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Scientific Bulletin of Naval Academy
Continuing Professional Development (CPD) is now a part of our life in exponentially changing posture of the world. We are living in disrupted development which requires to adopt new technologies in our profession as well as to support emerging new professions. It is important for professionals to keep up with technologic developments and enable themselves to adopt challenging requirements. All the leading parties of maritime industry should understand and evaluate the future of the maritime business and advice the Maritime Education and Training (MET) and research institutes to prepare CPD programmes for mariners. More important the maritime industry should decide their requirement for CPD and manage themselves to get benefit from the CPD to secure their business ensuring their employers’ career development to adapt to challenging requirements. The purpose of this research is to evaluate what kind of initiatives should be started to achieve a reliable and sustainable CPD system for...
Pomorstvo, 2020
The 21 st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21 st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties' "voices" will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master's level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21 st century maritime industry professional, focusing on logistics, engineering and management contents.
2014
The dynamic socio-economic development has a clear impact on maritime education. The progress of technologies, the growing level of automation, and the globalization of markets are some of the factors that define new requirements for the training and education of maritime personnel. Meanwhile, a standardization process of the maritime education and qualification was completed. Obviously, there is a need to broaden the training programs and increase the educational requirements for maritime specialists. A parallel tendency towards more in-depth professional expertise of the personnel has emerged. In this context some discrepancies arise. On one hand, technological development requires broader interdisciplinary approaches and strengthening the academic character of education. On the other hand, the process automatization and standardization require more professional training. The question of the balance between the academic and professional education is currently on the agenda of mari...
Session A: Keynote Addresses and Status/ …
The extensive amendments to the STCW Convention agreed in 1995 only came into effect in 2002 with some additional changes in January 2003. The provisions concerning the need for governments to submit quality standard reports to the IMO, concerning their national training and certification systems, were only required to be met as recently as 2004. The paper argues that sufficient time has elapsed to assess the impact of the changes introduced particularly the prime objective of the changes i.e. whether confidence is stored in the validity of seafarers' certificates of competency regardless of the country of issue. The paper further argues that since 1995, there have been rapid changes in the design of ships and the equipment used in the navigation and propulsion systems and yet there has been no serious attempt to revise the STCW and/or the IMO model courses in these connections. The changes introduced in 2003 were not extensive and the expected changes in 2010 while they are expected to address several important issues the paper argues that there remains a number of deficiencies in STCW even if all of the proposed changes are implemented. New regulations and conventions in the majority of cases have been reactive and have each come about after a major disaster at sea. The introduction of some of these new regulations such as ISM and ISPS codes, together with commercial demands, has increased the workload on-board. Considering that certain sectors of the industry have experienced very severe shortages of officers and this together with the continuing growth of the world fleet raises several serious questions for instance, does STCW and the expected changes address the automation problems or identified communications failures and would they address difficulties resulting from manning problems which have often manifested themselves into long working hours and fatigue, which in turn has resulted in several accidents at sea and in ports. Under the above considerations, the paper questions if STCW and the expected changes are sufficient to address the MET requirements and the problems faced by the industry and are these changes in short fit for the purpose. Special references are made to the work of Yongxing (2009) and Ziarati (2010) regarding the expected changes to STCW and their consequences. This paper gives a background to TUDEV and its contributions to the development of MET programmes and practices and summarises TUDEV's initiatives to harmonise the maritime education and training in Europe and to address the deficiencies of the STCW.
Despite the rushing development in shipping industry paralleled to technology acceleration, accidents and disasters still frequently happened. MET systems still relying on the minimum standards laid down by STCW convention to achieve the required standards for competency and qualification of seafarers. Furthermore, STCW convention does not designate the suitable teaching methodology for different subjects to achieve the required competencies and skills. Maritime education and training depends mainly on providing candidates with knowledge and competencies to be able to perform certain duties and assignments, without any consideration of candidates`self-experiences, industry feedback and lesson learnt from previous accidents, incidents and near-miss reports. Same safety training and proficiencies are provided to Master and First officers on one side, and Chief engineer and Second engineer on the other side at management level, this mean a repetition of the same proficiencies whether during upgrading studies or refreshment of competences. Officers at management level can have instead more advanced management studies depending on the intellectual development, sharing of experiences and industry feedback. It is important to have more reliable and effective MET system capable to overcome the problem of human errors and be able to keep pace with shipping industry updates. A proposed methodology for a more dynamic MET system is introduced as a new approach on how the maritime education and training can be provided to seafarers. 1-Introduction Shipping today is a highly technical professional discipline. It requires special workforce with considerable skills, knowledge and expertise. Effective and reliable standards of training are the bases of a safe, secure and clean shipping industry. The main goal of MET standards is to provide learners with the required competences and proficiencies, yet experiences only achieved during practicing of work onboard ships along unlimited time duration, where seafarer practicing trial and error until reaching satisfied performance. However, seafarer experiences and their response to different situations always differ from one to another, despite the fact that maritime training institutions are generally implementing the standards of STCW convention as a minimum requirements guided by IMO related model courses. STCW convention standards still provided to student as indoctrination of subject material without any consideration paid to the role of human errors in shipping accidents and the surrounding contributing factors that affect efficiency of preforming assigned tasks.
2021
The article is devoted to the issues of involvement of teachers and maritime professionals in maritime education. In particular, authors discuss professional training for basic subject teachers in order to become experts in teaching e.g. Ships Stability, MARPOL, and Environmental Pollution etc. The higher education institutions have specific qualification requirements for their academic staff members. This also applies to maritime lecturers who in addition need an appropriate sea experience as well as sufficient knowledge of related subject(s). Maritime professionals need to pass special trainings on order to get permission to deliver lectures in Maritime Academy. The authors make an attempt to analyze the possibility of passing professional training for those who are not involved in Maritime field and get special expertise to become specialist of profile subjects.
This paper reports on the development of a network called IMPACT which has been formed to promote the results of five highly successful completed EU funded maritime vocational education and training (MVET) projects. These projects have been directly addressing particular problems and deficiencies in MVET. Their selection has also been based on the fact that they applied innovative information and computer technology methods and tools in lifelong learning of seafarers. The paper provides a report on the quality of these novel projects including the maritime educational material developed and describes their innovative e-learning courses. The project aim to raise the standards in the European MVET, and provide the MET institutions/individuals seafarers with e-learning and novel courses and tools to improve the quality of education they provide/receive and to support the mobility of seafarers enabling them to seek employment throughout Europe and beyond. What is significant regarding I...
The IMO developed the International Convention on Standards of Training, Certification and Watchkeeping (STCW) that includes the minimum requirements for the maritime education and training (MET) of seafarers in 1978. There have been several major and minor amendments; most recent revisions were announced in June 2010. There are three areas of concern; one is whether MET providers implement and maintain STCW requirements correctly, second is how these standards are monitored, and third why there is so much focus on minimum standards? The IMO has passed the responsibility for STCW implementation to national governments and the European Union (EU) has established European Maritime Safety Agency to ensure the STCW standards are implemented in the EU member states. EMSA has widened its remit and is now monitoring STCW in countries outside the EU. Review of EMSA’s work has found that there are countries or institutions that do not implement the STCW correctly. To address the stated conce...
Transport Policy, 2009
There has been recent growth of professional education where academic institutions increasingly offer postgraduate programmes on subjects traditionally emphasizing on apprentice-style/practical learning approach. The motivations behind such growth and the added values of these programmes to students, however, have remained under-researched. Hence, by investigating the maritime industry, this paper attempts to address such deficiency. Through a Likert-style questionnaire survey, it is found that the changing requirements within the maritime industry serve as the core factor in aspiring practitioners to pursue postgraduate maritime degrees, while such programmes are pivotal in human capital management through preparing and re-training maritime professionals to ensure ongoing excellence and provisions of effective services within the ever-changing maritime industry.
2010
MET collaboration started way back in 1977 with the formation of the International Maritime Lecturers Association (IMLA), then the Association of Maritime Education and Training Institutions in the Asia Pacific (AMETIAP), now known as GlobalMET, in 1996, and the International Association of Maritime Universities (IAMU) in 1999. The key benefit of collaborations is enhancing the quality of higher education, the ability to pursue a global perspective in MET through this collaboration, and optimization of human and physical resources. MET institutions can enhance academic quality over and above STCW standards through international linkages in terms of educational quality enhancement. Staff and student exchange programs (visiting lecturers and student exchange) are valuable opportunities to interact/mix and exchange ideas, views, and opinions on the area of interest and socialize with staff and students/cadets of different cultures. This is valuable since shipping is a global business, that is, multinational in nature. With the shortage of qualified merchant marine officers worldwide, which is getting bigger and bigger, there should be a suitable combination of academic staff and actual experience as chief engineers or captains. Though it is not only a monetary factor, the question is, “can master mariners and chief engineers and superintendents can take the big drop in salaries and join MET institutions?.” Through international linkages, resource optimization can be worked out between the institutions. In terms of physical resources like simulators, MET institutions need to invest even if this entails an expensive initial investment plus the maintenance or operating cost. [ALAM has a full scope of simulators - complete mission ship handling simulator, full mission engine room simulator, and liquid cargo operations simulator with the yearly maintenance cost of USD 750,000]. The key to the success of linkages is not just showing on papers having collaborations (MOUs/MOAs) with other parties but creating value that is of mutual benefit to both the parties. Listed in the report are some of the key elements when joint programs are likely to work. One essential part stressed is that the Program addresses a genuine need for the industry or the MET institution and hence receives support from all stakeholders.
Universal Journal of Educational Research, 2020
As a result of technologic improvement, the shipping is rapidly changing. Digitalization and high level automation lead important changes in the operation of maritime business and subsequently the reconsideration of the role of seafarers. The shipping business becomes more technical and it demands highly skilled and specialized crew ready to embrace continuously evolving technology. The mission of the education institutes is not preparing the people for today but also for future requirements. It requires them to understand effect of digitalization on industry and adopt new programmes as well as benefits from IT technology to improve their teaching and learning methods. It is also necessary to establish a close cooperation and collaboration between industry and education institutes and evaluate missing points in the education system. A teaching system is required to rebound ability to learners to use information and understand abilities of automated systems. Traditional seafarer training is a part of applied science and focus on practical and cognitive skills. But since 1990s seafaring officer training reshaped to cover academic competencies to breed officers endowed with the ability to use highly improved technology. This study discusses how we can improve our education systems to prepare young seafaring officer for the future as well as how we can get benefits from the digitalization to appreciate our teaching and learning activities.
The education and training of engineering and deck officers are in throes of rapid evolutionary change particularly considering the International Maritime Organisation (IMO) recent publications and the work of major players involved with developing, awarding, accrediting and assessing merchant navy education and training (MET) programmes. The emergence and application of new technologies are also increasingly playing a major role in the introduction of new methods and methodologies in this connection. The radical amendments to the STCW Convention agreed in 1995 only came into effect in 2002, and the provisions concerning the need for governments to submit quality standards reports to IMO, concerning their national training and certification systems, were only required to be met as recently as 2004. However, sufficient time has probably elapsed to assess the extent to which the amendments have been a success in fulfilling their underlying objective – restoring confidence in the valid...
Proceedings of the 11th ICERS, 2013
Manila IMO Diplomatic Conference (June 2010) adopted new amendments to the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). These amendments provide for the introduction in the maritime educational establishments and simulation centers of additional academic hours and academic disciplines aimed at the further improvement of the maritime specialists' competence in the ship control and operation and also the acquisition of additional knowledge and skills for the provision of the faultless operation. The first step in this direction is the introduction of the " Maritime Resource Management " course into the Academic process. The purpose of the above course is to form the knowledge, skills and habits of the necessary control activity on board, to provide for the faultless crew operation on board merchant fleet ships and to minimize the risk of disasters by means of the responsible and safe behavior of the crew members in the extreme conditions. Besides the course is aimed at the creation of the positive interrelation of the officers. It should facilitate effective contacts within the crew and the adequate perception of the orders and recommendations of the officers in their governing activity, the upbringing of expert leaders' skills and the habits to observe the standard procedures in decision making. The governing principle of the " Maritime Resource Management " course is the prevention of the possible accident but not the attention focus on the last mistake, which had taken place. Nevertheless, the analysis of the post accident situation and the disguised human mistakes which present a considerable menace of possible new accidents is very important. Thus, the introduction of the " Maritime Resource Management " course is the pressing necessity of the modern time. The principal task of the course is the prevention of the accident situations occurrence that is why it is in the attention focus of leading insurance and crewing companies of the world.
TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation
There are three levels of policy and decision making in respect of MET: the political, the administrative and the institutional level. The political level comprises the EU, national or regional governments, the administrative level consists of national maritime and higher education authorities, the institutional level is represented by MET institutions. There is also a three-level hierarchy policy making -decision making -implementation that corresponds with fairly broad aspects on the top and fairly narrow aspects on the bottom level. This report contains recommendations on all three levels. 3
2013
This paper develops on the report of an executive interaction on maritime education and training (MET) that was undertaken at the World Shipping Forum, an international conference hosted by the Chennai branch of Institute of Marine Engineers of India. Employing an inductive approach it delves deep into academic literature to establish a theoretical frame of reference to evaluate the administration and delivery of MET as debated and concluded at the conference. The originality and value addition of this paper lies in establishing a theoretical context for the longstanding practices as well as emerging trends in the conduct of MET.
ISBN: 978-981-14-2064-1, 2019
Teaching the right things and teaching the things right is essential in English for specific purposes (ESP) language learning programs. ESP language teaching programs for non-English speaking mariners should provide quality in navigational communication. Insufficient communication and coordination are the most dangerous failings in marine safety. This study adopted communicative language teaching (CLT), which is a recent trend in applied linguistics literature that views language learning as a fundamentally social, cultural, and temporal activity. Furthermore, this study sought to explain the importance of ESP language development programs for international maritime safety. Two aspects are essential in training mariners: repetition and clear expression. Two distinct methods are suggested for use in language teaching for international mariners, namely CLT and audio-lingualism.
Rethinking Social Action. Core Values in Practice, 2017
Marine professionals represent a category of people with a wide area of competences. Their line of work often requires a wide range of technical knowledge and skills, along with transversal and soft skills acquired across multidisciplinary subjects. In addition to technical competencies provided through formal training, the predominantly temporary-based marine work assignments require skillsets that enable them to carry out specialised jobs. The challenge for this category of personnel is to maintain themselves up to date through continuous professional development. From a different perspective, training centres face similar challenges related to improving the existent curricula or proposing new training programmes to respond to the labour market needs. The present paper aims at exemplifying the utility of conducting survey-based primary market research for identifying the marine sector needs. The research method consists of establishing questionnaires targeting various categories of marine personnel and specific needs. Feedback was collected through an online survey during 2017. The questionnaires developed with filtering questions aim at involving trainees, lecturers, marine professionals, recruiters, career advisors and employers. This approach is thought to provide data of sufficient quality and quantity to meet the objective of reducing the gaps between the education sector and business expectations. The results of this study emphasise the views of the respondents with regards to the marine labour market. Based on the analysis of results, the authors proposed a set of solutions for developing the skills of marine professionals. The authors draw on the above and assert that continued data collection through online survey may result in closing the existing and emerging gaps.
2010
Maritime Education was for many years very traditional with part of the training time spent in the schools and part of it spent at sea on the job. In the last ten years a lot of computer applications have appeared on the market with the intention of replacing or at least reducing the time spent at sea. The purpose of this paper is evaluate the positive and negative impact of CBT on Maritime Education and Training (MET).
Maritime education and training (MET) is presently faced with many challenges thus sustaining a pool of qualified and competent marine officers and engineers is at risk. A highly conceptualized systematic approach (conceptual model) for maritime education and training institutes was introduced in this paper, which may help MET institutes compete with other higher education institutes while improving the overall quality standards of global MET. The proposed model is derived from the Chapman, (1981) model incorporating 4 additional strategic components namely, college reputation; educational facilities; employment opportunities; and influence of other individuals. It would benefit the MET institutes implement new enrolment strategies based on the new conceptual model.
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