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대학생 핵심역량 지원 방안 연구

Related Document
Frame of Image  대한 재고를 통하여 학생의 핵심역량에 적극적 관심과 제고 노력 을 기울이고 있다. 본 연구는 대학생의 핵심역량에 대한 대학과 교육당국의 고민과 노 력에 이론적 토대와 실천적 발전 방안을 제안하고, 대학생의 역량 향 상을 통하여 미래인재의 가치를 증대하며, 대학생 개개인의 주도적이 고 성공적인 삶의 완성을 지원하고자 수행되었다. 연구의 책임은 한국직업능력개발원 손유미 박사가 맡아 진행하였고, 한국직업능력개발원 송창용 박사와 서울시립대학교 이현정 교수가 공 동 연 구 자 로 참여하였다. 1장과 2장은 연구책임자인 손유미 박사가,
3장은 송창용 박사, 4장은 송창용 박사와 이현정 교수가 공동으로 작 업하였고, 5장은 연구진 전체가 함께하였다. 부족한 시간에도 불구하고 집중적이고 성실한 연구로 연구목적을 달성한 연구진의 성과에 큰 박수를 보내는 바이며, 손유미, 송창용 박 사와 이현정 교수, 아울러 연구 지원을 아끼지 않은 배현주, 백영은 연구원에게 깊은 감사의 마음을 표하는 바이다.
2015년 12월
한국 직 업능 력 개발 원 원장 이 용 순
차례
i
제목 차례
요약 제1장 서 론_1
제1절 연구의 필요성과 목적 ····················································· 3 제2절 연구 내용 ········································································· 6 제3절 연구 방법 ········································································· 7
제2장 대학생 핵심역량 선행연구 및 지원 정책_11
제1절 핵심역량 관련 선행 연구 분석 ···································· 13 제2절 대학생 핵심역량 진단 도구 실태 ································ 21
제3장 K-CESA 성과와 개선과제_31
제1절 K-CESA 참여 현황 ······················································· 33 제2절 K-CESA 활용 실태 ····················································· 38 제3절 K-CESA 진단 만족도 조사 결과 ······························· 51 제4절 K-CESA 문제점과 개선 과제 ······································ 57
제4장 대학생 핵심역량 지원 실태 및 우수 사례_61
제1절 국내대학 핵심역량 지원 실태 ······································ 63 제2절 우수 사례 ····································································· 76 제3절 시사점 ········································································


Full Text
Title 대학생 핵심역량 지원 방안 연구
Similar Titles
Material Type Reports
Author(Korean)

손유미; 송창용; 이현정

Publisher

세종 : 한국직업능력개발원

Date 2015-12
Series Title; No 기본연구 / 2015-22
ISBN 979-11-5940-870-0 93370
Pages 196
Subject Country South Korea(Asia and Pacific)
Language Korean
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding 한국직업능력개발원
License

Abstract

1. Introduction
K-CESA (Korea Collegiate Essential Skills Assessment) project aims to develop the standardized evaluation tool for assessment of the level of basic job skills, which students acquire from the college
education. There are some skills to be regarded more important, and they are called as core competencies, specifically for the competency in the labor market. Core competency is the concept that has been highlighted in the field of higher education and Human Resource Development because of the generalization of higher education and the environmental shifts around the education and labor market. K-CESA has been developed, distributed, and examined from 2009 to 2014, and the purpose of this study is to critically examine the performances of K-CESA project and suggest some solutions for enhancement of the core competencies of Korean students in collegiate level.

2. Review of Literature
Discussion on the concept of core competency can be categorized as three approaches: competency development in the business, lifelong competency which was led by OECD, and basic job skills for general employees. Specifically, core competency needs to be emphasized in the shift to information society and the generalization of higher education.
K-CESA consists of six categories of core competency: Social Skill, Comprehensive Thinking, Communication, Self Management, Global Competency, and Resource, Information, and Technology
Utilization. The questions for evaluation and online assessment system have been established, and the students started to participate to the assessment from 2010. K-CESA project is meaningful in the point of encouraging the similar studies and suggesting the implications for the curriculum for college in Korea as the first standardized assessment tool for core competency.

3. Performance and Challeges for K-CESA
The number of colleges for K-CESA increased steadily from 37 colleges in 2010 to 176 colleges in 2014, and the number of students also increased from 24,326 in 2010 to 36,152 in 2014. According to the survey on the professional educator group and the working group for K-CESA and ACE project, it proves that K-CESA is a practical tool for assessing students' core competency, evaluating the performance of government funding programs, and examining the outcome of curriculum of each college.
Even if K-CESA shows several advantages, there are also some challenges based on the survey. Above all, the concept of core competency that can be accepted universally is not yet defined. Therefore, the validity and reliability of the questions, the stability and quality of the online system, plagiarism in the assessing process, and the attitude of participants are addressed as the limitations of K-CESA.

4. Case Study for K-CESA
According to the survey of K-CESA, colleges actively discuss the core competency, try to develop assessment tool of their own, and reform the curriculum based on the core competency. However, it
should be paid attention that the government funding is the most powerful motivation for participating in the assessment of core competency. Defining and developing core competency can be one of the ambiguous tasks for each school, therefore, sharing best practices would be helpful for the schools to discuss core competency.
In this study, Dongguk University and Cheonbuk University are suggested as the best practices for developing core competency in collegiate level. Those two schools are characterized in establishing a
specialized organization and manpower for core competency, defining core competencies based on their own ideal model of student, developing their own assessment tool, combining K-CESA for comparison, and reforming curriculums based on these comprehensive approaches. Specifically, sharing the process of resolving the challenges in the early stage of core competency development would be a best reference for other schools.

5. Implications
Based on the literature review and survey result, implications and suggestions for policy making is like as follows: 1) government funding needs to be connected with the practical development of curriculum based on the core competency, 2) K-CESA assessment tool should be improved in further, 3) Core competency and K-CESA needs to be aligned with NCS (National Competency Standards), 4) interdisciplinary approaches for K-CESA needs to be activated, 5) developing core competencies of the students in noncapital region should be encouraged, 6) core competency needs to be connected with the career development, and 7) counselling for core competency should be supported for establishing infrastructure of core competency development.