• 수산해양교육연구
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• 제25권2호
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• pp.393-404
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• 2013

In order to improve the employment rate of graduates in maritime and fisheries high schools, we investigated the employment situations of the those graduates for the last 8 years. The results were as follows, The ratio of graduates in maritime and fisheries high schools to total graduates of on-board departments are 69.1% and 30.9% respectively. The on-board employment rate of maritime high schools and fisheries high schools graduates are 63.2% and 26.7% respectively. Nearly all of the maritime high schools students were employed to merchant ship and fisheries high schools students were employed to merchant ship 77.2% and only 22.8% of them got a job on fisheries ship. The ratio of getting a job in maritime high schools to ocean-going ship was 76.7%, that was the highest ratio and the ratio of fisheries high schools got a job to ocean-going ship was 55.1%. The on-board career of maritime high schools graduates was 1~5 years, which took 86.4% of all careers and that of fisheries high schools was less than 1 year, which took 60.0% of all careers. We should make the various efforts to improve the employment rate of getting job to fisheries ship in the fisheries high school graduates.

• 수산해양교육연구
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• 제23권4호
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• pp.779-785
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• 2011

In order to improve the employment rate of graduates in maritime and fisheries universities, we investigated the employment situations of the those graduates for the last 7 years. The results were as follows, The ratio of graduates in maritime and fisheries universities to total graduates of on-board departments are 69.1% and 30.9% respectively. The on-board employment rate of maritime universities and fisheries universities graduates are 63.2% and 26.7% respectively. Nearly all of the maritime universities students were employed to merchant ship and fisheries universities students were employed to merchant ship 77.2% and only 22.8% of them got a job on fisheries ship. The ratio of getting a job in maritime universities to ocean-going ship was 76.7%, that was the highest ratio and the ratio of fisheries universities got a job to ocean-going ship was 55.1%. The on-board career of maritime universities graduates was 1~5 years, which took 86.4% of all careers and that of fisheries universities was less than 1 year, which took 60.0% of all careers. We should make the various efforts to improve the employment rate of getting job to fisheries ship in the fisheries university gradustes.

• 한국항해학회지
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• 제21권1호
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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.

• 해양환경안전학회:학술대회논문집
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• 해양환경안전학회 2008년도 춘계학술발표회
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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.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 1997년도 춘계학술발표회 논문집
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• pp.53-70
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• 1997

The purpose of this study is to propose what developments for Korean Maritime high school are. In order to find out some proposals, the concerned literature survey and sata are used accordingly. This paper is consisted of 4 chapters. The contents of first chapter are focused on the study purpose and problems facing on the maritime high schools. The second are on the present situation of these schools. The third are on the improving proposals, the fourth are on the conclustions of this paper. The following proposals are abstracted through this study. The first, competent authority 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, maritime university permission should be opened for maritime high schol graduates. The fourth, training ship should be build for effective training course required from STCW 95. The fifth , if the graduates from maritime high school engage on board , all of them should be exempted from military service responsibility. The sixth , the education course should be diversified according to the need and demand from the industry society and students. The seventh, 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 eudcation situation.

• 해양환경안전학회지
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• 제25권3호
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• pp.395-403
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• 2019

This paper compares the marine engineering courses of two maritime institutions: Mokpo National Maritime University of Korea in the East Asia region and Philippine Merchant Marine Academy in the Southeast Asia region. It shows examines educational marine engineering programs, along with the different divisions and courses at each college. It demonstrates a divergence in methodologies and course offerings to cultivate competitive graduates. The comparative assessment completed is intended to offer broader knowledge on how each institution tackles the requirements of the STCW, and to meet the present and future demands of the maritime industry. Different course offerings are compared along with the units and hours allocated to each subject, and the differences in marine engineering academic and training requirements to graduate. Students must satisfactorily earn 150 units to complete their choice of major. Statistical procedures were used in this assessment and analysis from Excel programs.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2013년도 춘계학술대회
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• pp.239-241
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• 2013

This paper surveyed & analyzed the career path of the 586 female cadets who graduated from the Korea Maritime University. According to the analysis, 154 graduates have the seafaring experience onboard, while 432 have no chance to work onboard. The figure indicated that one of the challenge is the number of female maritime officers who can engage in the boarding works was relatively limited. However, it is significant implication that about 80% of the graduate have been employed in a maritime industry including shipping, shipbuilding, public sectors and etc.

• 해양환경안전학회지
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• 제16권1호
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• pp.71-80
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• 2010

이 논문은 전통적인 해기국가인 한국과 필리핀에 있어서 해기교육 중 해상운송교육에 대해서 조사하여 상호 비교한다. 두 국가의 교육기관인 목포해양대학과 필리핀해양대학을 대상으로 하여 검토하였다. 양 교육기관의 교과과정과 교육훈련프로그램 및 STCW의 교육훈련과 당직기준의 요구사항을 포함한 교과과정과 교육체계의 차이점에 대해 비교 검토한다. 해기교육의 품질을 향상시키기 위하여 양 교육기관에서 살행되어야 할 바람직한 해기교육프로그램, 해사관련업계의 발전방향에 대하여 제안한다.

• 해양환경안전학회지
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• 제18권3호
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• pp.253-259
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• 2012

전 세계적으로 선복량의 증가와 더불어 선원의 수요는 지속적인 증가세가 예상된다. 또한 지난 몇 년 동안 경험해 왔던 바와 같이 세계 경기가 회복세로 돌아설 때 해기사 부족 현상이 재발될 것이 우려된다. 발틱국제해사협의회(BIMCO)와 국제해운연맹(ISF)의 2010년 보고에는 유능한 해기사를 양성해내기 위한 지속적인 노력을 경주하는 것이 불확실한 시나리오에 대비하여 산업계의 손실을 줄일 수 있을 것이라고 밝혔다. OECD회원국인 한국은 조선산업의 강국이며 또한 해운선단의 지속적인 확장세를 보여주고 있는 나라이다. 한편, 필리핀은 여전히 상선 인력의 주공급원으로 인식되어 있다. 이 논문에서는 두 나라 해양계 졸업생들의 진로에 관한 통계적 비교를 살펴보았다. 결론적으로, 국제 해사 교육 및 실습에 관한 교류협력에 초점을 맞춘 한국과 필리핀사이의 상호 협력 관계가 확립되어야 한다고 제안한다.

• 수산해양교육연구
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• 제26권5호
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• pp.1129-1137
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• 2014

This research analyzes whether the curricula of the designated educational institutions which cultivate fishing vessel officers are properly coordinated to fulfill the requirements of an international convention and the designated compulsory courses. It also compares these with the educational curriculum published by the designated educational institutions in 2013 with the STCW-F Convention and IMO Model Course. The outcome of this research shows the curricula operated by the designated institutions fulfills the standard of The Ministry of Maritime Affairs and Fisheries. However, some of them do not meet the requirements of the STCW-F Convention and IMO Model Course. The compulsory coursework for marine technicians comprise 21 to 34 credits, compared to the 64 compulsory credits approved by maritime university. For the last five years (2008-2012), 555 out of 833 graduates have earned marine technician licenses, which accounts for 62% of the total. In preparation for ratifying the STCW-F Convention and in accordance with IMO Model Course and the minimum requirements of STCW-F Convention in the near future, improvements to the curricula are recommended.