Case Study of Korea: Sustainable Career Development...

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2007/HRDWG/FOR/006a

Case Study of Korea: Sustainable Career Development Throughout Working Life - Policy

Issues and Insights (Presentation)

Submitted by: Korea Research Institute for Vocational Education and Training (KRIVET)

Forum on Sustainable Career Development Throughout Working Life

Chiba, Japan 14-16 November 2007

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Sustainable Career DevelopmentThroughout Working Life

- Policy Issues & Insights-

Dr. Ji Yeon Lee

The APEC Forum on Human Resource DevelopmentChiba, Japan

14th-16th, November, 2007

Korea Research Institute forVocational Education & Training

Contents

IntroductionThe Need for Sustainable Career DevelopmentChanging Career Expectations, Life Views, and EnvironmentCareer Guidance System in KoreaPolicy IssuesPolicy Insight


Sustainable Career DevelopmentThroughout Working Life- Policy Issues and Insights

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Introduction

IntroductionThe Definition of Career Development

“A career is the sequence of positions, jobs, and occupations that a person occupies and pursues during the course of a life of preparing to work, working, and retiring from work”

(Super, 1990)

“Career development is the unfolding of capabilities and requirements in the course of a person’s interaction with environments of various kinds(home, school, play, work) across the life span”

(Dawis, 1996)


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Introduction

• What is career development ?

A lifelong process through which individuals come to understand themselves as they relate to the world of work and their lives (family & community)

Introduction• Key Career Development Concepts

• A career is the combination of many work & life experiences and decisions

• Career exploration needs to be developmental

• Career development is not just job training

• Career development is an ongoing process which combines school-based & work-based activities through their lives

• Career development is very essential education component

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Career Development Process

Who Am I ?

Where amI going ?

How do IGet there ?

Self-knowledge(self-awareness)

Career Exploration

Career Planning

Introduction

Sustainability isthe ability to ensure that we are able to meet “the needs of the present with compromising the ability of future generations to meet their own needs”

(World Commission on Environment and Development, 1987)

Career Education and Career Guidancehas a central role to play in changing the way we as individualsapproach work and life, by providing the skills to think and actwith a wider vision of sustainable development in mind


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The need for Sustainable Career Development


Rapidly transforming workplace with diversity of the world.SEVERAL FACTORS influencing the emerging trends of workplace

• The pervasive effects of advanced ICT• The change of relationships and social psychology of work• Widening international economic competition• Changing employment forms: the decrease of permanent jobs• Emerging new concepts of career development• The increase of average educational requirements in employment• The increased significance of “Knowledge Workers”• The context of lifelong education• Changing demographic patterns in workplace• Changing concept from career “maturity” to career “adaptability”• To “employability security” from “employment security”


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More workers are required to alertly cope with a new situation from the dramatic changes in various aspects of job context

It causes a psychological problems such as anxiety from ambiguous career path, low job stability, and frustration due toa role conflict at home & work, company downsizing, and early retirement

At this point, the sustainable career development is deserved to be emphasized

Sustainable career development enables to cope with variable circumstance and promote individual career development throughout their whole life



Career Resilience (Collad et al, 1996)“The ability to adapt to changing circumstances, even when the circumstances are discouraging or disruptive”“The result or outcome of being career self-reliant”

<Fig-1>Characteristics identified in Career Resilience

EffectiveCommunication

TaskRisks

PositiveMind

AdaptabilitySelf-

Confidence

ContinuousLearning

Flexible Attitude



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Individuals need to prepare themselves for - an ability to be self-reliant- update their skills,- looking ahead to the future & market trends- as well as to the current demands of the workplace- career planning for enhancing their performance & long-term

employability

In these emerging contexts, career resilience would be a concept, presenting effective ways to adapt new circumstances, for sustainable career development





Changing Career Expectation, Life Views, and Environment

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Changing Career ExpectationNew forms of employment

More corporations and employers do not guarantee the security and longevity of jobs any moreEmployment with forms of part-time/temporary jobs is increasingMore workers suffer from anxiety from not having a persistent identity as a worker and an individual

THUS, workers in new forms of employment are recognizing the necessity of readjusting their career expectations as a means offulfilling for their satisfied lives



Changing Life ViewsThe cyclical view of life

AssumptionsLife as a complex, pluralistic, varied flow, with ongoing cycles in nature, societies, and peopleLife is “developed” through a cycle of changes and continuity rather than in progressive, straight linesHuman systems as flexible, interactive and resilient, permitting continuous adaptationsContinuous learning is essential to the constant improvement of adult competence

Adults should discard outmoded habits, and then, learn new ways to life effectively coping with changing circumstance


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Changing EnvironmentAging of Population: A rapid rate of population aging in Korea

Korea Japan Germany

19years24years

40years47years

U.K.<Fig-2> Years for becoming an “aging society”



Changing EnvironmentAging of Population

Ageism denies older workers equal opportunity & equitable treatment- appears to be a serious issue in the workplace

Barriers :Managerial biases that they are too costlyToo inflexibleToo difficult to train resulting in a lack of access to training

Policy issues :- support seniors would enable them to maintain their productivity and value,

in other worlds, sustainable career development


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0102030405060708090

100

1963 1965 1968 1971 1974 1977 1980 1983 1986 1989 1992 1995 1998 2001 2004 2007

Year

LaborParticipation(Male)LaborParticipation(Female)Unemployment(Male)

Unemployment(Female)

Changing EnvironmentGrowing Female Labor Participation: An increasing number of females with better educational background

<Fig-3> Labor Participation Rate and Unemployment Rate by Sex




Changing Environment

Growing Female Labor Participation

Figure is still lower than those of OECD countries

Barriers :Gender segregation of occupationsFemale-unfriendly environmentMultiple role-stress (mother, worker, wife, daughter-in-law etc)

New phase :- increase in skilled female workforce with higher educational attainments- female-friendly change in industry structure by the rapid growth of IT & service industry

- career aspiration is getting higher


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151.7100.084.279.799.799.92003

150.1100.091.368.099.699.92000

142.0100.092.551.498.599.91995165.0100.089.333.295.799.81990

198.4100.081.836.490.799.21985

202.7100.078.527.284.595.81980

College Graduate& Above

High School

Graduate

Middle School

Graduate

High College

MiddleHigh

Elementary Middle

Wage differentialsAdvancement rateYear

<Table-1> Advancement Rate and Wage Differentials by Educational Level

(Unit: %)



Changing Environment• Expanding Higher Education


Changing Environment

Expanding Higher Education

Since 1980s, Korea has maintained a policy of expanding higher education opportunities for high school graduates- regulations restricting the establishment of 2 or 4 colleges have been relaxed- existing institutions are allowed to increase their student enrollment

ConsequentlyCollege education has become popularized among the youthThe general educational level of the population has rapidly increased

In this sense, higher education must play a vital role to support student’s sustainable career development by responding to new technology & globalization and providing life-long learning environment to ALL


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Career Guidance System in Korea

CE & CG has generally focused on helping people understand the relationship between education and work and acquire employability skills.


Career Guidance in SchoolsDecisions with major career implications

First at the end of junior high school around the age of 15Nearly two-thirds are in academic ‘general high schools’ and the remainder in vocational/technical high schools

ContentsProvided by school counselor, but most is by the homeroom teachersFocused around college entrance, particularly decisions about which colleges and field of study to apply for- pay little or no attention to clarifying longer-term career aspirations- little opportunity to experience the world of work- the pressure for entrance to prestigious colleges means that many

parents supplement school provision with private tuition


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Career Guidance in SchoolsContents (continued)School guidance teacher covers not only their subject teaching and career guidance but also dealing with personal and behavioral issues

External support from the provincial office of education for career education guidelines and information resourcesVocational counselors from the public employment services commonly visit schools to administer psychometric tests and run group sessions to help students interpret the results



Career Guidance in Colleges and Universities

Limited experience due to career practitioners’ often transferred to other positions within the university for future promotion prospects- lack the necessary skills to provide quality career guidance

Few experienced career practitioners in employment service centers

Focus on personal and psychological problems- not provide the career development competencies such as self-knowledge, career information exploration, career planning and effective job-seeking skills


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Career Guidance in Public Employment Services‘PES’ innovation strategyto support career guidance in schools by providing job experience (‘Job School’ program) and psychological test services

Develop career development programs and information

The main career information resources within the public employment services are Work-Net websiteWork-Net provides individuals with access to job vacancies, and employers with access to job searchers, as well as holding a wide range of occupational and labour market information and data on publicly-subsidized training course



Career Guidance in Community-Based ServicesNetwork of Youth Counseling

Establish by the Ministry of Culture & TourismOffer counseling services on a wide variety of personal and social problems in career issues

Cyber Youth Counseling CentreRun by Korea Youth Counseling InstituteOffer a ‘problem-solving encyclopedia (a data base of 6000 cases), message-board counseling, e-mail counseling, chat-room counseling, etc6%, career problems


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Career Guidance in Community-Based ServicesNetwork of Human Resource Centers for Women

Funded by National Government and some by ProvincesFor example, Kyonggi Women’s Development- assistance for women who want to set up their own business (including ‘incubator’ facilities’)- one-week career planning courses for unemployed women and for single mother- web-based and face-to-face career guidance services

Voluntary OrganizationsYMCA, Korean Elderly Association Centres and Social Welfare Centres


Field Service

Legal/ Financial Support

On-line Career

Informationservice

• textStudentTarget • textAdult

Target

Ministry of Education and HRD Ministry of Labor

16 Provincial Offices ofEducation

(Education & ScienceResearch Institute)

46 Regional Labor Office120 Employment Security

Center

Career DevelopmentCenter (CareerNet)**

Work Information Center

(Work-net)

<Fig-4> Categorization of Government’s Role in Career Guidance Service



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Policy Issues

Policy Issues

Strong Co-operation between Education and Employment

Various career guidance agencies should be more connected with each other

The Ministry of Education and HR and the Ministry of Labor need to work much more closely with one anotherMinisterial links, local level links, provincial education offices, comprehensive employment security centers, colleges and universities should collaborate much more closely via the exchange of information and services to support sustainable career development for allThese links can generate a SYNERGY for supporting life-long career development for various target groups


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Policy Issues

Consolidating Career development Guidelines

National guidelines for career development should be established

Based on these guidelines, curriculum for career educationcan be developed, programs can be designed, curriculum for training professionals can be constructed

- National Career Development Guidelines of the U.S.A. and Blueprint for life/work designs of Canada are good examples


Strengthening Career Guidance Facilitator’s Professionalism

Staffs of career guidance does not focus on career counseling, thus, tend to be insufficient to support the career development of studentsMore opportunities for training need to be providedNational competence framework for various levels of career guidance should be establishedGovernment needs to play a more direct role in reshaping the nature of the career guidance workforce and its qualification and trainingarrangement


Policy Issues

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Meeting the Career Guidance Needs of All

Meeting the career guidance needs of schools, out of school and at-risk youth, adults, and to be linked to work experience is the most important factorPrograms and reliable information corresponding to the specified needs of various groups such as drop-outs, technical high school students with learning difficulties, college students with learning difficulties, workers in small companies, and the elderlyVarious types of learning can be applied: self-directed learning on the web; group activities, person-to-person counseling; work experience


Policy Issues



Policy Insights

Korea is faced with momentous challenges including population aging, shortening of skills lifecycle, new technology & globalization, and importance of lifelong learning & lifelong guidance system.

- LL & LGS provide opportunities to learn and upgrade their skills and knowledge throughout their lives.- Seek to improve the quality of life for individuals and strengthen national competitiveness

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1

2

3

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Strategic Leadership by Exercising in Co-operation with Other Stakeholders

Setting Career Development competencieswithin new technology and globalizations

Establishing a Lifelong Career Guidance System

Strengthening Career Development Support Systemfor All in Life Stage


Policy Insights

Strategic Leadership by Exercising in Co-operation with Other Stakeholders

Strategic leadership and co-ordination need to be carried out by governments in co-operation with other stakeholders (such as education and training providers, employers, trade unions, community agencies, students, parents, consumers, and career guidance practitioners)

Clear strategic leadership is needed to articulate a vision of how career guidance can support lifelong learning and sustained employability

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Policy Insights

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Setting Career Development competencies within new technology and globalizations

Career guidance needs to change and play a significant role to support people’s sustainable career development throughout working life- traditionally, CG has been provided in schools and in PES- in schools, helping young people at the point of leaving school with key decisions such as which occupation or major course of university study to choose- in PES, helping the unemployed with immediate job decisions.

=> In both settings information provision & immediate decisions never provide the development of career management skills

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Policy Insights

Setting Career Development competencies within new technology and globalizations

The shift to new technology and globalization requires a broader set of career management skills; “hard” (technical) and “soft”(interpersonal and communication) skills are equally important

career management skillsManaging information, resources, and relationships with people as well as self-managementFlexibility, problem-soling and decision-making ability, adaptability, creative thinking, self-motivation, and the capacity for reflectionSelf-knowledge, educational and occupational exploration, career goaldevelopment, job search competencies, and ability to take personal responsibility for one’s CD

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Policy Insights

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Establishing a Lifelong Career Guidance System

Policy makers need to decide- When the career guidance process should start- How long it should continue throughout life- How responsibility for young people should be shared at key decision points such as the transition from school to work or to tertiaryeducation- Whether services should be all ages or age-specific- What mix of present models and more innovative approaches

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Policy Insights

Strengthening Career Development Support System for All in Life Stage

Government needs - to build a career development support system for all without any failures from pre-school to to-be-retired people- to support effective transition of school to work, work to school, and home to work- to pay attention to the minorities

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Policy Insights

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Policy Insight


textRetirementPreparationRetirementPreparation

Job AdjustmentTransition

Job AdjustmentTransition

EffectiveJob Seeking

Activity

EffectiveJob Seeking

Activity

ReasonableCareer Decision

ReasonableCareer Decision

CareerPreparation

CareerPreparation

CareerExploration

CareerExploration

CareerAwareness

CareerAwareness

BeginningJob DeathRetirementChanging/

JobMiddle

SchoolCollege/University

HighSchoolBirth

ElementarySchoolChildhood

AgeFemale (Male)

5 7 13 16 19 25(28) 28-35(36-46) 57 80(77)

Non-formalEducation

Non-formalEducation

• Vocational Education Training• Reinforcing Certification System• Providing high quality & impartial Career Information• Supporting Self-directing Career Resilience

• Supporting Career Competency• Matching School-Industry Partnership• Strengthening Career Experience• Improving Career Curriculum

FormalEducationFormal

Education

The purpose of Career EducationThe purpose of Career Education Lifelong Career DevelopmentLifelong Career Development

Lifelong learning across a whole lifeImproving quality of an individual life

Lifelong learning across a whole lifeImproving quality of an individual life

The world of jobThe world of job LifeCycleLife

Cycle

Childhood(Growth)

Childhood(Growth)

Adolescence(Exploration)

Adolescence(Exploration)

Early Adulthood(Establishment)

Early Adulthood(Establishment)

Middle Adulthood(Maintenance)

Middle Adulthood(Maintenance)

Late Adulthood(Decline)

Late Adulthood(Decline)

<Fig-5> Career Education Model across Life-Span

- Thank You-


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