• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.77-101
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• 2018

In order to respond to rapid change in career world and future society, there has been need to strengthen the competitiveness of higher education institutions and career education system in universities. The article discusses an exemplary case studies of career education that being held in universities of developed countries such as, the United Kingdom(UK), the United States(USA) and Singapore. According to the analysis, in the UK, there has been a gradual interference by the British government; in the US, states respectively establish an educational policies and laws, as a result, it has quite a strong local government style. On the other hand, in the Singapore, as the majority of the universities are national university, the Government leads in establishing career education policy. As a result, this article aims to explore policies of career education in higher education institution in developed countries and provide an implication for Korean national career education.

• 대한공업교육학회지
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• v.42 no.1
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• pp.53-67
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• 2017

This study was conducted to investigate and reveal secondary vocational education institutions' perception changes and suggest the need for supporting the improvement of their perception by analyzing middle school principals' perception changes of the past, the present, and the future about them. For this, middle school principals' perception of the past, the present, and the future about secondary vocational education institutions was investigated and analyzed targeting 214 persons. The results of the study are as follow: First, middle school principals' perception of secondary vocational education institutions has found to make more positive changes in the present than the past and be going to make more positive changes in the future than the present. This can be interpreted that various policies of secondary vocational education institutions have a positive effect on the improvement of their perception since 2005. Second, in the result that analyzed changes in the ranks about middle school principals' perception of the past, the present, and the future about secondary vocational education institutions, the fields of "nurturing students' aptitude and talent early" and "their fast financial independence after graduation" were recognized as positive in the past, the present, and future. As the field of "entering universities in the same field easily" was recognized ranking high in the past and the present, but doing low in the future, it has found that the perception of secondary vocational education institutions is changing according to governmental policies' directions.

• Journal of Labour Economics
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• v.24 no.2
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• pp.35-62
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• 2001

Using panel data (KLIPS) we examine the relation between respondents' occupation and their fathers' occupation. We divide the urban employed into four subgroups according to their occupation: employer, self-employed, white collar worker and blue collar worker. We find that the effects of fathers' occupation on respondents' occupation are mediated by the level of respondents' education. The effects of respondents' initial occupation on their current occupation are also significant. In terms of the extent of mobility, we can rank the occupational groups as follows: employer, upper layer of self-employed, white collar worker, lower layer of self-employed and blue collar. In order to encourage occupational mobility, we should level the opportunity of education among different occupational groups.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.102-117
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• 2021

Higher vocational education in China has already achieved commendable results as a transition from rudimentary development to high-quality development after more than 40 years of development. After reform and opening up, our country's Institute of Higher Vocational Education has transported a large amount of high-quality technical and technical talents to each field. Higher vocational education is an indispensable part of China's education system, and is an important competency for cultivating "high quality", "practical" and "functional" talents, making a huge contribution to the economic and social development. At the same time, the employment stress of workers with relatively low skills, such as peasant workers, domestic veterans, and retired workers, is increasing. Against this background, higher education is essential to guide and support national policies in order to solve the unemployment problem and provide strong human resource guarantees to society. Higher vocational education policy not only highlights the characteristics of the times unique to the development of higher vocational education in China, but also reflects the trajectory of changes in higher vocational education. Not only is it related to the scientific development of higher vocational education, but it also deals with whether higher vocational education can foster high-quality human resources. Therefore, it is meaningful to study the change process of higher vocational education policy.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.475-483
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• 2018

The purpose of this study to understand the vocational education of China and to analyze the developing process of vocational education in China. Recently, the major countries of the world of modern society has its government leaders is how much to foster creativity and the rise and fall depending on whether they really value is determined claims. There are 1327 Tertiary Vocational Colleges, with 10 million students in 2015. Together with 14million secondary vocational education students, China owns the largest scale of vocational education in the world. China has not fully established a modern market. Under the economy, the enterprise was the administrative adjunct of the state, and the enterprise was the social and political production function, and the political ethics prevailed that ethics. Literature review and historial approach were utilized as the methodology for this study. The system of vocational education in China is composed of elementary, secondary, and higher stage. The vocational education in China has been developed flexibly along with the social change while keeping the main philosophy of Chinese socialism. The main factors to bring about the change of vocational education in China is, political and philosophical, economical change.

• Industry Promotion Research
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• v.1 no.1
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• pp.59-64
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• 2016

This study verified the effect of the experience of job-training on youth employees' wage by analyzing panal data. The study results showed that the objective of job-training(enhancing job performance, ${\beta}=.336$), satisfaction of job-training(${\beta}=.-.256$) and the type of job-training(cyber lecture, ${\beta}=.334$) significantly affected youth employees' wage. Also, age, education, marital status, hour of job-training, objective of job-training and satisfaction of job-training significantly affected the differences between groups. This study provided practical implication to prepare effective job-training policy by confirming the effect of the experience of job-training on youth employees' wage and verifying the effectiveness of job-training.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.17-26
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• 2024

The purpose of this study is to explore the direction of the role of lifelong vocational education as a field of lifelong education based on the content analysis of the innovation plan for lifelong vocational education and training in 2018. The conclusion is as follows. First, in terms of policy orientation, the direction of lifelong vocational education is possible to carry out life-integrated lifelong vocational education in terms of lifelong education. Second, in the education and training process, lifelong education can be carried out in specific practical competency areas in terms of lifelong vocational education. Third, in the case of the education and training system, in terms of lifelong vocational education, the philosophy of lifelong education is to establish an education system that spans the entire life. Fourth, in the case of education and training programs, various programs can be operated by type of lifelong education institution in terms of lifelong vocational education. Fifth, in the case of education and training, lifelong education can be distributed evenly across life stages from the perspective of lifelong vocational education. Sixth, in terms of the relationship with the industrial sector, lifelong education can strengthen the connection with industrial demand in terms of lifelong vocational education, and it can also strengthen the connection with government agencies. Seventh, in the case of support for the underprivileged, lifelong education is viewed from the perspective of lifelong vocational education. Free education and customized support for the underprivileged are possible at provincial and provincial lifelong education institutions and city, county, and district lifelong learning centers.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.4
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• pp.237-246
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• 2016

The purpose of this study was to examine the impact of a vocational education on career interrupted woman' by analyzing whether it would bring any changes to the selected. The subjects in this study were 105 career interrupted woman. The colleced date were analyzed by a statistical package SPSS 21.0. The statistical method used in this studyy were frequency analysis,frliability analysis, regression analysis, etc. The major findings of the study were as follows: First, the career interrupted womant' who participated in the vocational education showed positive change in entrepreneurial intention. Second, the career interrupted womant' who participated in the vocational education showed positive changeimprovement in re-employment need.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.382-397
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• 2016

This study focuses on the lessons and implications of Germany's measures for the social integration after the reunification, and especially the Germany's measure on labor reproduction for the economic stability of East Germany. This analysis indicates, whether South Korea is going to achieve gradual and peaceful reunification or absorb North Korea due to its sudden collapse, that the reunification, in any case, requires the social integration through economic stability of both North and South. In order to ensure national reconciliation, recovery of homogeneity, and establishment of identity for the economically stable social integration, the new integration of educational system is necessary. Especially, the objective of this study is to find the role and direction of vocational education for the stability of the North Korea's labor market and economic life in order to socially integrate South Koreans with its Northern counterparts. First of all, this study examined a priori example of the experiences during West Germany's social integration process, i.e. the vocational education promotion process for the social stability and economic life. It figured out the problem of vocational education for the integrity as well as analyzed the vocational education differences and integration promotion system between East & West Germany. Even though East and West Germany showed their disparities in each vocational education, they corroborated each other by finding one similar system such as bifurcation, which lead to the integration of the labor market and new vocational education policy for the economic stability. Despite the West Germany's support for the socio-economic integration, nevertheless, the East Germany's capacity turned out to be insufficient, which resulted in the failure of the policy. Based on above discussion, this study intended to suggest the efficient solutions of vocational education for the internal reunification of South and North Korea by promoting the independence and self-support of North Koreans and leading the stability of labor market and economic for the future reunification.

• Korean Journal of Comparative Education
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• v.27 no.6
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• pp.191-210
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• 2017

The purpose of this study is to examine the current state of credit system in secondary and vocational education in Australia and Finland. For this purpose, this study compares the secondary vocational education system in Australia and Finland and compares how the curriculum is organized, operated and evaluated at secondary level. Australia and Finland have different characteristics in secondary vocational education system, while Australia operates vocational education programs mainly in comprehensive high schools under a decentralized system, while Finland is a centralized system and is divided into general education institutions and separate vocational education institutions. However, in terms of the organization and operation of the curriculum, both countries are based on the credit system, adopting the unemployed school system, and guaranteeing the choice of students. The results of this study are meaningful in that the policy direction to introduce and operate the credit system at the high school level recently has made meaningful implications through the present situation of overseas countries.