Vocational Qualifications System in Korea

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Vocational Qualifications System Vocational Qualifications System in Koreain Korea

Vocational Qualifications System Vocational Qualifications System in Koreain Korea

Jeong-Yoon, ChoJeong-Yoon, ChoJeong-Yoon, ChoJeong-Yoon, Cho

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ContentsContents

1. Structure of Korean Qualification System1. Structure of Korean Qualification System

3. Structure of National Technical Qualification System 3. Structure of National Technical Qualification System

4. Administration of Certification 4. Administration of Certification

2. Enactment of National Technical Qualification2. Enactment of National Technical Qualification

6. Credit Bank System for Holders of National Technical 6. Credit Bank System for Holders of National Technical QualificationQualification

5. Analysis on Test Results of National Technical 5. Analysis on Test Results of National Technical QualificationQualification

7. Authorization of Private Qualification by Government7. Authorization of Private Qualification by Government

8. APEC Engineer8. APEC Engineer

9. Mutual Recognition of IT Qualifications9. Mutual Recognition of IT Qualifications

10. Current Trends of Changing Qualification System10. Current Trends of Changing Qualification System

11. Reform of National Technical Qualification System11. Reform of National Technical Qualification System

12. Fundamental Points in Designing Qualification System12. Fundamental Points in Designing Qualification System

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1. Structure of Korean Qualification 1. Structure of Korean Qualification SystemSystem

Qualifications in KoreaQualifications in Korea

National QualificationsNational Qualifications Private QualificationsPrivate Qualifications

National Technical National Technical QualificationsQualifications

-National Technical Qualification Act

-25 Technical /service Categories

-603 items(professional engineer, engineer, etc.)

Pure Private Pure Private QualificationsQualifications

-no legal basis

-accurate name of items or number of items undetermined

Authorized Private Authorized Private QualificationsQualifications

- Basic Act on Qualification

- Authorized 51 Qualification items in 2005

National QualificationsNational Qualifications of Non-Technical of Non-Technical CategoriesCategories

-Separate acts under related ministries

-120 occupational fields(lawyer, accountant,Patent attorney, etc.)

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1.The Structure of Korean Qualification 1.The Structure of Korean Qualification SystemSystem

1. National Technical 1. National Technical Qualifications(NTQ)Qualifications(NTQ)

• • NTQ focused on manufacturing, service, business management and professional NTQ focused on manufacturing, service, business management and professional

business industries business industries

• • Qualification testing was administered by HRD Korea (public organization, handling Qualification testing was administered by HRD Korea (public organization, handling 557 557

qualification items) and KCCI (Korea Chamber of Commerce and Industry) (private qualification items) and KCCI (Korea Chamber of Commerce and Industry) (private

organization, covering 18 qualification items)organization, covering 18 qualification items)

2. National Qualifications of Non-Technical 2. National Qualifications of Non-Technical CategoriesCategories

• • There are various kinds of qualification items in this categories from medical There are various kinds of qualification items in this categories from medical doctor todoctor to

driving licensedriving license

• • Qualification testing was administered by individual testing agency, which wasQualification testing was administered by individual testing agency, which was

designated by each ministrydesignated by each ministry

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3. Authorized Private Qualifications3. Authorized Private Qualifications

• • 51 qualification items were authorized by government by 2005 51 qualification items were authorized by government by 2005

• • Annually over 100 private qualification providers have applied for the authorization Annually over 100 private qualification providers have applied for the authorization ofof

private qualification, which was mainly handled by KRIVET, since 1999 private qualification, which was mainly handled by KRIVET, since 1999

4. Pure Private 4. Pure Private QualificationsQualifications

• • Qualification items could be created by private qualification providers freelyQualification items could be created by private qualification providers freely

• • Categories of qualification testing are so broad such as business management,Categories of qualification testing are so broad such as business management,

computers, language skills, sports/health, hobbies, design, hairdressing, social computers, language skills, sports/health, hobbies, design, hairdressing, social welfare,welfare,

sanitation, counseling, education, construction and civil engineering, machinery, sanitation, counseling, education, construction and civil engineering, machinery, andand

service, etc.service, etc.

• • Credit Analyst, loan inspector, e-Test professionals, internet search expert, policyCredit Analyst, loan inspector, e-Test professionals, internet search expert, policy

analysis, and evaluation expert etc. were authorized analysis, and evaluation expert etc. were authorized

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• • There is no official statistics because private qualification providers don’t have There is no official statistics because private qualification providers don’t have obligationobligation

to reporting to government-related organizations when they create qualification to reporting to government-related organizations when they create qualification items items

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Background(Dec. 1973)Background(Dec. 1973)

• • FirstFirst,, the lack of coherence among the technical qualifications issued by the lack of coherence among the technical qualifications issued by variousvarious

government ministries and laws government ministries and laws • • SecondSecond,, the criteria for national technical qualification are much too the criteria for national technical qualification are much too complicatedcomplicated

and unbalanced and unbalanced

• • ThirdThird,, the various qualifications authorized by different sources, many of the various qualifications authorized by different sources, many of themthem

overlapping in their content, are not being accorded inter-changeabilityoverlapping in their content, are not being accorded inter-changeability

• • FourthFourth, the near absence of preferential treatment for certificate holders , the near absence of preferential treatment for certificate holders hashas

worked to deter the incentives of workers to acquire technical skills worked to deter the incentives of workers to acquire technical skills

• • FifthFifth, due to the unorganized system of qualification, it has been impossible , due to the unorganized system of qualification, it has been impossible toto

keep technical education and vocational training in line with the needs of thekeep technical education and vocational training in line with the needs of the

industryindustry

2. Enactment of National Technical 2. Enactment of National Technical QualificationQualification

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Basic PrincipleBasic Principle

• • Referencing to this classification, technological and technical track Referencing to this classification, technological and technical track were introduced. were introduced.

• • Human resources in the science and technology field were classified Human resources in the science and technology field were classified intointo

three categories:three categories:

• • The former consists of 3 grades, such as Professional Engineer, The former consists of 3 grades, such as Professional Engineer, ClassⅠ and ⅡClassⅠ and Ⅱ

Engineer, the latter comprises of 4 grades, such as Master Engineer, the latter comprises of 4 grades, such as Master Craftsman, Class Ⅰ andCraftsman, Class Ⅰ and

Ⅱ Ⅱ Craftsman, and Assistant Craftsman. Craftsman, and Assistant Craftsman.

① ① scientists(the so-called brain power)scientists(the so-called brain power)

② ② on-site technicians, who are in charge of technical matters in the actual workplaceon-site technicians, who are in charge of technical matters in the actual workplace

③ ③ craftsmen, whose main duties are manufacturing, assembling,operating, repairingcraftsmen, whose main duties are manufacturing, assembling,operating, repairing

and maintenanceand maintenance

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Change of National Technical Qualification FrameworkChange of National Technical Qualification Framework

ProfessionProfessional al

EngineerEngineer

Master Master CraftsmanCraftsman

11stst Class Class EngineerEngineer

22ndnd Class Class EngineerEngineer

11stst Class Class CraftsmanCraftsman

22ndnd Class Class CraftsmanCraftsman

Assistant Assistant CraftsmanCraftsman

TechniciaTechniciann

ProfessionProfessional al

EngineerEngineer


EngineerEngineer

Industrial Industrial EngineerEngineer

CraftsmanCraftsman

Past (by 1998)Past (by 1998) PresentPresent


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FunctionFunction

• • FirstFirst, individual skills and capabilities should be evaluated according to , individual skills and capabilities should be evaluated according to standardstandard

criteria, making possible the supplying of skilled workers as well as providing criteria, making possible the supplying of skilled workers as well as providing aa

direction for human resources development institutions.direction for human resources development institutions.• • SecondSecond, the qualification system must provide a link between the supply , the qualification system must provide a link between the supply andand

demand of skilled workers, facilitating the smooth flow of labor force. demand of skilled workers, facilitating the smooth flow of labor force.

• • FourthFourth, qualified and skilled workers can be secured and further utilized,, qualified and skilled workers can be secured and further utilized,

contributing to increased productivity and industrial development.contributing to increased productivity and industrial development.

• • ThirdThird, it acts as a guideline regarding employment, pay, promotion to , it acts as a guideline regarding employment, pay, promotion to individualsindividuals

and standards for human resources management, especially in an industrialand standards for human resources management, especially in an industrial

society. society.

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Establishment Direction of Qualification ItemsEstablishment Direction of Qualification Items

• • At the time of the enactment of the NTQ Act, the main consideration was At the time of the enactment of the NTQ Act, the main consideration was given to given to

skills related to heavy industry, such as machinery, metal, chemical skills related to heavy industry, such as machinery, metal, chemical engineering, engineering,

etc. since the basic principle was put to economic development through the etc. since the basic principle was put to economic development through the

support of heavy industry. support of heavy industry.

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3. Structure of National Technical 3. Structure of National Technical Qualification SystemQualification System

National National TechnicalTechnical

QualificationQualification

Technical Technical GroupGroup

Service Service GroupGroup

ProfessionalProfessionalEngineerEngineer

EngineerEngineer

IndustrialIndustrialEngineerEngineer

CraftsmanCraftsman

MasterMasterCraftsmanCraftsman

AdministrativeAdministrativeManagementManagement

ProfessionalProfessionalBusinessBusiness

Other Other ServiceService

Class IIClass II

Class IIIClass III

Class IClass I

Class IIClass II

MasterMasterCraftsmanCraftsman

IndustrialIndustrialEngineerEngineer

CraftsmanCraftsman

Class IClass I

Classification of National Technical QualificationClassification of National Technical Qualification

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GradeGrade

Occupation CategoryOccupation Category

TotaTotall

ProfessioProfessional nal

EngineerEngineer

Master Master CraftsmCraftsm

anan

EngineEngineerer


CraftsmaCraftsmann

1. Machinery1. Machinery

2. Metal2. Metal

3. Chemical Engineering3. Chemical Engineering

and Ceramicsand Ceramics

4. Electricity4. Electricity

5. Electronics5. Electronics

107107

4444

1515

1818

1414

99

66

22

55

33

99

66

11

11

11

1414

99

22

44

33

2626

77

33

55

44

4949

1616

77

33

33

6. Communication6. Communication

7. Shipbuilding7. Shipbuilding

8. Aeronautics8. Aeronautics

9. Civil Engineering9. Civil Engineering

10. Construction10. Construction

2020

66

88

3030

3232

11

11

1111

44

11

--

--

--

22

55

11

11

55

33

66

11

11

55

66

77

33

44

99

1717

11. Textiles11. Textiles

12. Mining12. Mining

13. Information 13. Information ProcessingProcessing

14. Land Development14. Land Development

15. Agriculture and 15. Agriculture and

ForestryForestry

2121

1717

77

1212

3939

44

33

22

44

66

--

--

--

--

11

33

33

22

44

1111

77

33

22

22

99

77

88

11

22

1212


(Continued)(Continued)

Number of Qualification Items in Technical Group of NTQSNumber of Qualification Items in Technical Group of NTQS

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GradeGrade


TotaTotall

ProfessioProfessional nal

EngineerEngineer

Master Master CraftsmCraftsm

anan

EngineEngineerer


CraftsmaCraftsmann

16. Ocean and Fisheries16. Ocean and Fisheries

17. Industrial Design17. Industrial Design

18. Energy18. Energy

19. Safety Management19. Safety Management

20. Environment20. Environment

2323

1010

55

2323

2020

44

11

22

88

66

--

--

--

11

--

99

33

22

77

88

66

33

11

66

55

44

33

--

11

11

21. Applied Industry21. Applied Industry

22. Transportation22. Transportation

23. Pottery23. Pottery

3131

33

1616

55

11

--

--

--

11

99

11

--

77

11

11

1010

--

1414

TotalTotal 521521 9090 2424 109109 117117 181181


Number of Qualification Items in Technical Group of NTQSNumber of Qualification Items in Technical Group of NTQS

Source : Guidebook for national technical qualification testing(2005). HRD service of Korea Source : Guidebook for national technical qualification testing(2005). HRD service of Korea

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OccupationOccupation

categorycategoryItemItem ClassClass NumberNumber

AdministrativeAdministrative

ManagementManagement

Word ProcessingWord Processing 1-3 geup1-3 geup 33

Korean ShorthandKorean Shorthand 1-3 geup1-3 geup 33

Secretarial WorkSecretarial Work 1-3 geup1-3 geup 33

Computer ApplicabilityComputer Applicability 1-3 geup1-3 geup 33

Professional Professional

BusinessBusiness

Computer AccountingComputer Accounting 1-3 geup1-3 geup 33

Job CounselorJob Counselor 1-2 geup1-2 geup 22

Social Survey AnalystSocial Survey Analyst 1-2 geup1-2 geup 22

Electronic CommerceElectronic Commerce 1-2 geup1-2 geup 22


Number of Qualification items in Service Group of NTQSNumber of Qualification items in Service Group of NTQS

“• “• geup” : stands for the meaning of “grade” in Koreangeup” : stands for the meaning of “grade” in Korean

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11Multi-media Contents Multi-media Contents Manufacturing ExpertManufacturing Expert

11Game Graphic ExpertGame Graphic Expert

3232TotalTotal

11Game Programming ExpertGame Programming Expert

11Game Planning ExpertGame Planning Expert


BusinessBusiness

221-2 geup1-2 geupConvention plannerConvention planner

221-2 geup1-2 geupConsumer Professional Consumer Professional ConsultantConsultant

221-2 geup1-2 geupClinical(Experimental) Clinical(Experimental) PsychologistPsychologist

11Telemarketing ManagerTelemarketing Manager

NumberNumberClassClassItemItemOccupationOccupation

categorycategory


Number of Qualification items in Service Group of NTQSNumber of Qualification items in Service Group of NTQS

“• “• geup” : stands for the meaning of “grade” in Koreangeup” : stands for the meaning of “grade” in Korean

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Number of Qualification items in Service Group(other service) of NTQSNumber of Qualification items in Service Group(other service) of NTQS

GradeGrade


Master Master

CraftsmanCraftsmanIndustrial Industrial EngineerEngineer CraftsmanCraftsman NumberNumber

FoodsFoodsCookingCooking

BakingBaking

CookingCooking(Korean Cooking(Korean Cooking

Western CookingWestern Cooking

Chinese CookingChinese Cooking

Japanese CookingJapanese Cooking

Swellfish Cooking)Swellfish Cooking)

Korean CookingKorean Cooking

Western CookingWestern Cooking

Chinese CookingChinese Cooking

Japanese CookingJapanese Cooking

Swellfish CookingSwellfish Cooking

Confectionary CookingConfectionary Cooking

PastryPastry

BartenderBartender

1515

SanitationSanitationBarberBarber

BeauticianBeautician

BarberBarber

BeauticianBeautician

LaundryLaundry55

TotalTotal 44 55 1111 2020

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Certification Criteria in NTQS according to GradeCertification Criteria in NTQS according to Grade

GradeGrade Certification CriteriaCertification Criteria

Professional Professional Engineer Engineer

Whether or not the applicant has the ability to plan, research, Whether or not the applicant has the ability to plan, research,

design, analyze, test, operate, construct, evaluate or guide and design, analyze, test, operate, construct, evaluate or guide and

supervise these activities based on a high level of expert knowledge supervise these activities based on a high level of expert knowledge

and field experienceand field experience

Master CraftsmanMaster CraftsmanWhether or not the applicant has plenty of experience and skills in Whether or not the applicant has plenty of experience and skills in

order to supervise, guide other workers, carry out on-site training, order to supervise, guide other workers, carry out on-site training,

and act as a link between the management and production workersand act as a link between the management and production workers

EngineerEngineerWhether or not the applicant has the ability to carry out skilled tasks Whether or not the applicant has the ability to carry out skilled tasks

such as design, base construction, and analysis based on such as design, base construction, and analysis based on

engineering knowledge.engineering knowledge.

Industrial EngineerIndustrial Engineer Whether or not the applicant has the ability to carry out multi-skill Whether or not the applicant has the ability to carry out multi-skill

tasks based on basic technical knowledge or experiencetasks based on basic technical knowledge or experience

CraftsmanCraftsmanWhether or not the applicant has the ability to carry out task Whether or not the applicant has the ability to carry out task

management duties such as produce, manufacture, operate, repair, management duties such as produce, manufacture, operate, repair,

and inspectand inspect

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Example of Certification Criteria for Administrative Management (Service Group)Example of Certification Criteria for Administrative Management (Service Group)

NameName GradGradee

Certification CriteriaCertification Criteria

WordWord

ProcessinProcessingg

1 geup1 geup Possessing expert-level word processing skills and the ability to carry Possessing expert-level word processing skills and the ability to carry

out related duties with efficiency and accuracyout related duties with efficiency and accuracy

2 geup2 geup Possessing intermediate-level word processing skills and the ability to Possessing intermediate-level word processing skills and the ability to

carry out related duties with efficiency and accuracycarry out related duties with efficiency and accuracy

3 geup3 geup Possessing beginner-level word processing skills and the ability to carry Possessing beginner-level word processing skills and the ability to carry

out related duties with efficiency and accuracy out related duties with efficiency and accuracy

ComputerComputer

ApplicabilApplicabilityity

AndAnd

AccountinAccountingg

1 geup1 geup Possessing expert-level computer skills and the ability to carry out Possessing expert-level computer skills and the ability to carry out

related duties with efficiency and accuracyrelated duties with efficiency and accuracy

2 geup2 geup Possessing intermediate-level computer skills and the ability to carry Possessing intermediate-level computer skills and the ability to carry

out related duties with efficiency and accuracyout related duties with efficiency and accuracy

3 geup3 geup Possessing beginner-level computer skills and the ability to carry out Possessing beginner-level computer skills and the ability to carry out

related duties with efficiency and accuracyrelated duties with efficiency and accuracy

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Eligibility for National Technical QualificationEligibility for National Technical Qualification

- Engineer- Engineer ＋＋ 4 years4 years**

- University graduate- University graduate

＋＋ 7 years7 years**

- Practical Experience ;- Practical Experience ;

11 years11 years

ProfessionalProfessionalEngineerEngineer


- Industrial Engineer- Industrial Engineer

＋＋ 6 years6 years**

- Craftsman- Craftsman ＋＋ 8 years8 years**


11 years11 years

EngineerEngineer

- Industrial Engineer- Industrial Engineer

＋＋ 1 year1 year**

- University graduate- University graduate


4 years4 years

- Craftsman- Craftsman ＋＋ 1 year1 year**

- Junior College graduate - Junior College graduate


2 years2 years


CraftsmanCraftsman No LimitationNo Limitation

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Testing Procedures of Technical GroupTesting Procedures of Technical Group

Qualification Qualification TypeType

Testing ProcedureTesting Procedure

Written Exam.Written Exam. Practical Exam. or InterviewPractical Exam. or Interview


EngineerEngineerShort answers or essay Short answers or essay InterviewInterview


Multiple choice Multiple choice

(1 answer out of 4 choices)(1 answer out of 4 choices)Practical exam.+Practical exam.+

Written exam.Written exam.

EngineerEngineerMultiple choice Multiple choice




Multiple choice Multiple choice



CraftsmanCraftsmanMultiple choice Multiple choice

(1 answer out of 4 choices)(1 answer out of 4 choices)Practical exam.Practical exam.

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Testing Procedures of Service GroupTesting Procedures of Service Group

Qualification itemQualification item Testing ProcedureTesting Procedure

ShorthandShorthand Practical exam.Practical exam.

SecretarySecretary Written exam. → Practical exam.Written exam. → Practical exam.

Word ProcessingWord Processing Written exam. → Practical exam.Written exam. → Practical exam.

Computer applicabilityComputer applicability Written exam. → Practical exam.Written exam. → Practical exam.

Computer accountingComputer accounting Written exam. → Practical exam.Written exam. → Practical exam.

Job counselorJob counselor Written exam. → Practical exam.Written exam. → Practical exam.

Social survey marketSocial survey market Written exam. → Practical exam.Written exam. → Practical exam.

Electric commerceElectric commerce Written exam. → Practical exam.Written exam. → Practical exam.

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4. Administration of 4. Administration of CertificationCertification

Operating System of NTQSOperating System of NTQS

Ministry of Labor Ministry of Labor Overall Management of Qualification SystemOverall Management of Qualification System

- Operation of NTQS Review Commission- Operation of NTQS Review Commission- Making Plans for administration of- Making Plans for administration of qualification exam.qualification exam.- Administration of laws and qualification- Administration of laws and qualification systemsystem

19 Ministries in Government 19 Ministries in Government

Utilization of Qualification AcquirersUtilization of Qualification Acquirers

- Application of qualification - related lawsApplication of qualification - related laws- Implementation of disciplinary action- Implementation of disciplinary action (for example, the cancellation of (for example, the cancellation of qualification)qualification)

Administrative InstitutionAdministrative Institution (HRD Korea, KCCI)(HRD Korea, KCCI)

Implementation and Administration Implementation and Administration of Qualification Testingof Qualification Testing

- Formulation of Exam. Question- Formulation of Exam. Question- Implementation of exams- Implementation of exams- Registration and its maintenance- Registration and its maintenance

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Functions on the Ministry of LaborFunctions on the Ministry of Labor

The Ministry of Labor is the main authority that deals with the NTQS and implements policies The Ministry of Labor is the main authority that deals with the NTQS and implements policies

regarding its operation and adjustments in co-operation with other government departments. regarding its operation and adjustments in co-operation with other government departments.

<Main Functions><Main Functions>

• • creating and abolishing qualification categories and exam. subjects,deciding on creating and abolishing qualification categories and exam. subjects,deciding on

the application requirementsthe application requirements

• • deciding on various standards, such as certification feesdeciding on various standards, such as certification fees

• • confirming administration plans of the qualification examsconfirming administration plans of the qualification exams

• • operating and finding ways to improve the NTQS, such as promoting preferential operating and finding ways to improve the NTQS, such as promoting preferential

treatment for certificate holders, improving the qualification administration system.treatment for certificate holders, improving the qualification administration system.

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Implementation Flowchart of TestingImplementation Flowchart of Testing

Planning of qualification exam. (Authorized by Minister of Labour)Planning of qualification exam. (Authorized by Minister of Labour)

Public announcementPublic announcement

Distribution and collection of exam. applicationsDistribution and collection of exam. applications

Formulation of exam.questionsFormulation of exam.questions

Printing of exam. questionsPrinting of exam. questions

Written testWritten test

Securing exam. venueSecuring exam. venue

Appointment of exam. Appointment of exam. supervisorssupervisors

Exam.Exam.

GradingGrading

Announcement of Announcement of qualifiersqualifiers

Practical testPractical test

Securing exam.venueSecuring exam.venue

Registration of practical Registration of practical exam. applicantsexam. applicants

Appointment of exam.Appointment of exam.supervisorssupervisors

Purchase of material Purchase of material necessary for cetificationnecessary for cetification

Exam.Exam.

GradingGrading

Announcement of qualifiersAnnouncement of qualifiers

RegistrationRegistration

RegistrationRegistration

Item BankItem Bank(Excluding Professional (Excluding Professional

Engineer)Engineer)

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Qualification Qualification gradegrade

No. of No. of candidate(persons)candidate(persons)

No. Of successful No. Of successful candidate(persons)candidate(persons)

Average pass Average pass rate(%)rate(%)

Professional Professional engineerengineer 261,729261,729 27,19727,197 10.410.4

Master Master craftsmancraftsman 47,30247,302 8,9678,967 19.019.0

EngineerEngineer 4,871,9364,871,936 832,428832,428 17.117.1

Industrial Industrial engineerengineer 6,383,9796,383,979 964,223964,223 15.115.1

CraftsmanCraftsman 24,894,94024,894,940 6,002,6576,002,657 24.124.1

Professional Professional businessbusiness 92,46792,467 7,6097,609 8.28.2

TotalTotal 36,552,35336,552,353 7,843,0817,843,081 21.521.5


Total Number of Candidates and Successful Candidates, and Average Pass RateTotal Number of Candidates and Successful Candidates, and Average Pass Rate

according to Grade, including professional business, from 1974 to 2004according to Grade, including professional business, from 1974 to 2004

* Professional business is not included in national technical qualification grade * Professional business is not included in national technical qualification grade

27



No. Of successful No. Of successful candidate(persons)candidate(persons) pass rate(%)pass rate(%)



EngineerEngineer 379,102379,102 87,25387,253 23.023.0

Industrial Industrial engineerengineer 324,184324,184 70,42170,421 21.721.7

CraftsmanCraftsman 1,052,9701,052,970 340,487340,487 32.332.3


TotalTotal 1,796,8041,796,804 502,596502,596 30.030.0


Total Number of Candidates and Successful Candidates, and Pass RateTotal Number of Candidates and Successful Candidates, and Pass Rate

according to Grade, including professional business, in 2004according to Grade, including professional business, in 2004

28



No. Of successful No. Of successful candidate(persons)candidate(persons) pass rate(%)pass rate(%)



EngineerEngineer 298,480298,480 121,400121,400 40.740.7

Industrial Industrial engineerengineer 265,564265,564 110,630110,630 41.741.7

CraftsmanCraftsman 650,650650,650 337,495337,495 51.951.9


TotalTotal 1,246,7541,246,754 581,540581,540 46.646.6


Total Number of Candidates and Successful Candidates, and Pass Rate Total Number of Candidates and Successful Candidates, and Pass Rate

for Written Test according to Grade, including professional business, in 2004for Written Test according to Grade, including professional business, in 2004

29



for Practical Test according to Grade, including professional business, in 2004for Practical Test according to Grade, including professional business, in 2004

23.223.21,8101,8107,8137,813Professional Professional businessbusiness

55.255.287,25387,253158,007158,007EngineerEngineer

24.024.01,4581,4586,0866,086Master Master craftsmancraftsman

56.656.670,42170,421124,513124,513Industrial Industrial engineerengineer

57.957.91,1671,1672,1072,107Professional Professional engineerengineer

56.456.4502,596502,596891,862891,862TotalTotal

57.457.4340,487340,487593,336593,336CraftsmanCraftsman

pass rate(%)pass rate(%)No. Of successful No. Of successful candidate(persons)candidate(persons)



30

10.0(2002-2004)10.0(2002-2004)1,0721,07210,66010,660Electronic Commerce Electronic Commerce OperatorOperator

5.0(1998-2004)5.0(1998-2004)1,6801,68033,63833,638Secretarial WorkSecretarial Work

33.4(2000-2004)33.4(2000-2004)60,80560,805182,038182,038Computer Computer Accounting OperatorAccounting Operator

27.0(1999-2004)27.0(1999-2004)661,557661,5572,429,2402,429,240Computer Computer ApplicabilityApplicability

9.8(2000-2004)9.8(2000-2004)11,92211,922122,055122,055Electronic Electronic Commerce ExpertCommerce Expert

26.1(1992-2004)26.1(1992-2004)3,913,4113,913,41115,005,43515,005,435Word processingWord processing

26.126.14,653,3534,653,35317,811,19917,811,199TotalTotal

10.3(1998-2004)10.3(1998-2004)2,9062,90628,13328,133Korean Korean ShorthandShorthand

Average pass Average pass rate(%)rate(%)

Period(yr)Period(yr)

No. Of successful No. Of successful candidate(persons)candidate(persons)


Qualification Qualification itemitem


Total Number of Candidates and Successful Candidates, and Average Pass Rate,Total Number of Candidates and Successful Candidates, and Average Pass Rate,

Which Results were produced by KCCI, from 1992 to 2004Which Results were produced by KCCI, from 1992 to 2004

31

14.014.04194192,9932,993Electronic Commerce Electronic Commerce OperatorOperator

1.01.059595,5915,591Secretarial WorkSecretarial Work

49.749.710,65410,65421,44121,441Computer Computer Accounting OperatorAccounting Operator

30.330.3119,334119,334394,484394,484Computer Computer ApplicabilityApplicability

9.99.96106106,1876,187Electronic Electronic Commerce ExpertCommerce Expert

41.041.0400,346400,346977,046977,046Word processingWord processing

37.737.7531,652531,6521,409,1441,409,144TotalTotal

16.416.42302301,4021,402Korean Korean ShorthandShorthand





Total Number of Candidates and Successful Candidates, and Pass Rate,Total Number of Candidates and Successful Candidates, and Pass Rate,

Which Results were produced by KCCI in 2004Which Results were produced by KCCI in 2004

32



for Written test, Which Results were produced by KCCI in 2004for Written test, Which Results were produced by KCCI in 2004

58.758.71,7581,7582,9932,993Electronic Commerce Electronic Commerce OperatorOperator

52.652.62,9412,9415,5915,591Secretarial WorkSecretarial Work





49.249.2692,606692,6061,409,1441,409,144TotalTotal

------Korean Korean

ShorthandShorthand




33

33.333.34194191,2591,259Electronic Commerce Electronic Commerce OperatorOperator

29.129.15959203203Secretarial WorkSecretarial Work





58.158.1531,652531,652914,475914,475TotalTotal

16.416.42302301,4021,402Korean Korean ShorthandShorthand





Total Number of Candidates and Successful Candidates, and Pass RateTotal Number of Candidates and Successful Candidates, and Pass Rate

for Practical Test, Which Results were produced by KCCI in 2004for Practical Test, Which Results were produced by KCCI in 2004

34


Credit bank systemCredit bank system

1. Background and 1. Background and Outline Outline

• • Credit bank system is one of the ways to fulfill the desires of people who pursue Credit bank system is one of the ways to fulfill the desires of people who pursue

lifelong learning.lifelong learning.

• • In a credit bank system, credits obtained through earning certificates recognized by theIn a credit bank system, credits obtained through earning certificates recognized by the

government. government.

• • The credits secured via these channels also can be accumulated for an academic The credits secured via these channels also can be accumulated for an academic

credential and a diploma.credential and a diploma.

• • The credit bank system was stipulated inThe credit bank system was stipulated in 「「 the Act on the Recognition of the Act on the Recognition of CreditsCredits」」

, established in 1998., established in 1998.

35


2. Credit Recognition for Technical 2. Credit Recognition for Technical GroupGroup

• • Professional Engineers are given 45 credits.Professional Engineers are given 45 credits.

• • Master Craftsmen are given 39 credits.Master Craftsmen are given 39 credits.

• • Engineers (formerly Class I Engineers) are given 30 credits.Engineers (formerly Class I Engineers) are given 30 credits.

• • Industrial Engineers (formerly Class II Engineers, Multi-skilled Engineers, Class I Industrial Engineers (formerly Class II Engineers, Multi-skilled Engineers, Class I

Craftsmen) are given 24 credits.Craftsmen) are given 24 credits.

3. Credit Recognition for Service 3. Credit Recognition for Service GroupGroup

• • Level 1 Word Processing is given 12 credits.Level 1 Word Processing is given 12 credits.

• • Level 2 Secretarial Work is given 4 credits.Level 2 Secretarial Work is given 4 credits.

36


• • Level 1 Computer Applicability, Level 1 Computer Accounting are given 18 Level 1 Computer Applicability, Level 1 Computer Accounting are given 18 credits.credits.

• • Level 2 Computer Applicability, Level 2 Computer Accounting are given 8 Level 2 Computer Applicability, Level 2 Computer Accounting are given 8 credits.credits.

• • Level 1 Electronic Commerce, Level 1 Job Counselor, Level 1 Social Survey Level 1 Electronic Commerce, Level 1 Job Counselor, Level 1 Social Survey AnalystAnalyst

are given 45 credits.are given 45 credits.

• • Level 2 Electronic Commerce, Level 2 Job Counselor, Level 2 Social Survey Analyst Level 2 Electronic Commerce, Level 2 Job Counselor, Level 2 Social Survey Analyst areare

given 30 credits.given 30 credits.

37


Number of Degrees Awarded by Credit BankNumber of Degrees Awarded by Credit Bank

2,4792,479

1,8071,807

672672

20012001

34,26934,2699,5209,5208,2438,2434,5884,5881,0201,020Total(person)Total(person)

15,10615,1064,8404,8405,3455,3453,1383,138766766Two-years associate Bachelor’s degreeTwo-years associate Bachelor’s degree

19,16319,1634,6804,6802,8982,8981,4501,450254254Bachelor’s DegreeBachelor’s Degree

TotalTotal2004.2004.2003200320022002 20002000

Total number of degrees have been included No. of 1999 and first half of 2005 Total number of degrees have been included No. of 1999 and first half of 2005

-1999 : Bachelor’s degree(25 persons), Two-years associate Bachelor’s degree(9 persons)1999 : Bachelor’s degree(25 persons), Two-years associate Bachelor’s degree(9 persons)

-First half of 2005 : Bachelor’s degree(5,127 persons), Two-years associate Bachelor’s degree(3,258 persons)First half of 2005 : Bachelor’s degree(5,127 persons), Two-years associate Bachelor’s degree(3,258 persons)

Source : Korean Educational Development Institution(2005). internal dataSource : Korean Educational Development Institution(2005). internal data

38

7. Authorization of Private Qualification by 7. Authorization of Private Qualification by GovernmentGovernment

Definition of Private QualificationDefinition of Private Qualification

• • Private qualification refers to a system of qualification administered and operated by thePrivate qualification refers to a system of qualification administered and operated by the

private sector, including non-governmental private organizations and individuals.private sector, including non-governmental private organizations and individuals.

National Authorization System of Private QualificationNational Authorization System of Private Qualification

• • In order to activate the private qualification system, the Korean government enacted theIn order to activate the private qualification system, the Korean government enacted the

「「 Basic Qualification ActBasic Qualification Act 」」 on March 27, 1997. on March 27, 1997.

• • The task of evaluating applications of private qualifications for government authorization The task of evaluating applications of private qualifications for government authorization

which started in full-scale in 1999 was undertaken by the Korea Research Institute of which started in full-scale in 1999 was undertaken by the Korea Research Institute of

Vocational Education and Training(KRIVET). Vocational Education and Training(KRIVET).

39


National Authorization Standards for Private Qualification

• • FirstFirst, private qualification holders must have the appropriate skills that are in , private qualification holders must have the appropriate skills that are in accordanceaccordance

with the fundamental directives of the qualification system as laid out inwith the fundamental directives of the qualification system as laid out in 「「 BasicBasic

Qualification ActQualification Act 」」• • SecondSecond, private qualification providers must also have had the results of implementing , private qualification providers must also have had the results of implementing

three or more qualification testing that have been in effect for at least one year to this date. three or more qualification testing that have been in effect for at least one year to this date.

• • ThirdThird, In the case of the presence of similar national qualification items, , In the case of the presence of similar national qualification items,

the certification standards, subjects, and eligibility of the private qualifications the certification standards, subjects, and eligibility of the private qualifications mustmust

be identical or at similar level to those of the national qualifications.be identical or at similar level to those of the national qualifications.

40


Preferential Treatment for Workers with Authorized Private Qualification

• • As provided for by the law stipulating the details of national qualification, workers with As provided for by the law stipulating the details of national qualification, workers with authorized private certificate are to receive the same treatment as workers with nationalauthorized private certificate are to receive the same treatment as workers with national one. one.

Execution Results of Authorization on Private Qualification

• • 7 ministries had authorized 28 qualification items of about more 200 items of private 7 ministries had authorized 28 qualification items of about more 200 items of private qualification in 2000. qualification in 2000.

• • Government had put the expiry date to all authorized private qualification in the range ofGovernment had put the expiry date to all authorized private qualification in the range of 2∼5 years. Each authorized private institute being like to extend expiry date should take 2∼5 years. Each authorized private institute being like to extend expiry date should take the recertification within these date. the recertification within these date.

• • As of June. 2005, 50 private qualifications in 30 private institutes have receivedAs of June. 2005, 50 private qualifications in 30 private institutes have received recognition from 10 government offices. For example, hospital administrator,recognition from 10 government offices. For example, hospital administrator, administration manager, key manager, rural area heating equipment manager, administration manager, key manager, rural area heating equipment manager, plantplant protector, potted plant manager, billboard manager, information protectionprotector, potted plant manager, billboard manager, information protection specialist, Chinese character ability, English conversation proficiency ability, etc specialist, Chinese character ability, English conversation proficiency ability, etc

41

8. APEC 8. APEC EngineerEngineer

BackgroundBackground

• • Under the leadership of the IEAust(Institute of Engineers, Australia), APEC HRDWG is Under the leadership of the IEAust(Institute of Engineers, Australia), APEC HRDWG is

working on measures to mutually recognize engineers of the APEC member countries. working on measures to mutually recognize engineers of the APEC member countries.

• • 'The APEC Engineer project' dates back to May 1996 when the 1st APEC HRD Steering 'The APEC Engineer project' dates back to May 1996 when the 1st APEC HRD Steering

Committee was held in Sydney.Committee was held in Sydney.

• • As of 2005, formal members of the APEC Engineer Coordination Committee are 11 in totalAs of 2005, formal members of the APEC Engineer Coordination Committee are 11 in total

including Korea, Australia, New Zealand, Japan, Canada, Hong Kong, Malaysia, U.S., including Korea, Australia, New Zealand, Japan, Canada, Hong Kong, Malaysia, U.S.,

Indonesia, the Philippines, and Thailand. Indonesia, the Philippines, and Thailand.

• • The current scope of the APEC Engineer Project covers 15 engineering disciplines such asThe current scope of the APEC Engineer Project covers 15 engineering disciplines such as

civil, structure, geotechnical, electrical, mechanical, environmental, mining, industrial, civil, structure, geotechnical, electrical, mechanical, environmental, mining, industrial,

chemical, information technology, biotechnology, building service engineering, petroleumchemical, information technology, biotechnology, building service engineering, petroleum

engineering, aerospace engineering and, fire engineering. The scope is expected to expandengineering, aerospace engineering and, fire engineering. The scope is expected to expand

to cover more engineering disciplines.to cover more engineering disciplines.

42


Criteria for APEC EngineerCriteria for APEC Engineer

According to the SEA(Substantial Equivalence Agreement), engineers who have finished theAccording to the SEA(Substantial Equivalence Agreement), engineers who have finished the

registration can start their practice in any country within APEC. The following is the detailed registration can start their practice in any country within APEC. The following is the detailed

qualifications to be registered as "APEC Engineer".qualifications to be registered as "APEC Engineer".

• • FirstFirst, the candidate should be a graduate of educational courses in engineering at , the candidate should be a graduate of educational courses in engineering at

recognized programs. recognized programs.

• • SecondSecond, the candidate should prove he has enough field experience to work independently , the candidate should prove he has enough field experience to work independently

• • ThirdThird, the candidate should have at least 7 years of field experience after college, the candidate should have at least 7 years of field experience after college

graduation graduation

• • FourthFourth, the candidate should have at least 2 years of working in responsible engineering , the candidate should have at least 2 years of working in responsible engineering

positions out of 7 years. positions out of 7 years.

• • FifthFifth, the candidate should have been receiving quality training for continuing professional , the candidate should have been receiving quality training for continuing professional

development. development.

43


Substantial Equivalence Framework(SEF)Substantial Equivalence Framework(SEF)

Activity by/through independent Authorised BodActivity by/through independent Authorised Body for APEC Engineer Registery for APEC Engineer Register

Accreditation/Recognition of Accreditation/Recognition of Engineer programEngineer program

Qualifying Experience Individual Qualifying Experience Individual Assessments Established by Home Assessments Established by Home

EconomyEconomy

Individual AssessmentsIndividual Assessments

Individual AssessmentsIndividual Assessments

Assessment of Continued Practice Assessment of Continued Practice and Continuing Professional and Continuing Professional

EducationEducation

Mutual Recognition of Engineering Mutual Recognition of Engineering Education and Advanced Level Education and Advanced Level

ExperienceExperienceAPEC Engineer Registry(Monitoring Committee, APEC Engineer Registry(Monitoring Committee, Independent Authorised Designated ProfessionIndependent Authorised Designated Profession

al Body)al Body)

Completed an Accredited/Recognised EngineerCompleted an Accredited/Recognised Engineering Programing Program

Eligible for Independent practiceEligible for Independent practice

Total of at least 7 years practical Total of at least 7 years practical experience since graduationexperience since graduation

2 years Resposible Charge of Significant Engin2 years Resposible Charge of Significant Engineering Work(in the course of 7 yrs practical expeering Work(in the course of 7 yrs practical exp

erience)erience)

Continuing Professional Continuing Professional Development at Satisfactory LevelDevelopment at Satisfactory Level

APEC EngineerAPEC Engineer

Secondary Education Secondary Education DiplomaDiploma

44


Mutual Exemption AgreementMutual Exemption Agreement

• • Once the SEA gets settled down, it would be necessary to establish the MEA(Mutual Once the SEA gets settled down, it would be necessary to establish the MEA(Mutual

Exemption Agreement). Exemption Agreement).

• • As the MEA is more related to the actual practice by engineers in the foreign countries, As the MEA is more related to the actual practice by engineers in the foreign countries,

the MEA will require tedious negotiations and compromises among member countries. the MEA will require tedious negotiations and compromises among member countries.

• • At the moment, in principle, Australia and Singapore agreed to allow APEC Engineers to At the moment, in principle, Australia and Singapore agreed to allow APEC Engineers to

practice in their territories by signing the Free Trade Agreement. practice in their territories by signing the Free Trade Agreement.

• • In addition, Australia and Japan had signed on MRA in 3 disciplines, but not included In addition, Australia and Japan had signed on MRA in 3 disciplines, but not included

civil and structure engineering. civil and structure engineering.

• • Likewise, Korea has already started discussion on the bilateral agreement with Japan Likewise, Korea has already started discussion on the bilateral agreement with Japan

in civil and structure engineering. in civil and structure engineering.

45


Mutual Equivalence Framework(MEF)Mutual Equivalence Framework(MEF)

Adjustments as required by Adjustments as required by host jurisdictionhost jurisdiction

Code knowledgeCode knowledge

Law/Ethics of Law/Ethics of JurisdictionJurisdictionCustoms & PracticesCustoms & Practices

Liability ProtectionLiability Protection

Host Jurisdiction Host Jurisdiction Permit to PracticePermit to Practice

(Sponsored)(Sponsored)

Host Jurisdiction Host Jurisdiction Permit (License) to Permit (License) to

PracticePractice

(Independent)(Independent)

APEC APEC EngineerEngineer

46


Results on Selection of APEC EngineerResults on Selection of APEC Engineer

• • Korea had established Korea APEC Engineer Monitoring Committee and APEC EngineerKorea had established Korea APEC Engineer Monitoring Committee and APEC Engineer

Register. These organizations are essential to conducting works in relation to the APECRegister. These organizations are essential to conducting works in relation to the APEC

Engineer. Engineer.

• • As of 2005, the number of APEC Engineer registration in Korea will reach to 1,101 As of 2005, the number of APEC Engineer registration in Korea will reach to 1,101

persons.persons.

- Registered APEC Engineers are 554 persons- Registered APEC Engineers are 554 persons

- APEC Engineers will register in near future become 547 persons - APEC Engineers will register in near future become 547 persons

47


Future DirectionsFuture Directions

• • In the future, mutual recognition of professional engineers is expected to accelerate withinIn the future, mutual recognition of professional engineers is expected to accelerate within

the frameworks of the WTO and the GATS. Korean government has pursued a policy ofthe frameworks of the WTO and the GATS. Korean government has pursued a policy of

active participation in the APEC.active participation in the APEC.

• • For Korea, export industry is essential for its survival and is the only solution through which For Korea, export industry is essential for its survival and is the only solution through which

we can cope with economic difficulties. In order to export goods and plants that are we can cope with economic difficulties. In order to export goods and plants that are

globally competitive and to maintain a stable level in winning overseas constructionglobally competitive and to maintain a stable level in winning overseas construction

projects, it is critical to ensure globally recognized qualifications of the Korean engineers. projects, it is critical to ensure globally recognized qualifications of the Korean engineers.

• • In this context, it is necessary to develop a national skill standards enacting the system forIn this context, it is necessary to develop a national skill standards enacting the system for

skill standards. skill standards.

• • Once the system is established, it is also necessary to upgrade requirements for the Once the system is established, it is also necessary to upgrade requirements for the

examination as well as the contents, levels, and forms of the qualification examination to examination as well as the contents, levels, and forms of the qualification examination to

those of the advanced countries. those of the advanced countries.

• • In addition, it is important to improve the quality of engineering education in Korea to the In addition, it is important to improve the quality of engineering education in Korea to the

world class through more accreditation. For this purpose, it is necessary to accelerate world class through more accreditation. For this purpose, it is necessary to accelerate

some of the activities that have already started in a very systematic way. some of the activities that have already started in a very systematic way.

48

9. Mutual Recognition of IT 9. Mutual Recognition of IT QualificationsQualifications

Mutual Recognition of IT Qualifications between Korea and Japan Mutual Recognition of IT Qualifications between Korea and Japan

• • In September 2000, the two leaders of Korea and Japan adopted a "Declaration on ITIn September 2000, the two leaders of Korea and Japan adopted a "Declaration on IT

Cooperation Initiative," in which they agreed on 8 agenda including co-operations on Cooperation Initiative," in which they agreed on 8 agenda including co-operations on

e-commerce and exchange of IT manpower. e-commerce and exchange of IT manpower.

• • As of July 2001, based on one of the 8 cooperation agenda, "Cooperation on Promoting IT As of July 2001, based on one of the 8 cooperation agenda, "Cooperation on Promoting IT

Manpower Exchange," the two countries are working on measures to mutually recognize Manpower Exchange," the two countries are working on measures to mutually recognize

IT qualifications. IT qualifications.

• • In April 2001, the Korean delegation visited the JITEC(Japan Information Technology In April 2001, the Korean delegation visited the JITEC(Japan Information Technology

Engineers Examination Center), a prime organization administering national IT examinations,Engineers Examination Center), a prime organization administering national IT examinations,

and had working-level discussions with its Japanese counterparts on how to pursue mutualand had working-level discussions with its Japanese counterparts on how to pursue mutual

recognition of IT qualifications. recognition of IT qualifications.

• • MOU(Memorandum Of Understanding) was made by HRD Korea and JITEC under being MOU(Memorandum Of Understanding) was made by HRD Korea and JITEC under being

authorized by both countries’ governments for 2 IT qualification itemsauthorized by both countries’ governments for 2 IT qualification items

49

The Significance on Mutual Recognition of IT Qualifications between Korea and JapanThe Significance on Mutual Recognition of IT Qualifications between Korea and Japan

• • First, it is the first event in the history of Korea that Korea's national qualifications are First, it is the first event in the history of Korea that Korea's national qualifications are officially recognized based on the mutual recognition agreement. officially recognized based on the mutual recognition agreement.

• • Second, given that this agreement is with Japan, one of the most advanced countries, Second, given that this agreement is with Japan, one of the most advanced countries, the contents of the agreement will positively affect agreements on mutual recognition of the contents of the agreement will positively affect agreements on mutual recognition of qualifications which Korea will sign in the future. qualifications which Korea will sign in the future.

• • Third, the mutual recognition of qualifications with Japan, who has already restructured Third, the mutual recognition of qualifications with Japan, who has already restructured its IT qualifications system and standards to be aligned with the internal standards, its IT qualifications system and standards to be aligned with the internal standards, will provide an opportunity for Korea to better position its national qualifications system will provide an opportunity for Korea to better position its national qualifications system in the international society and to even export its qualification system to the third world in the international society and to even export its qualification system to the third world countries. countries.

• • Fourth, it will lay the foundation for the proper treatment of the Korean IT engineers whenFourth, it will lay the foundation for the proper treatment of the Korean IT engineers when they are exported. On the other hand, it will also help Korea develop national standards they are exported. On the other hand, it will also help Korea develop national standards that can attract foreign talents who can support Korea's development of the high techthat can attract foreign talents who can support Korea's development of the high tech industries. industries.

9. Mutual Recognition of IT 9. Mutual Recognition of IT QualificationsQualifications

50

10. Current Trends of Changing Qualification 10. Current Trends of Changing Qualification SystemSystem

1.1. Building articulation system among education and training Building articulation system among education and training system, qualification system, and worksystem, qualification system, and work

• • Establishing Korean Skills StandardEstablishing Korean Skills Standard

• • Developing Korean Qualification FrameworkDeveloping Korean Qualification Framework

2.2. Reinforcing of overall coordinating function to conduct Reinforcing of overall coordinating function to conduct qualification-relatedqualification-related

policies effectivelypolicies effectively

• • Preparing principal plan for managing and operating qualification system for 5 Preparing principal plan for managing and operating qualification system for 5 yrsyrs

• • Establishing the committee for qualification policy, which will take Establishing the committee for qualification policy, which will take responsibilities toresponsibilities to

review principal policies connected to qualification systemreview principal policies connected to qualification system

51

3. Preparing quality control system of private 3. Preparing quality control system of private qualificationqualification

• • Setting up limited areas which private qualifications can’t be created and Setting up limited areas which private qualifications can’t be created and operated operated

• • Putting limitation not to be allowed to promote the falsification and Putting limitation not to be allowed to promote the falsification and exaggeration ofexaggeration of

private qualificationsprivate qualifications

4. Reforming of the operational framework of national technical 4. Reforming of the operational framework of national technical qualification systemqualification system

• • Setting up areas which national technical qualification items can be only Setting up areas which national technical qualification items can be only operated,operated,

that is, area directly connect to public life, health, and safety etcthat is, area directly connect to public life, health, and safety etc• • Supporting of activating private qualification marketSupporting of activating private qualification market

• • Expanding the delegation of authority to implement national technical Expanding the delegation of authority to implement national technical qualificationqualification

items to private institutesitems to private institutes


52

5. Establishing work-oriented qualification 5. Establishing work-oriented qualification frameworkframework

• • Improving the classification system of occupation category and grading Improving the classification system of occupation category and grading system insystem in

national technical qualification national technical qualification • • Refining professional qualification items by integrating between similar Refining professional qualification items by integrating between similar qualificationqualification

items items


6. Improving practicability of certification6. Improving practicability of certification

• • Upgrading system for producing work-oriented questions for testingUpgrading system for producing work-oriented questions for testing

• • Upgrading testing method and facilitiesUpgrading testing method and facilities

• • Reducing exemption case Reducing exemption case

53

7. Enhancing applicability of national technical qualification in labour market7. Enhancing applicability of national technical qualification in labour market

• • Reintroducing continuing professional development Reintroducing continuing professional development

• • Providing useful information related to qualification and labour market to certificateProviding useful information related to qualification and labour market to certificate

holders holders


• • Facilitating international transferability(currency) Facilitating international transferability(currency)

54

Reforming Directions of National Technical QualificationReforming Directions of National Technical Qualification

ItemsItems As isAs is To beTo be

SystemSystem

Occupational Occupational CategoryCategory

GradeGrade

Range of Range of CertificateCertificate

EligibilityEligibility

RigidRigid

LimitedLimited

ComplicatedComplicated

NarrowNarrow

Academic Academic CareerCareer

FlexibleFlexible

DiversifiedDiversified

SimplifiedSimplified

BroadBroad

Workplace Workplace ExperienceExperience

11. Reform of National Technical Qualification 11. Reform of National Technical Qualification System System

55

Conceptual Conceptual ElementsElements

ContentsContents

Practicability(application in

workplace)

To achieve employers’ recognition of qualifications in order to give clear signals to the labour market

Applicability(usefulness in workplace or

currency)

To be adapted and applied qualifications to dynamic labour market

Integration(transferability)

To set up an effective qualification system in order to get rid of duplication and repetition in qualification contents, including academic and vocational quallifications

It is important to maintain balance among conceptual It is important to maintain balance among conceptual elementselements

Conceptual Elements as Starting Points for Conceptual Elements as Starting Points for Reforming Qualifications SystemReforming Qualifications System


56

PracticabilitPracticabilityy

ApplicabilityApplicability IntegrationIntegration

(What contents will be involved?)(What contents will be involved?)

(How do we achieve (How do we achieve portability?)portability?)

(How do we effectively (How do we effectively operate the qualifications operate the qualifications

system?)system?)


57

Practical elements Related to Conceptual Practical elements Related to Conceptual ElementsElements


Contents on Practical ElementsContents on Practical Elements

Practicability

Practicability of testing Management of change to secure practicability - Qualification system - Qualification items - Awarding body

Applicability

Domestic currency International currency Support for qualification holder Dissemination of qualification information

Integration

Integration of qualification system Integration of management and operation - Management of qualification system - Management of qualification items - Organizational structure


58

Major Issues in National Technical Qualification Major Issues in National Technical Qualification SystemSystem

State-led management of changeState-led management of change

Provider-orientated management (supply-driven Provider-orientated management (supply-driven qualification system)qualification system)

Operation of qualification system result in high cost and Operation of qualification system result in high cost and low efficiencylow efficiency

Vocational qualification system subordinated by Vocational qualification system subordinated by academic careeracademic careerTesting criteria heavily dependant on school curriculumTesting criteria heavily dependant on school curriculum

Eligibility for qualification gives preferential treatments to Eligibility for qualification gives preferential treatments to academic career over work-place experienceacademic career over work-place experience

Testing focused on the pre-employed (new labour market entrants)Testing focused on the pre-employed (new labour market entrants)

Nonintervention for securing applicability in the labour marketNonintervention for securing applicability in the labour market


59

Future Directions for the National Technical Future Directions for the National Technical Qualifications SystemQualifications System


ContentsContents

Practicability

Testing System(The pre-employed seeking jobs → The employed desiring

for skills upgrading)

Management System of Change(State-led → participation of stakeholders such as companies, lab

our unions, industrial associations etc.)

Applicability

Establishment of Applicable Infrastructure for Qualification System

• Periodic investigations & surveys on the level of qualification applicability• To set up a Data base for qualification • To prepare a testing system for skill upgrading• To refine systems related to ensure international currency

IntegrationQualifications System

(subordinated by academic career → lead by qualifications )


60

12. Fundamental points in Designing Qualification 12. Fundamental points in Designing Qualification SystemSystem

1. Definitions of 1. Definitions of QualificationQualification

• • The requirements for an individual to enter, or progress within an occupation The requirements for an individual to enter, or progress within an occupation and/or and/or

• • An official record(certificate, diploma) of achievement which recognizes successfulAn official record(certificate, diploma) of achievement which recognizes successful

completion of education and training, or satisfactory performance in a test or completion of education and training, or satisfactory performance in a test or examinationexamination

2. Definition of 2. Definition of CertificationCertification

• • The process of issuing certificates or diplomas which formally recognize theThe process of issuing certificates or diplomas which formally recognize the

achievements of an individualachievements of an individual

• • To empower qualification holders to conduct their rolesTo empower qualification holders to conduct their roles

61

4. Definitions of Vocational 4. Definitions of Vocational QualificationQualification

• • Qualifications directly connecting to select jobs and giving impacts to increase Qualifications directly connecting to select jobs and giving impacts to increase salarysalary

and promote etc. in workplace and promote etc. in workplace

• • To be influenced by assessment and evaluation systemsTo be influenced by assessment and evaluation systems

3. Interrelationships of Qualification 3. Interrelationships of Qualification SystemSystem

• • To link countries’ historical, economic and industrial development, their culture To link countries’ historical, economic and industrial development, their culture andand

education and training systemseducation and training systems • • To be bridge to link between education and training system and labour market throughTo be bridge to link between education and training system and labour market through

screening whether people have capabilities or not, based on standardscreening whether people have capabilities or not, based on standard


62

5. Firms’ Position on Vocational 5. Firms’ Position on Vocational QualificationQualification

• • They are not only consumers of vocational qualifications produced elsewhere but They are not only consumers of vocational qualifications produced elsewhere but alsoalso

sites for the production of knowledge, Know-How and developments of learningsites for the production of knowledge, Know-How and developments of learning

situationssituations

• • Vocational qualification must correspond to their current needs and these Vocational qualification must correspond to their current needs and these requirementsrequirements

are likely to be changing rapidly as results of new technologiesare likely to be changing rapidly as results of new technologies


63

6. Difficulties of Assessment based on workplace skills6. Difficulties of Assessment based on workplace skills

• • Where assessment is based on skills and knowledge acquired in education and Where assessment is based on skills and knowledge acquired in education and trainingtraining

institutes, quality assurance and the maintenance of standard over time is easier to institutes, quality assurance and the maintenance of standard over time is easier to manage manage • • Where some or all assessment is based on learning taking place on the jobs, Where some or all assessment is based on learning taking place on the jobs,

relevancerelevance

with workplace skills is easier to achieve but there is inevitably some loss of with workplace skills is easier to achieve but there is inevitably some loss of reliability onreliability on

results of assessment, and quality assurance is more difficult and costlyresults of assessment, and quality assurance is more difficult and costly• • It is important to make realistic balance between relevant workplace skills on the It is important to make realistic balance between relevant workplace skills on the oneone

hand, and reliability and adequate quality assurance of assessment on the other hand, and reliability and adequate quality assurance of assessment on the other


64

7. Educational and Training institutes’ Position on Vocational 7. Educational and Training institutes’ Position on Vocational QualificationQualification

• • They have concentrated on providing transferable general skills instead of They have concentrated on providing transferable general skills instead of workplaceworkplace

specific skills under considerations that specific skills are difficult to reconcile with specific skills under considerations that specific skills are difficult to reconcile with thethe

requirements for the preparation of young people to seek jobs requirements for the preparation of young people to seek jobs

• • They are likely to have autonomy to give certificates to their students based on They are likely to have autonomy to give certificates to their students based on theirtheir

achievements in education and training institutesachievements in education and training institutes


65

8. Paradox of Vocational 8. Paradox of Vocational QualificationQualification

• • Recognition on capabilities of vocational certificate holders Recognition on capabilities of vocational certificate holders

- Encouragement on lifelong learning- Encouragement on lifelong learning

- Facilitation on seeking jobs or transformation from one jobs to another - Facilitation on seeking jobs or transformation from one jobs to another

• • Discrimination between people of whether they success to get vocational Discrimination between people of whether they success to get vocational certificates or certificates or

notnot

- Discouragement on lifelong learning- Discouragement on lifelong learning

- Hindrance on seeking jobs or transforming from one jobs to another- Hindrance on seeking jobs or transforming from one jobs to another


66

9. Ways of Assessment and Learning to Harmonize with 9. Ways of Assessment and Learning to Harmonize with lifelong learninglifelong learning

• • Vocational Qualification based on the assessment of : Vocational Qualification based on the assessment of :

- Candidates’ potential at present, not past knowledge, skills and competence- Candidates’ potential at present, not past knowledge, skills and competence

- Process-related knowledge, skills and competence(for example, learning to learn - Process-related knowledge, skills and competence(for example, learning to learn and and

take risks, and developing problem-solving skills, etc.) rather than contents-related take risks, and developing problem-solving skills, etc.) rather than contents-related

ones because skills will change more quickly than in the past, people at all levels ones because skills will change more quickly than in the past, people at all levels willwill

need to be adaptable and open to change need to be adaptable and open to change

• • Forms of learning and assessment accompanied by acquiring vocational certificatesForms of learning and assessment accompanied by acquiring vocational certificates

should mainly adapt the self-directed learning and self-assessment method to should mainly adapt the self-directed learning and self-assessment method to encourageencourage

lifelong learning. Assessment, in this context, has roles not to frustrate but to lifelong learning. Assessment, in this context, has roles not to frustrate but to facilitatefacilitate

lifelong learning. Certainly assessment should rely on national standard. lifelong learning. Certainly assessment should rely on national standard.


67

10. Future Roles of Vocational Qualification 10. Future Roles of Vocational Qualification SystemSystem

• • Vocational Qualifications need to be built into ladders of occupational as well asVocational Qualifications need to be built into ladders of occupational as well as

educational progression. This means that dental mechanics could become dentists, educational progression. This means that dental mechanics could become dentists, andand

legal and accounting clerks could become lawyers and accountslegal and accounting clerks could become lawyers and accounts

• • To do these roles, vocational qualification system should be design to motivate To do these roles, vocational qualification system should be design to motivate youngyoung

people by making learning and assessment activities more like real work and lesspeople by making learning and assessment activities more like real work and less

like school like school

• • Vocational Qualification system, in this context, should have characteristics, Vocational Qualification system, in this context, should have characteristics, showingshowing

vertical relevance in each job and horizontal consistency on the level of carrying outvertical relevance in each job and horizontal consistency on the level of carrying out

duties in various jobsduties in various jobs


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11. Recognition of Non-formal Learning in terms of Vocational 11. Recognition of Non-formal Learning in terms of Vocational Qualification Qualification

• • The results of learning processes, what we call competences, are partly tacit andThe results of learning processes, what we call competences, are partly tacit and

personal knowledge in their character. Competitiveness of companies and nations personal knowledge in their character. Competitiveness of companies and nations heavilyheavily

relies on intangible knowledge, skills and competences of individualsrelies on intangible knowledge, skills and competences of individuals

• • In some case people are not even aware of being in possession of a competence. In some case people are not even aware of being in possession of a competence. This isThis is

highly relevant to the task of identification, assessment and recognition of non-highly relevant to the task of identification, assessment and recognition of non-formalformal

learninglearning

• • It is difficult to verbalize and delimit the single steps or rules intrinsic to a certainIt is difficult to verbalize and delimit the single steps or rules intrinsic to a certain

competencecompetence

* The term of non-formal learning encompasses informal learning which can be * The term of non-formal learning encompasses informal learning which can be described as unplanned learning in work situations and elsewhere, but also includes described as unplanned learning in work situations and elsewhere, but also includes planned and explicit approaches to learning introduced in work organizations and planned and explicit approaches to learning introduced in work organizations and elsewhere, not recognized within the formal education and training systemelsewhere, not recognized within the formal education and training system


Vocational Qualifications System in Korea

Documents

accuracy3

accuracy2

credit bank

average pass

including

national technical

level computer

authorized