Maritime Education Institutions Research Articles

Determination of Parameters to Model Seafarers’ Supply in Latvia

Shortage of seafarers is important topic as maritime industry plays a key role for economy of the European Union. According to the latest assessment of economic value of shipping industry in 2012, the EU shipping industry is estimated to have directly contributed €56 billion to gross domestic product (GDP), employed 590,000 people, and generated tax revenues of €6 billion. During recent years increasing attention is paid to the education and training of seafarers as the seafarers and their knowledge are essential to sustainable development of the maritime cluster, as indicated in the maritime strategy of European Union. Indicative estimates suggest there were almost 38,000 students/cadets in maritime academy – type training across the EU and Norway in 2012, a 11% increase from 2004. Understanding of current trends in the pool of seafarers is prerequisite for successful implementation of the strategy. Main obstacle for assessment of effectiveness is lack of possibilities to monitor contribution from maritime education institutions to current state of European seafarers’ pool. The aim of this article is to show parameters which should be taken into account to model seafarers’ supply in future. The parameters are discussed on the basis of information from the Seamen Registry of Maritime Administration of Latvia.

IMO 회원국 감사제도 대응을 위한 해기교육 강화방안에 관한 연구

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. In spite of adoption of various IMO Conventions over the past, the reason why large vessel accidents related to human life and marine environment occur is that the IMO Conventions are not effectively implemented due to contravention of the conventions by flag states. In particular, the implementation of the conventions are not well being performed because some flag states having weak genuine link between them and vessels haven't set up proper personal and structural organizations in charge of maritime safety and marine environment protection. From this background, IMO Resolution A.946(23) on the voluntary IMO Member-state Audit Scheme was adopted at the 23rd Assembly in Nov. 2003 and the Scheme is expected to be executed compulsorily in 2015 through the adoption of the IMO Resolution A.1018(26) in Nov. 2009. Accordingly, this study examined outline of the IMO Member-state Audit Scheme and the Code for the Implementation of Mandatory IMO Instruments used for the audit standards of this scheme. In addition, this study reviewed the member-states' obligations and responsibilities according to the compulsory implementation of the member-state audit scheme in 2015. Based on this, this study suggested the enhancement measures for maritime education and training of maritime education institutions of the Republic of Korea to cope positively with compulsory implementation of the IMO Member-state Audit Scheme.

Introduction of cloud computing technologies into the educational process of higher maritime educational institutions

According to the Law of Ukraine "About the bases of development of information society in Ukraine for 2007-2015" one of the priority directions of state policy is the development of information society in Ukraine and implementation of the newest information and communication technologies in all spheres of social life.The use of the newest information and communication technologies, mobile services and World Wide Web in the educational process of the higher school was a necessary condition for the training of a competent specialist and his successful realization as a navigator in the conditions of informatization of society. At a time when purchase and maintenance of modern powerful equipment and software requires significant financial expenses for higher education institution, cloud computing becomes a worthy alternative.

Denizcilik eğitiminde probleme dayalı, göreve dayalı ve projeye dayalı öğrenim yöntemleri karmasının uygulanması: Dokuz Eylül Üniversitesi Denizcilik Fakültesi örneği

While adopting a particular teaching/learning method to be practiced at higher education, the overall aim has to be taken into consideration. The prevalent view reveals that the undergraduate, when having completed higher education, is assumed to have been equipped with general intellectual abilities and perspectives; higher order thinking and higher order cognitive abilities; and intellectual transferable skills to be activated as elements providing and triggering functionality in interpersonal relations, teamwork, problem-solving, decision-making, effective communication, and leadership. It should also be kept in mind that the recent trends seem to have shifted from theory to practice, from specific to general, and from general educational aims to general transferable competencies. Particularly, since the last quarter of the 20th century, a great wealth of studies on cognitive and educational psychology has favored active and cooperative learning methods. In pursuit of more effective means of education, certain effortful investigations have pointed out that shifting from the conventional teaching methods to active learning would promote the quality of higher maritime education. As a consequence, since 2002, problem-based learning has been adopted, improved and supplemented by task-based learning and project-based learning at Dokuz Eylül University Maritime Faculty. The purpose of this study is to clarify how such a change in higher maritime education has been managed. A thorough literature review providing cognitive support to this shift is briefed in the Introduction. Each of the other sections of this study describes the learning activities practiced along with an overall evaluation, pros and cons, of the miscellaneous adoption of the three instructional methods. Although each of the mentioned three instructional methods has quite widely been adopted and implemented by many European higher educational institutions particularly since mid 20th century, implementing a combination of them in such a manner that they supplement one another could be considered to be quite a new approach. Hence, this study is believed to set a courageous example that worths a try for the other higher maritime education institutions.

Retrospect on the Development of the Shipping Industry in Korea, 1910–1950

Three wide-spread opinions were set in as orthodox in the Korea's shipping society as for the development of Korea's shipping industry. Firstly, the ocean-going shipping industry of Korea started from the scratch. Secondly, Korea took the reversed step compared with the pattern in advanced countries in that higher maritime educational institutions were established prior to acquiring vessels. Thirdly, the shipping industry of Korea has been led by marine officers.All of these opinions were based on the viewpoint that the Japanese colonial government on the Korean Peninsula was not for the Korean people while most of the modern systems of law, education and transportation, including shipping, were introduced to the Korean Peninsula by Japan. During the colonial period, the Japanese colonial government established Chosun Yusen Company in 1912 and the Merchant Marine College in 1919, implicating that Korean people could merely rebuild their own shipping industry with the remaining physical capital (vessels) and the human capital (seafarers) after the Japanese colonial government's expulsion in 1945. In this paper, we challenge such orthodox viewpoints by carefully reconstructing the historical facts on the Korean shipping, especially on the origin of the modern shipping industry in Korea from 1910 to 1950.

The gender perspective in maritime education and training

The aim of this article is to show if and how European maritime education and training institutions have met the increasing enrolment of women, and how shipping in general has reacted to gender equality. WMU has partly been the source for finding data related to studies in a multicultural and gender (minority) mixture of students and professors. In addition to a questionnaire to maritime education and training institutions, unstructured conversations with WMU students and professors have contributed to fact findings. Apparently, there is more to be done in order to have women compete on a level playing field in the sphere of shipping. Shipping is historically male dominated and conservative, so it is well understood that there are ropes to be untied. In this article, there are examples on how stakeholders in society have introduced policies on how to meet diversities. It is recommended that universities seriously pursue this trend. I wish to appeal to educational institutions to publish a university policy on the gender perspective and diversity management in general. The policy must be in writing in order for staff and students to understand and remember the content of the policy. This is an issue that should follow the quality assurance aims and goals and should be posted in a public place within the university’s premises for everybody to be reminded.

Understanding attrition in UK maritime education and training

The shipping industry worldwide is experiencing a shortage of trained and qualified officers to operate a rapidly expanding global merchant fleet. High cadet wastage in Maritime Education and Training (MET) institutions is an obstacle to skills replenishment in the UK. This paper examines the specificity of MET programmes with regard to the question of attrition and explores the intricate ways in which globalisation in the industry and the seafaring sector has influenced declining training opportunities and rising attrition rates in the UK.

Structuring fuzzy integrated multi-stages evaluation model on academic personnel recruitment in MET institutions

Managing the competency and proficiency designation during academic staff recruitment in maritime training is vital to ensure sustainable development of educational activities. This problem seeks for a systematic decision aid mechanism which could be adopted into the official recruitment procedures of academic administrations. Hence, this paper proposes fuzzy integrated multi-stages evaluation model (FIMEM) under multiple criteria in order to manage the academic personnel selection and development processes in Maritime Education and Training (MET) institutions. The diversity of evaluation attributes requires making an assessment via both fuzzy and crisp values. Moreover, performing SWOT analysis over the initial outcomes adds development strategy capability towards the assigned academic personnel. Consequently, this paper has suggested utilization of FIMEM as a recruitment toolkit in MET institutions in order to prevent the probable conflicts and manipulations in evaluation process of candidates for different academic positions.