KRIVET 한국직업능력연구원 국무총리 산하 정부출연 연구기관

Foreword i
List of Tables  vi
List of Figures vii
Executive Summary ix
Ⅰ. Introduction 1
 1. Background 1
 2. Research objectives 2
 3. Analytical framework 2
 4. Data and methodology 2
   1) Korea 2
   2) Germany 4
Ⅱ. KOREA 7
 1. Education and training system 7
   1) Administration of education and training 7
   2) School education 8
   3) Vocational education system 12
   4) Vocational training system 18
   5) National qualification system 25
 2. Quality assurance in manufacturing and changing job requirements 27
   1) Understanding of quality 27
   2) Instruments for quality assurance 27
   3) Organizational concepts and qualification requirements 41
 3. Target group specific initial education and in-company continuing education and  training 47
   1) Initial education and training at schools and training institutes 47
   2) In-company continuing education and training 58
 4. Use of new media in education and training 74
   1) National strategies to advance ICT in Korea 74
   2) Growth of e-learning infrastructure in Korea 76
   3) E-learning at Hyundai 79
Ⅲ. Germany 93
 1. Education System 93
   1) Common Education System 93
   2) Vocational Training in the German Dual System 99
   3) Ongoing Reforms and Topics of Debate in Education 102
   4) Reform of Vocational Training 104
 2. Quality assurance in manufacturing and changing job requirements 109
   1) Understanding of quality 109
   2) Instruments for quality assurance 109
   3) Organisational concepts and qualification requirements 110
 3. Target group specific training programs in initial and continuing education and training 112
 4. New Media in German VET 118
 5. Case studies 122
   Case 1: Ford Aus- und Weiterbildung e.V. 122
   1) Vocational Training at Ford - Framework Data 122
   2) Training spectrum 123
   3) The production island concept at Ford 124
   4) Production island for spare parts production 131
   5) Introduction of the Ford Production System (FPS) into training 131
   6) Quality assurance and transparency in training 133
   Case 2: DaimlerChrysler AG, Mannheim Plant 139
   1) Background - Brief overview of DaimlerChrysler AG's Mannheim Plant 140
   2) Changing demands at work call for different qualifications 141
   3) Initial and continuing education and training as part of the corporate philosophy 143
   4) Outlook 154
   Case 3: DaimlerChrysler's Gaggenau 155
   1) Factory 155
   2) Factory and process development 157
   3) Effects of process orientation on the employees 160
   4) Vocational Education and Training in Gaggenau 161
   5) Outlook 172
   Case 4: Audi  AG 173
   1) Specifications for training processes are derived from workplace challenges 173
   2) Entrepreneurial thinking and behaviour 174
   3) Systematic integration of e-learning into corporate training 
   processes at Audi 178
IV. Summary and Conclusion 187
 1. Comparison in the context of vocational training strategies in automobile industry 187
   1) Korea 188
   2) Germany 190
 2. Lessons from the Korean-German experience 194
   1) Lessons from the Korean experience 194
   2) Lessons from the German experience 197
References 199
 1) Korea 199
 2) Germany 200
Glossary 201

 This study compares the training strategies utilized by automotive industry in two countries, Korea and Germany. Despite different policy frameworks and institutional arrangements in the two countries, automotive companies in both countries have tried to maintain the high quality of the companies’ products and services in the face of the growing challenges. Their strategies to guarantee high-quality products vary depending on their corporate training strategies. In this way, the study did examine comparatively and on the basis of concrete examples the different existing approaches to facing and solving the problems connected with educational concepts and the use of new (digital) media, against the backdrop of the respective national and company-specific learning cultures. This study has been a joint effort of researchers from two leading national research organizations in the field of vocational education and training in Korea and Germany. 

Table 2. 1: School system	8
Table 2. 2 : School enrollment rate: student/school age population (2004)	8
Table 2. 3: Financial support programs to promote school-industry cooperation (2004~2005) 17
Table 2. 4: Participation in VCDP	21
Table 2. 5: Seven steps in self-maintenance	32
Table 2. 6: Guidelines for evaluating workplace management	36
Table 2. 7: Four-step procedure of the Name-based quality assurance scheme	38
Table 2. 8: Production organization and the number of  workers at FBL 	43
Table 2. 9: Curriculum of Pusan Automobile High School by program	50
Table 2.10: Skills training rooms in PAHS	52
Table 2.11: Scoring guideline for promotion	59
Table 2.12: Skills-based promotion system at Hyundai Motors	60
Table 2.13: Participation in professional skills training at Plant A	61
Table 2.14: Job skills training program	62
Table 2.15: Introduction to CNC conducted by FANUC Korea Corporation	67
Table 2.16: Retraining in CNC conducted by FANUC Korea Corporation	67
Table 2.17: Skill-based pay system at Hyundai	71
Table 2.18: E-learning programs at Hyundai	82
Table 2.19: Training courses and participation (2003)	83
Table 2.20: Training for sales personnel and participation	83
Table 2.21: Training for auto repair personnel and participation	83
Table 2.22: Training courses and financial support from  employment insurance	84
Table 2.23: Comparison of institutional training and  e-learning(2003)	84
Table  4. 1: Comparison of training strategies in automobile companies	193
Figure 2.1: FBL Production Process (Hyundai Motor Plant 2)	42
Figure 2.2: Work organization at production section	45
Figure 2.3: Rank system (Jikgeup) by section	46
Figure 2.4: Skilled manpower supply system	48
Figure 2.5: Specializing in automobile production technology program	55
Figure 2.6: Customized Training Model of Ajou Motor College	56
Figure 2.7: Collaborative Automotive Training Center	57
Figure 2.8: Blueprint for Skill-based Pay System (Tentative)	69
Figure 2.9: Training Road Map	72
Figure 2.10: Hyundai’s e-learning plan (internal document, 2005)	80
Figure 2.11: Organization of training and e-learning provision at Hyundai Motors	81
Figure 2.12: E-learning course development	85
Figure 2.13: Course development process in detail	87
Figure 2.14: E-learning quality control process	88
Figure 2.15: E-learning evaluation process at Hyundai Motors	89
Figure 2.16: Professional organization for e-learning quality control	90
Figure 3.1: Support for PC and Internet use for continuing VET, by establishment size	120
Figure 3.2: Support for PC and Internet use for continuing VET, by sector	120
Figure 3.3: Mode of support for PC and Internet use for continuing VET purposes	122
Figure 3.4: Process model of Ford Aus- und Weiterbildung e.V.	134
Figure 3.5: AB Cologne and Saarlouis process descriptions	135
Figure 3.6: Info-training planning	136
Figure 3.7: SPL Portal	137
Figure 3.8: Top hierarchic level (AB level)	138
Figure 3.9: SPL	139
Figure 3.10: Core elements of vocational training at Daimler Chrysler Mannheim, Germany    145
Figure 3.11: The three levels of the ALF	151
Figure 3.12: Six features of ALF	152
Figure 3.13: Entrepreneurial thinking and behaviour as the key to business success	175
Figure 3.14: The Audi IT Card as a certificate of basic IT competence	177
Figure 3.15: Self-organised learning processes with e-learning in the production facility	178
Figure 3.16: Example of a learning route in the blended learning system	180
Figure 3.17: A modular content strategy enables customisation of e-learning courses for specific target groups	185