The Impact of OJT and Off-JT on the Effectiveness of Korean Work-Learning Dual System
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Lee Jieun , Yang Donghoon 
Published: October 2024

Objectives The purpose is to identify the determining factors by which OJT and Off-JT influence the effective-ness of work-learning dual system and to propose efficient strategies for the operation of OJT and Off-JT.
Methods To do this, an analysis was conducted on survey data from 2,061 respondents, who were apprentice workers, based on the 2021 work-based learning performance evaluation data from the Korea Research Institute for Vocational Education & Training. Basic statistical analysis and correlation analysis were performed using STATA 17 version to analyze the determining factors of OJT and Off-JT that affect the effectiveness of Korean Work-Learning Dual Program. Additionally, a Two-Stage Least Squares (2SLS) analysis model, which is a type of simultaneous equations model, was employed. The independent variables for OJT include the extent to which OJT helps improve job performance ability, the competency of workplace instructors, lecture satisfaction, the level of OJT relative to current ability, and OJT satisfaction. For Off-JT, the independent variables include the extent to which Off-JT helps improve job performance ability, the competency of instructors, lecture satisfaction, the level of Off-JT relative to current ability, and Off-JT satisfaction. The outcome variable is the effectiveness of work-learning dual system.
Results According to the analysis, first, OJT was found to have a positive impact on improving job performance ability, which contributes to the effectiveness of work-learning dual system. Second, Off-JT also showed a pos-itive effect on improving job performance ability, which is a key indicator of the effectiveness of work-learning dual system. Third, the determining factors influencing external evaluations of the effectiveness of Korean Work- Learning Dual Program include several Off-JT factors, such as the competency of instructors, lecture satisfaction, the level of Off-JT relative to current ability, and Off-JT satisfaction, as well as educational background (high school or associate degree) and participation types, including the Industry-Academia Integrated Apprenticeship School and IPP-type work-based learning system.
Conclusions The conclusions of this study are as follows: First, OJT allows apprentice workers to receive custom-ized training tailored to the company’s needs, creating an environment where they can immediately apply what they have learned to their work. As a result, the more satisfied the workers are with OJT, the more effective the work-learning dual system will be. Second, Off-JT can enhance job performance by providing theoretical supple-mentation and focusing on case studies from other companies, which helps improve the adaptability of apprentice workers to the workplace. Therefore, higher satisfaction with Off-JT will also lead to increased effectiveness of work-based learning programs. Third, since the primary goal of work-based learning is to cultivate talent that meets the needs of companies, it is important to set essential competency units required by the industry and re-flect the demands of the field. Reducing the weight of written exams while increasing the proportion of interviews and practical assessments related to on-the-job learning would positively impact the external evaluation of both OJT and Off-JT within work-learning dual system. Therefore, there is a need to develop NCS materials centered around learning companies, as well as company-specific training materials, and to structure training content ac-cordingly to better align OJT and Off-JT with the practical needs of the companies.