• Journal of Navigation and Port Research
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• v.32 no.9
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• pp.693-698
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• 2008

The maritime education and training is executed in Asian countries according to The International Convention on Standards of Training, Certification and Watch keeping for Seafarers(STCW). However, mainly basic training and education takes in maritime universities, because this convention is minimum requirements to become junior mariner. So, until now researches have not developed to the stage of discussing how maritime universities of advanced shipping countries should pursue the direction of education in the new eras. Korea and Japan as the leading shipping countries in Asia, need to take initiatives in building a new education system in order to foster the next generation maritime expert. To enhance the professional abilities of maritime technologists in the new era, element design of science and technology relating to maritime issues and a new education system based on an amalgamation of maritime education and scientific and technological education were discussed.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2004.08a
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• pp.113-120
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• 2004

Considering the present and expected demand for human resources by the maritime community, its quantity and quality depend on the number of the ships and the technology applied to them. Scientific and economic developments in this community bring the intensive use of modem technology for many of ships operation. Generally it effects to reduce the quantity of manpower, while it increases the requirement of qualifications of human resources to utilize such advanced technology. Considering above, the maritime education, training and research activities should be revised and updated according to the demand of the community. Because of a difference between the transition of the demand for the human resources and development of the maritime education, training and research activities, there are two most common questions as “What to teach” and “How to teach”. The first question has been asked for many years. The contents of maritime education and training are always related to the existing maritime knowledge and technology and should be updated with consideration of changes of the demand namely “Globalisation of maritime community”. It brings globalisation of the maritime education, training and research activities. The second question is still keeping us busy to look for the best way. Presently traditional methods are used together with new system, while the use of sophisticated simulation, communication and information systems etc. and it is changing our understanding on teaching. This paper introduces the new role of Maritime Institutions from the viewpoints of the maritime education. training and research activities. The role of guide for seafarers and maritime companies is always essential and the concepts such as “Refreshment Training”, “On the Job Training”, “Lifelong” or “Continuous Training” bring new understanding to the training period, trainee's age and position. As a result, the maritime institutions should be ready for their new role, which is, in brief, guiding the maritime society, recommending and providing new learning environments, organising research and developments, performing the education, training and assessment, improving existing methods and developing new methods of the education, training and assessment.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2011.06a
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• pp.16-19
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• 2011

In 2010 Manila Conference, the revised STCW (International Convention on Standards of Training, Certification and Watch-keeping for Seafarers) of IMO recalled that a large percentage of maritime casualties and pollution incidents are caused by human error. Therefore, education and training improvement will play important role to reduce maritime casualties. From this, we focus on improving safety during sailing through upgrading the education and training for Korean cadets by updating maritime education and training program. In terms of a maritime education program from some of the maritime universities in the world such as United States Merchant Maritime Academy(USMMA) Philippine Merchant Marine Academy(PMMA), are compared to the Maritime University in Korea. As a result, we suggest an effective education system.

• Proceedings of KOSOMES biannual meeting
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• 2008.05a
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• pp.91-99
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• 2008

This paper compares the maritime education of two traditionally maritime countries, Korea and the Philippines, specifically, in their maritime transportation education. The subjects of this review focus on Mokpo National Maritime University (MMU) and the Philippine Merchant Marine Academy (PMMA). The paper presents the curricular and training programs of both institutions and shows the differences in the curriculum designs and methodology of delivery as contained in the requirements of Standards of Training, Certification and Watchkeeping 1978, as amended in 1995 (STCW 95). It also illustrates the social climate of the two countries and the attitude of maritime community in relation with the maritime programs offered by the institutions towards the quality of the fresh maritime graduates.

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.29-35
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• 2010

In Korea Maritime University facilities, environment, education and awareness about the Green Campus has been studied in the field. Based on this, domestic and foreign universities and the benchmarking of the environmental characteristics of our university campus environment, the composition of the plan were considered. In this study, based on what our universities have links with the community on what was discussed a lot about. In our university campus tour aimed at young people plan green, and sustainable management measures have been studied.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2012.10a
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• pp.58-59
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• 2012

We know the importance of Ocean Education as the Powerful Ocean Nation, but still do not have the organized ocean education system. This study figures out the international and domestic ocean education programs, standardizes Korean ocean education and suggests the ocean education module and ocean education course to maximize the educational results.

• Journal of the Korean Society of Marine Environment & Safety
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• v.16 no.1
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• pp.71-80
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• 2010

This paper compares the maritime education of two traditional maritime countries, Korea and the Philippines, specifically, in their maritime transportation education. The subjects of this review focus on Mokpo National Maritime University(MMU) and the Philippine Merchant Marine Academy(PMMA). The paper presents the curricular and training programs of both institutions and shows the differences in the curriculum designs and methodology of delivery as contained in the requirements of Standards of Training, Certification and Watch keeping 1978, as amended in 1995(STCW 95). It also illustrates the social climate of the two countries and the attitude of maritime community in relation with the maritime programs offered by the institutions towards the quality of the competent maritime graduates.

• Journal of the Korea Society for Simulation
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• v.11 no.4
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• pp.81-89
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• 2002

Several full mission simulators have been installed since about 10 years ago in Korea. The newly established Marine Simulation Training and Research Center at Korea Maritime University has played a key role for education and training of both cadets and in-service officers trainees, and for research on Korea ports such as Jeju international cruise port, Ulsan SBM and Kwangyang container port and many others. This study mainly focuses maritime education and training on the ship handling simulation and the bridge resource management conducted by Korea Maritime University.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2023.05a
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• pp.154-155
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• 2023

The International Convention on Standards for Training, Certification, and Watchkeeping of Seafarers (STCW) outlines the qualifications that maritime cadets must meet in order to serve as merchant marine officers. Maritime English is one of the most essential qualifications for STCW, and each national authority is implementing Maritime English education that complies with national and international regulations. In this study, an English proficiency background survey was conducted to investigate the factors related to the Maritime English skills and competencies. In line with this, maritime cadets utilized the Standard Maritime English Communication Phrases (SMCP) learning platform to track their learning progress and its efficacy. This study examined the applicability of the automatic scoring platform for Maritime English education, as well as its future potential for widespread use in the maritime education field.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2012.06a
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• pp.125-126
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• 2012

Busan Metropolitan City is the 3rd Marine City, which has the largest Container port facility and logistic system in the world. However, Busan Citizen's maritime consciousness does not reach that level. This study figures out the problems, and suggests the revitalization of Ocean Education in Busan. This is for the revitalization of the reputation as a Marine City Busan, construction the hydrophil culture and propagation of ocean culture.