• Journal of Navigation and Port Research
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• v.38 no.5
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• pp.437-442
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• 2014

Ocean Literacy is an understanding of the ocean's influence on you and your influence on the ocean. This research developed the 7 ocean education model courses using ocean literacy based on the analysis of ocean education programs which executed 23 agencies in Busan. These model courses are combined in the type of indoor theory, indoor experience, field study and field experience. Also, this makes the guide map for ocean education in a 76cm*56cm size to distinguish and choose the course easily. This map is the format combined in geological location and tourist attraction spots in Busan, includes education centers, contents, lead time and so on, and it is possible for educatees to handle their preference and seasonality elastically. This map including ocean education model course is a milestone to activate ocean education, and is helpful to reach the goal of ocean education and to lead ocean professionals. In addition, this research presents the development of teaching materials, training aids to complement the weakness of indoor education, the development of cyber education through making video contents as the activation measures of ocean education.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2014.06a
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• pp.23-25
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• 2014

급변하는 디지털 문명사회에서 해양에 대한 능동적 수용과 활용을 위한 해양 리터러시의 필요성을 제시하고 해양 리터러시의 개념화를 시도하였다. 본 연구는 해양교육을 위한 이론적 토대로서의 해양리터러시를 통해 해양교육 콘텐츠를 능동적으로 수용하면서 해양교육 콘텐츠의 메시지를 해석하고 활용하는데 필요한 능력과 관점이라고 정의하고 해양리터러시에 포함된 다양한 기술과 능력을 크게 기초 리터러시, 고급 리터러시, 그리고 해양에 대한 처리소재 등으로 구분하여 제시하였다. 해양 리터러시 개념화는 해양교육의 새로운 방향에 대한 논의와 체계적이고 실증적인 후속연구를 위한 토대를 제시할 수 있을 것이다.

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.27-28
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• 2017

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.36-36
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• 2017

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2017.11a
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• pp.177-179
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• 2017

한국해양대학교는 IALA WWA에서 인증 받은 Level 1 (AtoN Manager) 교육기관으로 개도국 훈련을 분담하고 있다. "항로표지 전문가 및 글로벌 리더 양성"이라는 교육목표를 가지고 개도국을 위한 교육프로그램을 구성하였으며, IALA WWA 모델코스를 바탕으로 초청연수 교재를 개발하였다. 2017년 7월 한 달 간 아시아 태평양 지역의 항로표지 관리자 공무원을 대상으로 초청연수(역량강화)을 시행하였으며 초청 연수 종료 후 연수생을 대상으로 설문조사를 시행하고 분석한 결과 항로표지에 관한 전문지식이 향상되었고 연수에 대한 만족도도 높게 나타났다. 한국해양대학교는 지속적인 항로표지교육을 실시하여 주변 개도국의 해양안전과 해양경쟁력을 발전시키는데 이바지할 계획이다.

• Journal of the Korean Society of Marine Environment & Safety
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• v.23 no.5
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• pp.473-481
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• 2017

Seafarer sea survival training, such as basic safety refresher training and advanced safety refresher training, in accordance with the STCW Convention, is an indispensable program that can increase the crew survival rate during emergency situations at sea. It is important for crew members to carry out theoretical and practical training with various safety equipment in order to effectively train according to IMO model courses. Therefore, this study suggests the following measures to improve safety training facilities for seafarers by reviewing survival training requirements based on the IMO model course and comparing and analyzing related facilities based on operating cases from domestic and overseas training institutes. First, it is necessary to establish a training environment where seafarers can practice utilizing various, updated safety equipment such as marine evacuation equipment (slides, chutes, etc.). Second, it is necessary to construct an educational environment in which learners can directly or indirectly experience realistic emergency situations by installing marine environment simulation facilities with such equipment as a wave generator, rain fall device, wind generating device, etc. Third, it is also necessary to develop and expand customized training using virtual reality equipment in addition to experiential training, audiovisual training and simulation training.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2016.05a
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• pp.10-12
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• 2016

이 연구는 케냐 해양대학 항해학과 교과과정의 개발을 위해 다음과 같은 다양한 연구들이 수행되었다. 먼저 2장에서 케냐의 교육 및 환경 여건을 살펴보기 위해 케냐의 전반적인 상황과 JKUAT 및 동 대학 기관공학과의 교과과정을 살펴보았다. 이어 3장에서는 항해학과 교과과정의 표준으로 삼아야 할 IMO STCW 협약 해기교육요건과 IMO 모델 코스를 살펴보았다. 이어 4장에서는 항해학과 교과과정의 개발에 참고하기 위해 모범적인 해기교육을 실시하고 있는 미국의 USMMA와 CMA, 필리핀의 PMMA와 MAAP, 한국의 한국해양대학교, 중국의 대련해사대학교, 그리고 베트남의 VIMARU와 HCMUT의 교과과정을 각각 살펴보았다. 마지막으로 5장에서는 이상의 검토 결과를 토대로 케냐 해양대학의 항해학과 교과과정을 제시하였다.

• Proceedings of KOSOMES biannual meeting
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• 2017.11a
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• pp.45-45
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• 2017

• 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.

• Journal of the Korean Society of Marine Environment & Safety
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• v.22 no.6
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• pp.679-687
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• 2016

In developing countries, the establishment of maritime colleges and the training of excellent merchant marine officers can greatly impact on the growth of the marine industry in a given country. The project to establish the Kenya Maritime College ('KMC') has been driven by the Kenyan government, which has been challenged by the growth of the marine industry in Korea. This study aims to the development of curriculum for the navigation science department of the KMC. To do this, firstly the Kenyan environments was surveyed. Then, IMO maritime education requirements, IMO model courses and curriculums from the navigation science departments of major maritime universities around the world were reviewed. Lastly, based on these surveys and reviews, curriculum for the navigation science department of the KMC was developed. This curriculum is comprised of an educational course that requires a total of 5 years of study, including 1 year of on-board training and a total of 200 credit hours (20 credit hours per semester). Although this curriculum has been developed to fit the environments of Kenya, it is expected to offer a point of reference for similar studies in other countries with the goal of standardizing maritime education internationally.