스마트 직업훈련 수요자 요구 분석과 정책적 함의

Needs Analysis on Smart Vocational Training and Its Implications for Policies

본 연구의 목적은 스마트 직업훈련 수요자의 훈련과정 운영에 대한 요구를 분석하여 스마트 직업훈련 성과 제고를 위한 정책과제를 발굴하는 것이다. 이를 위해 2021년 9월 시점에 운영중인 27개 훈련기관의 직업훈련 참여자를 대상으로 구조화된 설문을 온라인으로 배포하여 훈련생 235명으로부터 자료를 수집하였다. 분석 결과, 훈련 만족도와 특성, 원격훈련 콘텐츠와 상호작용 등 요구조사 주요 항목에 있어서 훈련직종과 연령 집단별로 통계적으로 유의미한 인식 차이가 확인되었다. 훈련직종 가운데 건설/기계/재료/전기, 연령 집단 가운데 40대 이상 훈련생에 대해 상대적으로 주목하면서, 분석 결과를 바탕으로 훈련성과 제고를 위한 훈련과정 운영방안을 도출하였다. 먼저, 세대별 훈련생 특성 및 훈련과정 직종별 특성 반영을 위해 가칭 ‘스마트 직업훈련 공통 입문(오리엔테이션) 과정’의 도입, 미래유망 훈련직종과 훈련과정 개발 촉진, 그리고 직종별 특성을 감안한 차등적인 훈련과정 운영 표준 마련을 권고하였다. 다음으로, 훈련생 간 상호작용 증진을 위해 우수 훈련기관의 사례를 벤치마킹하여 확산하고, 프로젝트기반 스마트 직업훈련과정의 개발과 운영 모델의 정착을 제안하였다.

The purpose of this study is to discover policy tasks to improve smart vocational training performance by analyzing the needs of smart vocational training stakeholders. To this end, the data from 235 trainees was collected by distributing a structured questionnaire online for vocational training participants of 27 training institutions operating as of September 2021. As a result, statistically significant differences in perception were identified by categories of training and age group in the major survey items, such as satisfaction and characteristics of the training programs, the usefulness of distance training contents and interaction during training participation. Focusing on construction / machinery / materials / electricity among training occupations and trainees in their 40s or older among age groups, based on the analysis results, a training course operation plan for improving training performance was derived. Focusing on the analysis results regarding to construction / machinery / materials / electricity categories of training and trainees in their 40s or older among age groups, training course operation plans for improving training performance was derived. Firstly, in order to reflect the characteristics of trainees by generation and job type in the training process, it was recommended to introduce a tentatively called ‘smart vocational training orientation course’ and to facilitate the training course development for prospecting vocations. Also, it was advocated to prepare the differentiated standards for operating a training course inconsideration of the characteristics of each job type. Next, to promote interaction between trainees, benchmarking and disseminating best practices of excellent training institutions, and establishing a project-based smart vocational training course development and operation model were proposed.