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AHP기법을 이용한 해상교통관제사 교육제도 개선요인 우선순위 분석

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Abstract A Vessel Traffic Service (VTS) refers to a system monitoring the movements of vessels coming into or leaving a port, or passing through a sea area by using communication facilities such as radar, CCTV, a radiotelephone etc. to help vessel traffic within specific waters as well as provid...
Abstract A Vessel Traffic Service (VTS) refers to a system monitoring the movements of vessels coming into or leaving a port, or passing through a sea area by using communication facilities such as radar, CCTV, a radiotelephone etc. to help vessel traffic within specific waters as well as providing information necessary for navigational safety to those vessels. Nowadays, the marine traffic management entirely depends on the VTS system in most waters (ports, narrow channels, straits, coastal routes etc.) where vessel traffic is dense. Korea has established and operated 18 VTS centers nationwide since the introduction of the first VTS system at Pohang port in 1993. At that time, the number of VTSOs was 117, however, after 20 years, it reaches 399. The methods and capacity requirements for vessel traffic management have been changing due to the introduction of a new VTS system as well as the continual increases in vessel traffic volume at home and abroad. Furthermore, given the specialty of the vessel traffic management, the following special human abilities are required: the high level of mental abilities (such as spatial perception abilities, reasoning abilities, short-term and long-term memory capacities and multi-tasking abilities etc.) and team work abilities. For this reason, the appropriate qualifications are granted to the VTSOs in case of employment and the importance of training and education to continually maintain and improve their job capabilities is emphasized globally. This study has produced improvement factors of the VTSO training system through a comparative analysis of VTSOs’ job tasks and regulations on the training at home and abroad based on the importance of the training for VTSOs. In addition, the final factors have been drawn from this study by identifying the prioritization of each improvement factor using Analytic Hierarchy Process (AHP) Technique, classifying into reference factors and detailed factors which influence the improvement of a VTSO training system. In line with this, in order to preemptively respond to the increase in VTSOs as well as the continuous expansion of a VTS system, high quality VTSOs needs to be nurtured, and an advanced training system for VTSOs shall be established to support them. This study intends to contribute to developing a practical policy strategy to improve the Korea’s training system for VTSOs over the next 10 years based on the results of it.
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영문 초록

제1장 서 론 10

제1절 연구배경 및 목적 10
제2절 논문의 구성 12

제2장 선행연구 사례분석 13

제1절 해상교통관제(VTS) 효율성 13
제2절 해상교통관제사 직무 13

제3장 해상교통관제 교육제도 분석 17

제1절 해상교통관제(VTS)의 이해 17
3.1.1 VTS의 도입 배경 17
3.1.2 VTS의 역할 19
3.1.3 VTS의 국제적 규범 22
제2절 해상교통관제사의 직무분석 25
3.2.1 국가직무능력표준(NCS)의 관제사 직무 25
3.2.2 국내법의 관제사 직무 26
3.2.3 국제항로표지협회(IALA)의 관제사 직무 27
제3절 국내·외 해상교통관제사 교육 제도 29
3.3.1 IMO·IALA의 관제사 교육 규범 29
3.3.2 IALA의 관제사 교육에 대한 동향 33
3.3.3 국내의 관제사 교육 규범 37
제4절 해상교통관제사 교육제도 개선요인 도출 38
3.4.1 이론적 고찰 분석 결과 38
3.4.2 해상교통관제사 교육제도 개선요인 39

제4장 AHP기법을 이용한 해상교통관제 교육제도 개선 42

제1절 AHP기법의 이론적 개념 42
4.1.1 AHP기법의 원리 42
4.1.2 AHP기법의 장·단점 43
제2절 AHP기법의 적용절차 및 분석방법 45
제3절 해상교통관제사 교육제도 개선요인 선정 50
4.3.1 변수의 설정 및 연구모형 50
제4절 해상교통관제사 교육제도 개선요인 우선순위 분석 51
4.4.1 대 변수 요인의 우선순위 분석 52
4.4.2 소 변수 요인의 우선순위 분석 56
4.4.3 요인 분석의 결과 통합 59

제5장 결 론 61

제1절 연구 결과 61
제2절 연구 한계점 및 향후 연구과제 62

참고문헌 64
부 록 66