With rapidly changing international logistics (IL) environment, many countries in the world are aware of the importance of national logistics and compete fiercely to secure the leading position in IL, regarding a key point of IL as the core strategy for national economic development, in order to raise its national status.
Korea, as the hub of logistics in northeast Asia region, also highly values the importance of port logistics (PL). The needs for systematic and professional training have been addressed to raise experts in PL who can contribute to building a central nation of PL.
The importance of PL, as the hub of logistics in northeast Asia, has been stood out and PL in marine port operational management factor.
This result indicates that, along with international and global trend, PL experts are highly required of foreign language skills and trading practices in import/export, the very fundamental work skill. Whereas, due to discrepancy in understanding PL, equipment and port operation & management show relatively low importance.
This study designed an assessment model for secondary education for training PL experts, identified the priority of subjects and competitive factors and, based on analysis on the current curriculum, proposed a curriculum of commercial high school to train managerial manpower of PL and a curriculum of technical high school to train technical manpower of PL.
Industries and training institutes in PL fields now acknowledges the significant needs to raise experts in PL, yet the current education system does not seem to fulfill these needs. To meet these needs, vocational high, specialized high and maist high should develop courses customized for the regional and school circumstances and operate vocational and specialized training to establish systematic and effective PL education from secondary education. CMS training as for automatic equipment management practices in distribution and information as for marine port e-biz factors logistics marketing as for marine port management factor then it designs a secondary education curriculum to raise PL experts depending on the importance.
As for AHP analysis, among total of 40 questionnaires distributed, 26 were used for the empirical analysis, excluding 5 for its insincere response and another 9 for its inconsistency.
The result shows that detailed factors, the most important ones, in secondary education for training PL experts are trading practices in import/export as for marine port basic elements it conducts an empirical analysis -AHP analysis- on mandatory subjects and competitive factors in secondary education for training PL experts by surveying workers in marine port related businesses and high school teachers in PL fields therefore, it is crucial to cultivate experts in PL who are internationally competitive.
Nevertheless, due to its vast range of areas and scopes of PL, professional training for PL experts has practical limitation to raise manpower who can meet the ability nation and companies ask for.
I suggest that a student starting his PL education from secondary school can more effectively learn PL customized by stages, levels and areas in college, university and graduate school, and he will be more ready for field work as a competent PL manpower.
This study looks at the current and expected demand and supply of workforce to identify necessary subjects and competitive factors in secondary education for training PL experts. Then, based on existing studies, this study builds an assessment model and provides reasons for decision making by proposing the priority of subjects and competitive factors
The details are as follows:
First, the study derives and classifies mandatory subjects and competitive factors in secondary education for training PL experts with intention to help training PL experts.
Second, using empirical analysis, the study proposes relative importance of mandatory subjects and competitive factors in secondary education for training PL experts.
Then, the study examines methods to utilize mandatory subjects and competitive factors in secondary education for training PL experts depending on their importance.
As a result, the study suggests 26 subjects in consideration with academic depth, probability of opening the course in high school, college enrollment rate, and employment rate, based on interviews of high school teachers in PL areas and investigation of subjects currently opened in curriculum