Its rising international status after joining the OECD DAC and changes in the global environment including the expansion of the international procurement market along with enlargement of the global economy have increased pressure on Korea to actively participate in international development and cooperation. Due to changes in the global environment, demand for manpower in international cooperation specialized in specific fields and regions is expected to increase. This research presents measures to establish a system for Human Resources Development (HRD) through study of the background, necessity, current status and challenges along with the analysis on HRD systems in advanced countries.
In Korea, most of the experts in the field of international development and cooperation are concentrated in government ministries, specialized agencies and organizations implementing the projects (affiliates of ministries, universities, private consulting agencies, etc.). This research sets itself apart from existing research in that it focuses on the HRD system and analyzed it in different stages (pre-introduction, introduction, and project implementation) depending on the period of its introduction.
In the pre-introduction stage of international development and cooperation, primary and middle school textbooks dealt with globalization, global village, international society and politics, national development and global community, and outlooks on the global market and Korean economy; which are somewhat related to international development and cooperation. The challenge during this period was that there were no specialized curriculum and no teachers exclusively teaching the related courses were available. Even graduate schools of international studies often did not have a variety of courses, and local courses were insufficient in quantity. Many universities created curriculums related to international development and cooperation, but shortage of teachers and difficulty in securing competent teachers limited the HRD in terms of responding quickly to global issues.
In the introduction stage of international development and cooperation, experts in the field were being trained and nurtured. KOICA's International Development Education Academy was established to increase understanding of ODA and international development and cooperation. Its main role was education related to implementing projects; however demand was growing for education on general qualification and skills for work in the field including human nature, language, expertise, report writing, leadership, health conditions. With the change in Korea’s international status, increasing number of Koreans are willing to work in international organizations. As these global agencies prefer candidates with working experience, measures to respond to such demand are essential.
The government has recently been trying to create jobs and solve youth unemployment through international development and cooperation. While many consider these policies to have been effective in terms of their role, continuous attention and support is required to prevent it from becoming a one-time project.
In the project implemention stage, activities of agencies specializing in international development and cooperation is divided into two categories ­ grants and loans, with different aims in their operation. The demand for wider use of experts and increase in development and consulting projects are growing. NGOs for international development often have weak financial foundations, however, and working experience in such organizations is very important in acquiring knowledge in the field. As these NGOs have relatively plentiful job vacancies, systematic support for the training of experts is essential. As the MDB procurement market is expected to expand and would require higher participation from private consulting agencies; the government needs to help promote and systemize the project implementation process and enhance competencies in operating such projects.
Some of the more important issues in establishing the HRD system in international development and cooperation include establishing systems with variety and consistency, multifaceted systems to respond to centralization in international development and cooperation, information sharing system, and reinforcement of policies for increasing employment.
Measures to establish an HRD system in international development and cooperation are provided separately by government ministries, specialized agencies, graduate schools of international studies, NGOs, industry, and private consulting agencies. The government should support studies on manpower projection, reeducation system for professionals, development of a long-term HRD system, cultivation of on-site experts, and creation of a flexible labor market. For higher education institutions, some of the proposals for establishing HRD systems in international development and cooperation include promoting graduate schools of international studies to concentrate on its specialized fields, capacity building for research institutes in colleges and universities, promotion of consulting agencies to strengthen cooperation between the government and the private sector, and utilization of social enterprises. We also advise mid- to long-term plans to secure professionals and expertise, establish infrastructure, and assistance for participation of experts from outside the field of international cooperation and development.

국문요약

제1장 서 론
1. 배경 및 필요성
2. 연구내용 및 방법
3. 선행논의 분석

제2장 개발협력 인력양성 현황 및 문제점
1. 우리나라 개발협력 전문인력의 규모 및 구성
2. 개발협력 과정별 인력양성 현황 및 문제점
가. 개발협력 분야 진입 전 교육단계
나. 개발협력 분야 진입 단계
다. 개발협력 분야 사업수행 단계

제3장 개발협력 인력양성 체계 해외사례
1. 일본
2. 미국
3. 독일
4. 영국

제4장 개발협력 인력양성 체계 구축 방안
1. 기본 방향
2. 세부 추진방안
가. 정부
나. 고등교육기관
다. 민관협력
라. 중장기 과제

참고문헌

부 록

Executive Summary