KRIVET 한국직업능력연구원 국무총리 산하 정부출연 연구기관

Foreword  ii
Contents iv
Tables and figures vi
Executive summary vii
Ⅰ. Introduction 1
  1. Background of study 1
  2.Objectives of the study 7
  3. Research rnethodology 8
  4. Definition of key terrn 10
  5. Lirnitations of the study 14
Ⅱ. Literature review 17
  1. Australia 17
  2. Korea 43
Ⅲ. Implementation of VE policy reforms 69
  1. Australia 69
  2. Korea 95
IV. Needs assessment for effective measure 105
  1. Australia 105
  2. Korea  138
V. Summary and conclusions 171
  1. Improving institutional arrangements for effective school-to-work transition  171 
  2. Implications from the Australian-Korean experience 190
References 201
Appendices 211

  The process of school-to-work transition can be divided into three separate but inter-linking stages: preparation through education, actual transition, and outcomes in the labor market. This study is focused on the preparation stage of the process and has sought to identify viable methods for providing in-kind and financial support to programs designed to facilitate school-to-work transition for students, and to upgrading the competencies of existing workers. 
  For this purpose, the study attempted to answer the following research queshons:  How is research being conducted on school-to-work transition?
  b) What are the measures being imp1emented in Korean and Australian VE institutions to foster schoo1-to-work transition and what are the critical issues and prob1ems raised?
  c) What measures do teachers and professors in VE institutions want imp1emented for effective schoo1-to-work transition of students from these institutions?
  d) What lessons can be 1earned from research findings from the Korean and Australian experience?
  Data in Korea were collected through questionnaires administered to teachers in vocational high schools and professors in vocational colleges. Vocational high schools comprised those schools operating the 2+1 system or the 2+2 articu1ation program and specialized high schools. Vocational colleges included those conducting special programs, such as 2+2 articulation programs and customized educational programs. Data in Australia were collected through questionnaires administered to lecturers in TAFE (technical and further education) institutes, and teachers nd vocational coordinators in secondary schools. Telephone interviews were used to gather information from representatives of group training companies. A review of literature and policy frameworks provided information on the imp1ementation of reforms in the two countries.

Tables 
1: Percentage of VET-in-Schoo1s eruo1ments by industry groupings in government 
and Catholic Schools in Australia	90
2: Qualification by education sector in Australia	91
3: Students by qualification level in Australia (2002)	92 
4: Number of specialized highschool and student enrollment in Korea (1998-2002)	97
5: Number of students and technical high schools participating in the 2+1 program in Korea (1994-2002)	100 
6: The number of institutions and academic departments offering the articulation program in Korea	102
7: Number of students, schools and enterprises participating in the customized education program in Korea (1999-2001)	104 
8: Number of sample groups and response rates in Korea	139
Figure 
1: Fields of study and subjects offered in Korean specialized high schools	98