• Journal of Engineering Education Research
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• v.17 no.4
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• pp.33-37
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• 2014

From 2010, an "excellent engineer" undergraduate and graduate program had been initiated in higher education of China to promote the development of industry and social economy. In this circumstance, the engineering education programs in Dalian Maritime University are reformed to satisfy the requirements of transportation industries. And the engineering practice, engineering activities, and engineering courses are emphasized. In this training program, industrial communities are deeply involved in the engineering education and training procedure; the students are educated and trained in university and enterprise according to the common standards and industrial standards; and the engineering competences and creative ability are emphasized and are to be enhanced in the training schedules and procedure. A joint-training mode has been established already between Dalian Maritime University and enterprises in transportation fields.

• Journal of Navigation and Port Research
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• v.40 no.5
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• pp.299-304
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• 2016

The importance of clear and effective communication at sea has been greatly emphasized due to the increase in multiculturalism on board both ocean-going and coastal vessels, and the necessity of systematic English training based on 'Knowledge, Understanding, and Proficiency' specified in STCW has also been recognized. With these growing needs in mind, the International Maritime Organization (IMO) updated the Maritime English (ME) Model Course 3.17 in 2015 by providing guidelines on language education within two separate categories, General Maritime English (GME) and Specialized Maritime English (SME). The IMO is now attempting to create a new, global framework of ME education and training, and this this new course model must first be thoroughly understood in order to explore the ways to apply the modified version into the context of current ME education in Korea and to design an updated language curriculum. Therefore, the general structural features of the new model course will be explained in this paper, and the course focus set by IMO and to be considered and/or adopted by the Republic of Korea will be closely examined. Finally, suggestions will be made on how to implement this revised model course in practice with the following focus: the development of localized curriculum for GME and SME; the provision of practical teaching guidance through relevant online and offline materials for class and self-study; and the establishment of qualification guidelines and a teaching support system for language teachers in maritime and language education.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2011.11a
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• pp.13-15
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• 2011

This report represents analysis of the maritime casualty in terms of Bridge Resource Management. We evaluate the attitudes and knowledge of bridge officer regarding human factors issues that have been identified as causal to mishaps in high-risk situations. So to reduce human errors our goal is to establish effective officer resource management (ORM) program which is based on all subjects for cadets in IMO model course. In harmonization with STCW(The International Convention on Standards of training, Certification and Watch-keeping for Seafarers), as the result, the curriculumss in the maritime education institutions is surveyed to improve our education system and then reduce the human errors by mariners at sea.

• Journal of Navigation and Port Research
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• v.36 no.6
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• pp.507-512
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• 2012

Korea is the 5th Maritime Power in the world, especially, 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 points out the problems, which are insufficiency of linkage among maritime education institutes, uniformity of ocean education programs, incomplete ocean education system, inadequate management of ocean education programs and shortage of professional instructors. To solve these problems, it is necessary to develop the ocean education modules, establish the ocean education course and put into formal education course to maximize the education effectiveness. This is for the improvement of the reputation as a Marine City Busan, construction the hydrophil culture and propagation of ocean culture.

• Journal of the Korean Institute of Navigation
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• v.21 no.1
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• pp.57-73
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• 1997

This paper deals with internal and outernal factors of Maritime High School in Korea, and suggests the followings. The fist, superintendent authority of schools should be transferred to ministry of education from ministry of marine. The second, education system should be upgraded to junior college or 5 years education course. The third, the door of maritime university permission should be opened for maritime high school graduates. The fourth, training ship should be built for effective training course required form STCW 95. The fifth, if the graduates form maritime high school engage board, all of them should be exempted from military service responsibility. The sixth, the on board-training system for teachers and instructors should be programmed in order to help them keep and utilize the on board experience in actural education situation. The seventh, the school location should be placed in order to increase the efficiency of the education.

• Proceedings of KOSOMES biannual meeting
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• 2017.11a
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• pp.64-64
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• 2017

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.22-22
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• 2017

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.30-30
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• 2017

• Journal of the Korean Society of Marine Environment & Safety
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• v.25 no.6
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• pp.726-734
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• 2019

The current maritime industry is expected to have a significant impact on the role of maritime-related technologies and systems, especially seafarers, in the rapidly changing Fourth Industrial Revolution. The Maritime Autonomous Surface Ship (MASS) aims to reduce the number of safety accidents and improve seafarers' working environment. With regard to MASS, the International Maritime Organization has been trying to minimize unexpected impact in the maritime education and training sector by establishing international conventions such as the Standards of Training, Certification and Watchkeeping for Seafarers. However, domestic designated educational institutions have not yet established an education and training scheme to develop seafarers who will be on board for MASS. Therefore, this paper reviews the technology of MASS, analyzes the changes in education and training in order to upgrade the qualifications, and suggests the competencies of smart seafarers equipped with the integrated management ability required for Artificial Intelligence, Big Data, Cybersecurity, and the Digital System Revolution through education and training. In addition, this study provides basic information for the education and training of seafarers who are optimized for the rapidly changing technological environment.

• Journal of the Korean Institute of Navigation
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• v.17 no.2
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• pp.1-27
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• 1993

As the education of maritime college has a characteristics of seafaring professional institutions, the potential benefit following from the employment of seafarers would put substantial impact on it. The socio-economic position of seafaring occupations has been deteriorated considerably with changes of ship's auto-mation, specialisation and low cost operation management of shipping companies through severe internatio-nal competitions. The quality and number of applicants for the maritime college has declined and most students have no hopes for the study of seafaring subjects which followed bewildering in their college days. However, the demands for seafarers are fairly large from the viewpoint of national maritime industry. The maritime institutions should not only meet these demands but also revitalise students by reforming the educational contents. The contents should be influenced by the social approach to educational needs in particular maritime shore-oriented subjects. The maritime education is no more restricted to the sea, it covers the land based world of the maritime industry as well. The new contents will lead the maritime educated students to the shore-based occupa-tions after finishing their seafaring if they want to. This may not only make ways to the maritime educa-tion fruitable, but also the students have a zeal and hope for the subjects taught.