해양경찰 신임교육훈련제도에 관한 한ㆍ일 비교

노호래(Roh Ho Rae) 한국공안행정학회 2013 한국공안행정학회보 Vol.22 No.2

해양경찰교육훈련 중에서도 신임순경 교육훈련은 해양의 현장에서 법집행과 서비스의 대상과 직접적으로 대면하는 신임순경의 가치관과 직업윤리의식을 형성시킨다는 점에서 다른 어떤 해양경찰교육과정보다 중요하다. 이러한 점에서 해양경찰학교는 세계 일류의 해양경찰교육기관으로 도약을 위한 비전을 수립하고 이를 달성하기 위한 전략체계를 정립하며, 실천과제를 발굴하는 것은 시급한 문제가 아닐 수 없다. 본 논문에서는 현재의 해양경찰학교의 교육현황을 검토하고, 1948년 해상보안청이 중앙행정관청으로 설치된 이후부터 65년의 교육훈련과정을 운영해 온 일본해상보안청의 교육기관을 검토하여 비교하여 보고 바람직한 발전방안을 모색해 보고자 한다. 정책적인 제안사항은 다음과 같다. 첫째로, 교수요원이 우대되어야 한다. 우수자원이 평생 동안 해양경찰 교육기관에서 근무할 수 있도록 기존의 해양경과, 항공경과, 정보통신경과, 특임경과 이외에 교수경과를 두어야 한다. 그리고 교수요원에게는 수당과 승진에서 우대받을 수 있도록 제도를 마련해야 한다. 둘째로, 인력의 충원이 되어야 한다. 해양경찰학교는 해양경찰청의 유일한 교육기관으로서 2012년에 총 81과정, 5,430명을 교육하였다. 하나의 기관이 다기능을 수행한다는 점에서 충실한 교육이 어려운 편이다. 해양경찰학교의 교수인력은 24명에 불과하여, 전문화된 교육을 시행하기가 어려운 측면이 있다. 대폭적인 인력의 충원이 요청된다. 셋째로, 역량중심의 교육과정의 개발이 요청된다. 역량중심의 교육과정은 전통적인 교육훈련이 체계적인 교육훈련 수요조사에 기초를 두지 않음으로써 발생하는 공급자 중심의 교육, 교육훈련과 조직성과의 연결부족, 타 인사과정과의 체계적인 연계성 부족 등의 한계를 극복하기 위한 최적의 방안이다. This study examined Korea-Japan comparisons of education and training for maritime police cadets. Maritime police officer's quality will be improved when able human resources are recruited to be effectively educated and trained with the material supports and favorable working environment provided. What is the most important of all may be an efficient education and training system. In order to people's needs for maritime police service as well as respond to the changing environment, the current maritime police education training should be reformed to reflect the spirit of the time and make the maritime police more competitive. To this end, first chapter introduces the purpose and methods of the study, and the second chapter reviews the general idea of education and training, the changing marine conditions, the new paradigm of police education, the reviews of pre-studies, and suggested the basic directions for police education training. The third chapter discussed the conditions and problems of the current maritime police education/training in terms of contents, curriculum and system. The fourth chapter addressed the university of coast guard, coast guard academy in japan and then discussed history, curriculum, system of japan coast guard university and coast guard academy. The fifth chapter compared education system of japan coast guard with education system of korea maritime police. Major Suggestions of this study are as follows. First, it is necessary to foster qualified lecturers who are armed with professionalism, new knowledge and expertise required for education and training of maritime police. Second, it is hoped that the numbers of lecturer is multiplied for a variety of majors areas, and in order to change, reform and enhance education training. Third, I suggested that the education and training new police recruits CBC(competency-based curriculum) is one component of a larger competency-based human resource management system that is about to be implemented across korean maritime police. CBC should be introduced in korean maritime police.

해양경찰 신임교육훈련제도에 관한 한,일 비교

노호래 한국행정학회 2013 한국행정학회 학술발표논문집 Vol.2013 No.-

해양경찰교육훈련 중에서도 신임순경 교육훈련은 해양의 현장에서 법집행과 서비스의 대상과 직접적으로 대면하는 신임순경의 가치관과 직업윤리의식을 형성시킨다는 점에서 다른 어떤 해양경찰교육 과정보다 중요하다. 이러한 점에서 해양경찰학교는 세계 일류의 해양경찰교육기관으로 도약을 위한 비전을 수립하고 이를 달성하기 위한 전략체계를 정립하며, 실천과제를 발굴하는 것은 시급한 문제가 아닐 수 없다. 본 논문에서는 현재의 해양경찰학교의 교육현황을 검토하고, 1948년 해상보안청이 중앙행정관청으로 설치된 이후부터 65년의 교육훈련과정을 운영해 온 일본 해상보안청의 교육기관을 검토하여 비교하여 보고 바람직한 발전방안을 모색해 보고자 한다. 정책적인 제안사항은 다음과 같다. 첫째로, 교수요원이 우대되어야 한다. 우수자원이 평생동안 해양경찰 교육기관에서 근무할 수 있도록 기존의 해양경과, 항공경과, 정보통신경과, 특임경과 이외에 교수경과를 두어야 한다. 그리고 교수요원에게는 수당과 승진에서 우대받을 수 있도록 제도를 마련해야 한다. 둘째로, 인력의 충원이 되어야 한다. 해양경찰학교는 해양경찰청의 유일한 교육기관으로서 2012년에 총 81과정, 5,430명을 교육하였다. 하나의 기관이 다기능을 수행한다는 점에서 충실한 교육이 어려운 편이다. 해양경찰학교의 교수인력은 24명에 불과하여, 전문화된 교육을 시행하기가 어려운 측면이 있다. 대폭적인 인력의 충원이 요청된다. 셋째로, 역량중심의 교육과정의 개발이 요청된다. 역량중심의 교육과정은 전통적인 교육훈련이 체계적인 교육훈련 수요조사에 기초를 두지 않음으로써 발생하는 공급자 중심의 교육, 교육훈련과 조직성과의 연결부족, 타 인사과정과의 체계적인 연계성 부족 등의 한계를 극복하기 위한 최적의 방안이다. This study examined Korea-Japan comparisons of education and training for maritime police cadets. Maritime police officer``s quality will be improved when able human resources are recruited to be effectively educated and trained with the material supports and favorable working environment provided. What is the most important of all may be an efficient education and training system. In order to people``s needs for maritime police service as well as respond to the changing environment, the current maritime police education training should be reformed to reflect the spirit of the time and make the maritime police more competitive. To this end, first chapter introduces the purpose and methods of the study, and the second chapter reviews the general idea of education and training, the changing marine conditions, the new paradigm of police education, the reviews of pre-studies, and suggested the basic directions for police education training. The third chapter discussed the conditions and problems of the current maritime police education/training in terms of contents, curriculum and system. The fourth chapter addressed the university of coast guard, coast guard academy in japan and then discussed history, curriculum, system of japan coast guard university and coast guard academy. The fifth chapter compared education system of japan coast guard with education system of korea maritime police. Major Suggestions of this study are as follows. First, it is necessary to foster qualified lecturers who are armed with professionalism, new knowledge and expertise required for education and training of maritime police. Second, it is hoped that the numbers of lecturer is multiplied for a variety of majors areas, and in order to change, reform and enhance education training. Third, I suggested that the education and training new police recruits CBC(competency-based curriculum) is one component of a larger competency-based human resource management system that is about to be implemented across korean maritime police. CBC should be introduced in korean maritime police.

Considerations Regarding the Application of IMO Maritime English Model Course 3.17 in Korean Contexts

Choi, Seung-Hee,Park, Jin-Soo Korean Institute of Navigation and Port Research 2016 한국항해항만학회지 Vol.40 No.5

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.

Considerations Regarding the Application of IMO Maritime English Model Course 3.17 in Korean Contexts

Seung-Hee Choi,Jin-Soo Park 한국항해항만학회 2016 한국항해항만학회지 Vol.40 No.5

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.

Considerations Regarding the Application of IMO Maritime English Model Course 3.17 in Korean Contexts

최승희,박진수 한국항해항만학회 2016 한국항해항만학회지 Vol.40 No.5

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.

Shipboard Training for the Efficient Maritime Education

Chung-Do Nam 한국항해항만학회 2006 한국항해항만학회지 Vol.30 No.9

Marine officers should have crisis control ability bemuse ship operation needs not only highly specialized information, but also functional capability due to the fact that there always exist dangers at sea, which are different from those at shore. Therefore, marine officers should be trained on the related specialized information under the systematical educational system including shipboard training. Their training is also based on the strong spiritual power and physical strength through the strict training process. In order to have these vocational personalities, dormitory life training and shipboard training courses seem to be essential processes, which are required of maritime education. The introduction of automatic system into the ship as a result of the recent development of technology brings decrease of the full number of crew. Consequently, marine officers are increasingly under heavy burden, and should have more ship operation capabilities than before. Maine officers should have not only specialized information which differs from that at shore, but also vocational adaptability which ron reasonably tackle with all the problems which exist on the spot and are obstacles to individual, spiritual, physical, natural, and social demands. So it is required that marine officers should have study many areas to deal with as extra curricula besides their major field of study, which are unique characteristics of the education for them These vocational adoptabilities are based on the spiritual characteristics, such as self- developmental education, responsibility, meticulous care, attentiveness, voluntary, planning, readiness, spontaneity, accuracy, self- denial, obedience, leadership, and etc.

The Management Strategy Behind Achieving Internationalization Through Twinning Programs - Focused on the South Korean Maritime Universities -

Hyun-Young Pyo 해양환경안전학회 2018 海洋環境安全學會誌 Vol.24 No.1

본 연구는 한국 해양대학교의 트위닝을 활용한 국제화 경영전략으로 학령인구 절벽에 직면한 한국 대학의 공통된 문제점을 해운, 조선 특성화 대학의 장점을 살려 한국 해운교육의 수출을 통한 대학경영 기여 및 대학의 국제화, 학생의 글로벌화, 해운사의 국제경쟁력 강화를 위해 일반적인 외국대학 및 국내대학의 국제화 배경에 대한 문헌조사와 한국 해양대학의 국제화 현실, 국제화 장애요소와 촉진요소를 파악하여, 현행법에 근거한 고등교육 수출 유형에 따른 한국의 해양대학교가 나아갈 현실성 있는 국제화 방향을 타 대학의 외국인 유학생 유치 현황 및 추세, 교육과정 공동 운영에 대한 법적 타당성 및 활성화 방안, 연구자의 경험을 통하여 연구, 제시하고자 한다. South Korean universities have the common prevalent problem of significantly declining student populations. This study aims to explore the management strategy behind how the two South Korean maritime universities (Korea Maritime and Ocean University (KMOU) and Mokpo National Maritime University (MMU)) in particular, can solve the above problem by achieving internationalization through Twinning programs, taking advantage of their specialties in shipping and shipbuilding to export South Korean maritime education overseas. Twinning programs will also allow the universities to achieve the internationalization of their management, the globalization of their students, and the strengthening of the international competitiveness of the South Korean maritime industry. To achieve the above aim, this study will conduct a literature review on the internationalization background of general domestic and foreign universities. This study will also try to grasp the reality of, the obstacles to, and the factors that will accelerate the internationalization of the South Korean maritime universities. Finally, this study will research and propose directions the South Korean maritime universities can take to achieve pragmatic internationalization that comply with the current law on the export of higher education. This will be done by exploring the current status and trend of other universities' attraction of foreign international students, the legal feasibility and activation measures of the co-operation of curricula, and the researcher's own experiences.

Analysis of Satisfaction on Onboard Training by Training Ship for Improvement of Maritime Safety - Focusing on the Cadets of Mokpo Maritime University -

Hwa Young Kim 위기관리 이론과 실천 2017 Crisisonomy Vol.13 No.3

이 연구의 목적은 해양대학교 교과과정 중 6개월 간 실습선 승선실습 교육에 대한 만족도를 조사하 는데 있다. 승선실습 교육은 1년간 이루어지며 졸업 후 초임해기사로 근무하는데 있어서 필요한 실무를 직⋅간접적으로 교육하는 것으로 해기면허 취득 및 선박 안전운항을 위한 실무를 익히는데 있어서 매우 중요한 교육과정이다. 특별히 본 연구의 대상이 되는 목포해양대학교 실습생은 1년의 승선실습 기간 중 6개월은 학교실습선에서 나머지 6개월은 해운업체에서 위탁실습을 하게 된다. 이 논문에서는 실습선 승선실습교육 만족도 조사를 위하여 승선실습 운영, 교육내용, 지도교수 및 조교, 시설 및 환경, 교육효과로 구성된 5개의 요인과 요인별 총 27개 문항의 설문항목을 설계하고 가설을 세워 통계적 분석방법을 이용하여 검증하였다. 또한 교육만족도에 영향을 미치는 요인을 분석하고 실습생들의 교육만족도가 졸업 후 해운회사 취업 등 진로의식에 어떤 영향을 미치는지 분석하였다. This paper aims to identify determinants of satisfaction on onboard training program by students in a maritime university, which could lead to improve maritime safety. Mokpo Maritime University has carried out onboard training using two training ships for 6 months. We set three hypotheses and verified them using the literature review, a questionnaire-based survey with cadets of Mokpo Maritime University for onboard training, and the expert interviews. The questionnaire was designed with 27 questions categorized into the five determinants including administration of onboard training, contents of onboard training, instructor for onboard training, facility for onboard training, and education effect of onboard training. The statistical analysis of the data revealed the relationship between the determinants of cadet’s educational satisfaction and career awareness such as job recruiting by shipping companies after graduation.

Collaboration to Enhance Development and Application of Shiphandling Simulators

Chaojian Shi,Jinbiao Chen,Baojia Xiao,Baocheng Ding 한국항해항만학회 2006 한국항해항만학회 학술대회논문집 Vol.1 No.-

It has been well proved that shiphandling simulators are efficient and useful facilities for training and education of cadets and seafarers. Most of the maritime universities and many maritime training institutes all over the world have installed shiphandling simulators, which play important roles in maritime education and training. However, most of the Shiphandling simulators are standalone facilities with diversities on system architectures, layouts and functions. STCW78/95 requires simulators used for simulator-based training shall be suitable for the selected objectives and training tasks. To ensure the shiphandling simulator facilities meet the requirements of STCW convention and other expanded applications, collaborated research and coordination are needed in development and application of shiphandling simulators. Performance standard should be established for shiphandling simulator systems considering the advanced research needs as well as the needs in education, training, and assessment of competence. Standardizing and exchanging shiphandling mathematical models will improve critical performance of the system. Cooperated research on model course and training assessment approaches will enhance the training standard. In addition, the rapid spread of the internet technology has shown a promising future of application of shiphandling simulators through internet. Research has been carried out on internet based integration of multiple shiphandling simulators. A multi-agent based system, including necessary hardware, has been developed. Collaborated operation of the system can be of benefit in filling the gaps of the technical and operational level and methodology between maritime universities, enhancing mutual understanding of the navigation customs and culture background among cadets and seafarers from different countries, facilitating communication and maritime English training, and extending the functions of shiphandling simulators.

Shipboard Training for the Efficient Maritime Education

Nam, Chung-Do Korean Institute of Navigation and Port Research 2006 한국항해항만학회지 Vol.30 No.9

Marine officers should have crisis control ability because ship operation needs not only highly specialized information, but also functional capability due to the fact that there always exist dangers at sea, which are different from those at shore. Therefore, marine officers should be trained on the related specialized information under the systematical educational system including shipboard training. Their training is also based on the strong spiritual power and physical strength through the strict training process. In order to have these vocational personalities, dormitory life training and shipboard training courses seem to be essential processes, which are required of maritime education. The introduction of automatic system into the ship as a result of the recent development of technology brings decrease of the full number of crew. Consequently, marine officers are increasingly under heavy burden, and should have more ship operation capabilities than before. Maine officers should have not only specialized information which differs from that at shore, but also vocational adaptability which can reasonably tackle with all the problems which exist on the spot and are obstacles to individual, spiritual, physical, natural, and social demands. So it is required that marine officers should have study many areas to deal with as extra curricula besides their major field of study, which are unique characteristics of the education for them. These vocational adaptabilities are based on the spiritual characteristics, such as self-developmental education, responsibility, meticulous care, attentiveness, voluntary, planning, readiness, spontaneity, accuracy, self-denial, obedience, leadership, and etc.