국예비 해기사 교육의 일환으로 심화교육의 일환으로 IMO 활동, 국제적인 주요협약 및 규정의 종류, 체계 및 전반적인 내용이해를 교육하기 위한 산학간 해기사 교육프로그램을 제안한다. 전체적 교육의 구성, 교육결과에 대한 만족도 분석을 통하여 바람직한 교육프로그램을 제시한다. 교육의 결과로서 미래 해기사의 IMO 활동에 대한 관심을 드높이고, 참신한 아이디어 발굴을 통한 국가 의제개발의 씨앗을 창출해내 는 역할이 기대되고, 해기사의 자긍심을 고양시키는 부수적인 잇점도 가질 수 있을 것이다.

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.

미국은 국가안보와 해운산업 국제 경쟁력 강화를 위하여 미 연방상선대학과 같은 4년제 대학교육으로 상선사관을 양성하고 있다. 미국의 해기사 양성제도는 크게 연방정부에서 지원 운영하는 Academy (U. S. Merchant Marine Academy와 U. S. Coast Guard Academy)와 각 주(State)에서 지원 운영하는 캘리포니아해양대학교 등 6개 주립대학의 정규 4년제 교육을 통하여 이루어진다. 본 연구에서는 미국 해기사 교육기관 중 교육중심의 캘리포니아 해양대학의 교육제도, 실습방법, 실습선 운영형태를 파악하여 우리나라 해기사 교육제도에 도움이 되게 하고자 한다.

Accidents and incidents caused by poor performance in the maritime industry suggest the need to find ways to improve performance in order to operate effectively and improve safety. The data for this study was collected from maritime students and involves the performance and levels of intrinsic and extrinsic motivation. Various motivational factors were identified and the ways in which these factors relate to performance was analyzed. The importance of considering motivation when recruiting new trainees and workers, and continually looking for ways to increase intrinsic motivation, is stressed throughout this paper. The results suggest that high levels of good quality motivation correlate positively with better performance.

그 동안 각종 IMO 협약의 채택에도 불구하고 인명 및 해양환경에 관련된 대형 선박사고가 발생하는 것은 기국이 의무를 충실히 이행하고 있지 않고 이로 인하여 IMO 협약들이 효과적으로 이행되지 않기 때문이다. 특히, 기국 중 해당 선박과 기국 간에 진정한 연계가 없는 기국에서는 자국 내 해사안전 및 환경보호를 담당할 인적, 구조적 조직이 잘 정비되어 있지 않기 때문에 협약의 이행이 제대로 이루어 지지 않고 있다. 이와 같은 배경으로 IMO에서는 2003년 11월 제23차 총회에서 자발적 회원국 감사제도에 관한 결의서 A.946(23)이 채택되었고, 동 제도는 2009년 11월 총회 결의서 A.1018(26)의 채택으로 2015년에 강제화 될 예정이다. 따라서 이 연구에서는 IMO 회원국 감사제도의 개요와 동 제도의 감사기준으로 사용하고 있는 강제협약 이행코드를 살펴보았다. 또한 2015년 회원국 감사제도의 강제화에 따른 당사국의 의무와 책임에 대해 검토하였다. 이를 중심으로 우리나라의 해기교육기관이 회원국 감사제도의 강제화에 선제적으로 대응하기 위한 해기 교육 강화방안을 제안하였다.

English is the accepted common working language of the maritime world and being competent in its use is essential to the safety of ships, their crews and the marine environment. This paper is a response to the urgent need to find a suitable solution to the problem of providing maritime students with quality instruction in Maritime English. This paper will show what type of English instructor is best suited to help cadets have at least a basic grasp of Maritime English communication, with a view to possessing the level required by STCW 95 within the shortest time. It presents ways that maritime institutes can develop their own qualified or 'marinated' English Instructors and what qualifications should be required. It is concluded that by further essential research, interviews and questionnaires etc., the language needs of the university and shipping industry in Korea as a whole can be clearly verified. By examining such data, the present language education systems can be evaluated as to efficacy and relevance, allowing the establishment and implementation of 'best practice' within the training institute. This will result in making excellent informed decisions and choices about how best to improve the language competencies of graduating cadets, thereby creating the catalyst for the success of future seafarers whilst raising the image of the institute and Korean shipping worldwide.

The maritime education and training is executed in Asian countries according to The International Convention on Standards of Training, Certification and Watch keeping for Seafarers(STCW). However, mainly basic training and education takes in maritime universities, because this convention is minimum requirements to become junior mariner. So, until now researches have not developed to the stage of discussing how maritime universities of advanced shipping countries should pursue the direction of education in the new eras. Korea and Japan as the leading shipping countries in Asia, need to take initiatives in building a new education system in order to foster the next generation maritime expert. To enhance the professional abilities of maritime technologists in the new era, element design of science and technology relating to maritime issues and a new education system based on an amalgamation of maritime education and scientific and technological education were discussed.

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.

최근 우리나라 해기교육대학은 제3국 해기사의 국적선 승선, 국제경쟁력의 약화, 3D업종의 취업 및 이공계 기피현상 등과 같은 교육 환경 변화로 인하여 큰 어려움에 직면하고 있는 실정이다. 이러한 교육환경 변화에 능동적으로 대처함으로써 21세기 해양혁명의 시대에 필요한 우수한 해기인력을 양성할 수 있는 효율적인 방안을 모색하기 위하여 한국해양대학교 해사대학 재학생을 대상으로 입학, 학업, 대학생활, 승선실습 및 진로선택의 5개 과정에 대하여 설문조사를 실시하였고, 학생들의 변화된 의식구조 및 학교생활풍토를 파악하여 현 해기교육시스템의 문제점을 도출하고 그 해결 방향을 검토하였다.

This paper presents the educational methodology including shipboard training methods of Maritime Colleges in U.S.A. and the fields of engagement in business of the graduates from them. There are two Maritime Academies, i.e. U.S. Merchant Marine Academy (USMMA) and U.S. Coast Guard Academy, which are supported by federal government and six Maritime Colleges operated by each State. Maritime Administration (MARAD) in the Department of Transportation (DOT) supports the training of merchant marine officers and crew members with a focus on safety in U.S. waterborne commerce. The shipboard training methods are not unique, but have various process. One is continuous sea term training onboard during sophomore (100 days) and junior year (200 days) in case of USMMA, the other is summer sea term training onboard every three months during freshman, sophomore and junior years in case of SUNY Maritime College. They offer also one month ship simulator training ashore. The employment status for the 1999 year graduates from USMMA shows 43 percent in the field of maritime afloat, 34 percent of maritime ashore, 22 percent of active duty military and 1 percent of others.

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.

In this paper , the basic strategic method to induce the entrants and to raise the morale of students for the maritime college has been discussed, and it is pointed out that the values of higher maritime education in the developed society have a tendency to be highly evaluated from the point of not only maintaining the national shipping but also controlling the quality of the shipping industries and marine environment. Consequently, the new maritime educational program has to be developed so that the student may make a decision to choose hir course for the future job on the base of traditional maritime training.

In this paper, the maritime educational and training systems in different countries were compared and analyzed. The sample countries have been divided into two large groups, one of which comprising the countries adopting European maritime educational system and the other of which consisting of countries adopting American maritime educational system. From the comparison of the two educational systems, the merits and demerits of each system has been analysed. The results of the analyses show that the maritime educational institutes of the countries such as U.S.A., Japan, Korea, Taiwan, which have American maritime educational system, have more adaptability to the rapidly changing, shipping environment. In addition, it has been concluded that the college of the Maritime Science of the Korea Maritime University is required to set up a new educational model which is similar to the of the SUNY Maritime College in the U.S.A to meet the recent changes in Korean shipping industry.

In Korea, the importance of keeping the see transportation facilities and well-trained maritime officers cannot be overemphasized, because of her geographical location and the national security in terms of both political and economical situations. In this paper, some points are suggested for the development of the nautical education in Korea Maritime University: (1) the strict regimental training should be kept as a vital important part of students life and its program should be designed to provide students with leadership training and experience, and to develope in the qualities of responsibilities for good citizenship and self-discipline to overcome hardwork for careers as leaders in Korea maritime industry. And therefore the dormitory and training vessel as essential parts of the educational facilities should be improved both in quality and quantity, (2) the undergraduate course should be extended to more than 5 years so that accredited baccalaureate curriculum and licensing professional education might be well conducted to meet the requirements to cope with the international competition in the facet of seafarers quality, (3) more enlarging the opportunities of incentive payments for students is required so that better qualified applicants can be admitted, (4) finally, a conjugal maritime officer service system should be put into practice in the foresseable furture so that seafarers might live normal family lives while staying at sea.