ultimate goal of VET : To raise the vocational competency (knowledge, skills and attitudes), which is recognized the “Qualifications”. • The mean is improving the quality of VET courses can be used ‘qualification’(Course-based Qualification) • The VET institute should develop the curriculum based on NCS and NCS-based VET operation, students must get the credits above a certain level.

  46. VI. Conclusion

  47. 1 2 3 For more activating NCS and course-based Qualification as the means of VET connection For constructing a society where occupational competency is more valued than academic credentials. For constructing an infrastructure for social recognition based on NQF(National Qualification Framework) • In order to enhance workers’ ability to cope effectively with such changing circumstances, vocational education and training should be developed in the following visions in three levels: • Comprehensive system of VET needs to go through a continuous reform effort to adapt to the changing environment and needs for Employment

  48. Q&A Dr. Jinsil Kim (Kimjinsil1510@gmail.com

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