History and scholarship
Becker (1964) framed training as investment; Ericsson et al. (1993) deliberate practice; Lave and Wenger (1991) and Kolb (1984) support project learning. Card et al. (2010) found training effects often appear in the medium term; Thayer and Ko (2017) analysed bootcamp student barriers.
Key points
Compare length, curriculum, project share, mentoring and completion rules; check government courses on Work24. Laws, programmes, visa rules and hiring practice change; check official notices, current law and actual postings.
In practice
Check how advertised job rates are calculated; document your contributions on GitHub.
FAQ
- Job guaranteed?
- No.
- Cost of funded courses?
- Varies; check Work24.
Sources reviewed: 2026-10-26
References
- Becker, G. S. (1964). Human Capital. Columbia University Press.
- Kolb, D. A. (1984). Experiential Learning. Prentice Hall.
- Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
- Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
- Card, D., Kluve, J., & Weber, A. (2010). Active labour market policy evaluations: A meta-analysis. Economic Journal, 120(548), F452–F477.
- Thayer, K., & Ko, A. J. (2017). Barriers faced by coding bootcamp students. Proceedings of ICER 2017, 245–253.
- 고용24(고용노동부). https://www.work24.go.kr
- 국가법령정보센터. https://www.law.go.kr