• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2017.11a
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• pp.34-35
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• 2017

Under the STCW Convention, marine engineers are required to have a satisfactory level of maritime English proficiency so that they can successfully perform their duties on board or maintain and operate the various equipment and facilities installed in the ship. More specifically, the importance of the engineers' written communication skills has been highlighted since their documents (for instance, post-work records, legal, and/or internal reports) have a significant legal impact in the event of a marine casualty or maritime crime. To suggest the necessity of developing standard engineering logbook phrases (SELP), therefore, this paper will closely analyse three-month authentic marine engineers' work records written by Korean officers. From the analysis, the problems and errors in the logbook will be analysed, and considerations to be taken into account in the development of SELP will be illustrated. Finally, the future actions for this standardised written communication for the logbook entry will be sought.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2011.06a
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• pp.87-88
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• 2011

다기능 선박조종시뮬레이터(Full-mission Shiphandling Simulator)를 이용한 사고분석 방법을 한국해양수산연수원이 보유한 DNV(Det Norske Veritas)선급에서 "Integrated Simulator System, NAUT AW(SIM), DYNPOS-AUT(SIM), HSC, TUG, ICE" Class로 인정하고, STCW 협약 Regulation I/12를 충족한 Russia TRANSAS사의 "NAVI-TRAINER PROFESSIONAL 5000 NTPRO 5000" Full-mission Shiphandling Simulator를 이용하여 시행하였다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2018.05a
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• pp.150-152
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• 2018

국제해사기구의 MSC 98차 회의에서 새로운 도출 의제로 MASS(Maritime Autonomous Surface Ships)가 포함됨에 따라 선박 자동화와 무인화는 해상분야의 국제적인 이슈로 떠올랐다. 유럽의 선급과 연구소 및 제조사 등은 선박자동화의 수준을 다양하게 정의하고 있으나 기술요소와 시스템을 기반으로 하고 있어 선원의 역할과 교육분야에 대한 고려는 반영되어 있지 않다. 본 연구의 목적은 자동화 수준에 따라 항해사 또는 육상관리자에게 요구되는 해기능력을 식별하여 각 면허에 대한 적용안과 교육 및 양성에 필요한 기초연구 자료를 제시하고자 한다. 선박 자동화 수준에 대한 다양한 정의를 조사하고, 현재 항해사 및 선장 에게 요구되는 STCW 해기능력을 항목화 하였다. 선박의 자동화와 원격운항의 적용에 따라 제외되거나 추가적으로 요구되는 해기능력을 식별하고 자동화 수준별로 분류하였다. 제시된 해기능력과 면허의 구분에 대한 안을 기반으로 업계와 해기교육기관 전문가들의 검토를 통해 선박자동화와 인적요소에 대한 자동화 수준의 명확한 정의가 필요할 것이다.

• 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.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2019.05a
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• pp.218-219
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• 2019

현재 IMO MSC, LEG 및 FAL 등에서는 자율운항선박의 도입을 위해 IMO 국제협약에 대한 규정검토작업(RSE)이 시행되고 있다. 본 연구에서는 대한민국이 참여하고 있는 자율운항선박 규정 검토 작업에서 STCW 1978, as amended, SOLAS 제9장 ISM code 및 자율운항선박 임시운항지침 개발에 대한 여러 논의 사항을 소개하고, 이에 대한 대한민국의 대응 사항을 분석하여 지속적인 대응 방안에 대한 안을 제시한다. STCW 1978, as amended는 미국이 주도하고 한국 및 러시아 등이 지원하여 작업을 수행하고 있으며, SOLAS 제9장은 노르웨이 주도로 대한민국이 지원하고 있다. 더불어 MASS 임시운항 지침은 노르웨이가 주도하여 비공식 작업반을 통해 개발하고 있으며, 대한민국은 MSC 101차 회의에 동 문서를 공동으로 제출하였다. 이러한 연구 및 역할을 바탕으로 대한민국의 관련 산업 생태계를 고려하여 추후 다양하게 논의될 MASS관련 기술, 정책, 교육 및 R & D에 적극적이고 선제적 대응이 가능할 것이다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2000.06a
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• pp.23-31
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• 2000

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2004.08a
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• pp.129-138
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• 2004

Recently, maintenance of clean ocean is very important issue. One part of the issue strongly relates to the safe navigation of vessels. Most parts of safe navigation depend on the mariner's competencies. STCW was established to guarantee the sufficient mariner's competencies. However the code dose not indicate the each necessary competency clearly. Therefore, the understandings on STCW are not same among training institutes, and each training institute interprets them individually and executes them. As a result, it makes big differences among the institutes concerning training methods and contents and the assessment on mariner's competencies. The countries in EU have paid attention on this issue and the activities enhance the rational assessment of competencies through METNET. In order to execute the rational assessments, it is necessary to clarify the techniques being assessed. And it means the necessity to clarify the necessary techniques for safe navigation and to assess the competencies to achieve them, and then we can attain the objectives of STCW. In this paper, the necessary techniques for achievement of safe navigation are discussed and the methods of assessment of competencies are proposed. As we apply proposed assessment system, we can get the mariner's competency quantitatively and continuously through training period. Then we can know the trend of the competency that is the learning process. By clarifying the learning process of the techniques, we can decide the necessary training time to achieve the competencies. Furthermore, we can discuss the issues on conversion between training onboard and simulator used training by analysing the learning processes.

• Journal of Advanced Marine Engineering and Technology
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• v.37 no.2
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• pp.236-241
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• 2013

It requires long time and high cost for an apprentice engineer to reach the level of getting various experiences of engine space machinery and preparing for emergency situations. Therefore reducing the time and cost, several types of simulator that give the very similar surroundings to the ship engine room, relevant to STCW-95 are used for systematic education and training to get many experiences and good judgement in emergency. Since most simulators that are operated in Korea were imported from foreign countries, it is difficult to directly implant the amendments of STCW Convention and reflect International Maritime Organization (IMO) model courses. This study describe a development of marine auxiliary boiler simulator that makes the apprentice engineer easier to understand the relationship between equipments in steam system such as auxiliary boiler, exhaust gas boiler, and steam turbine.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2013.06a
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• pp.227-230
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• 2013

Recently, IMO STW Committee has released a model course of Bridge Resource Management. The Leadership and Teamwork among non-technical skills related to human factor is included at STCW 2010 Manila Amendments. Until now, the BRM education in Korea has been independently operated by each related educational institution, i.e., Shipping Company, University due to absence of model course. In this research the focus is on the simulation module among items for the BRM program. During the simulation from the BRM training, the trainee's reaction and popular functions on simulator have been investigated and analyzed to develop a simulation module for effective BRM education.

• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.6
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• pp.656-664
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• 2020

This study conducted a self-assessment survey on 50 evaluation items for students majoring nautical science who boarded H University training ships in order to ascertain the degree of improvement in their maritime ability according to the STCW agreement and training period. The trainees' maritime competence and basic understanding of maritime functions were evaluated, and an in-depth analysis was conducted to see how these have changed since their embarkation. The analysis showed a significant improvement in their understanding of maritime functions after the third evaluation in both the first and second semesters. The results also showed areas the trainees need to improve on for each semester's embarkation group, and an additional study plan is needed to make up for the lack of nautical skills in the training course. The result of analysis on the degree of improvement of maritime ability according to the training period of training ships derived from this study can be used for the reorganization of training ships and maritime college curriculum in the future.