Maritime Education and Training in the Digital Era

2022

The Industrial Revolution 4.0 has not left the transportation sector behind. All modes of transportation have, to some extent, already been affected, and maritime is the last to join them. Currently available technology makes autonomous merchant ships a possible alternative to conventional, manned vessels with seafarers. This upcoming shift requires the preparation of necessary policies, such as rethinking obsolete training curricula, in relation to a variety of aspects of the industry, including the future of seafaring as a profession. To formulate such policies, the views of professional seafarers and scholars are sometimes solicited, but the opinions of industry entrants are often neglected. However, the latter may also have some interesting views on the future of their profession, which may be relevant to policy-makers. The results of a worldwide survey, conducted using the Computer-Assisted Web Interviewing (CAWI) method, suggest that the future generation of seafarers fears automation less than their mentors. Although they expect their skills to be useful in automation-driven shipping, they also feel that their Maritime Education and Training institutions (MET) are not doing enough to prepare them for the challenges that the future may hold. This may be due to a lack or poor coverage of shipping autonomization issues in MET curricula, which was mentioned by as many as 41.9% of the respondents. This finding advocates for rethinking the curricula of METs and human resources management in the shipping industry of the future.

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.

This paper considers beginning steps in introducing e-learning into seafarers' education, as additional mode of acquiring knowledge at the Faculty of Maritime Studies which is a part of the University of Montenegro. Related activities are the result of the enthusiasm of few professors and they are partly supported by a small, initial project of bilateral scientifi c and technological cooperation between Austria and Montenegro. The paper is conceived in a way that it considers following issues: (a) a brief discussion of some current shortages in maritime education and training in general; (b) possibilities of getting advantages through introducing e-learning into this respectable fi eld of education; (c) some advantages and disadvantages of Moodle which has been used as a technological platform for introducing e-learning in the analyzed case; (d) results of the surveys conducted among involved students, teachers, and professionals in the fi eld of employing new media techniques into the knowledge transfer, and (e) some conclusion remarks regarding possibilities of optimal combining maritime and virtual education.

The International Maritime Transport and Logistics Conference “Marlog 10", 2021

Technological advancement in the maritime industry is progressing in a rapid pace and needs continuous development of seafarer's education to cope with this development. In the area of automation, unmanned shipping is expected to offer more effective way of moving freight in a way that reduce costs and accidents caused by human errors ,moreover the autonomous operations supports the transition towards sustainable and eco-friendly transportation MO is reviewing the existing IMO adopted conventions to perceive how they may apply to ships with differing levels of automation , to establish a regulatory framework for Maritime Autonomous Surface Ships (MASS).The current version of STCW 1978 (as amended) has 19 competence themes consisting of 66 Knowledge, Understanding & Proficiency items (KUPs), which specifies the minimum standard of competence for officers in charge of a navigational watch on ships of 500 gross tonnage or more ,The curriculums in maritime education and training (MET) university education must react and adjust to the upcoming changes within the maritime industry which demand raising the awareness among all industry stakeholders on the essential Competencies for Autonomous Maritime Operation. This paper will review the readiness of the existing STCW framework for the implementation of the different degrees of the Autonomous vessels, further to investigate the seafarer training needs for Operating Autonomous Ships, in particular degree 1 and degree 2 Autonomous Ships.

2010

The presentation started with the definition of pedagogy, andragogy, and the types of technology available in maritime education and training. Pedagogy is the science of teaching, andragogy is adult learning, and technology is the technical means in a particular field. It also covers teacher-centered versus student-centered learning strategies and surface versus deep learning. The presentation also emphasized the use of technology to support the delivery of these ideas to satisfy the process. The presentation's conclusion suggested that technology is a valuable tool in the teacher's armory but should always be the servant of pedagogy and not it's master.

Universal Journal of Educational Research, 2017

The aim of this study is to introduce new technologies and approaches in the maritime education and training (MET) and Turkish experiment / acquisitions / contributions including some analysis which may be helpful for the future studies on this subject. As an example of such an effort, Turkish experiment / contribution on seafaring officer education system is presented and discussed which supports to understand the problem areas and further assists to take the proper actions to facilitate the adaptation process. Each steps of achievement process is analyzed to realize the key issues which are the main sources of discrepancies and difficulties. The results of the discussions grouped and associated to formulate possible / probable solutions. After testing suitability, reliability and acceptability of solutions, some applicable course of actions are introduced. The overall results of this study may be used by MET planners and researcher who will make further studies on this issue.

2022

The fourth industrial revolution, “Marine 4.0”, has brought the digitalization era in marine operations and the introduction of new and sophisticated technologies that can enhance the management and operation of the vessels, up to a level where vessels can be operated totally unmanned. One of the gaps when introducing new technologies is the education of the operators on board, that have to be aware not only how to operate the systems, but also the potential risks involved with these technologies. The traditional educational model based on technical knowledge only may not be adequate to the new requirements, with concrete risks that operators are unable to understand and use these technologies in full. The Italian Maritime Academy has studied this issue and proposed an educational model to fill this gap, especially addressed to the next generation of deck and engine cadets. The educational model is divided into modules, that include marine processes knowledge, sustainability, digital technologies (hard skills), risk analysis and a specific module dedicated to soft skills focused on problem-solving, teamwork, communication, leadership, conflict management, and situational awareness. The goal is to educate cadets to be ready to operate on any type of vessel according to the four degrees of autonomy defined by the IMO Marine Autonomous Surface Ship (MASS) provisions. This paper will describe the educational model proposed by the Italian Maritime Academy for training the new generation of operators on board these technologies, which includes not only technical skills but also skills like problem-solving, effective communication, teamwork, and others to ensure that benefits and risks are properly known and managed.

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...

Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students' expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which refects some degree of success of our eforts.

TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation

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...

2011

Abstract- This paper gives a background of TUDEV (Turkish Maritime Education Foundation), Istanbul and its contributions to the development of MET (Maritime Education and Training) programmes and practices and its role in brining other parties for international cooperation to achieve a common goal. The impact of several EU funded projects is also reviewed for the achievement of such goal. The shipping requirements are significantly increasing in the rapidly growing world economy. The world merchant fleet is improving both in quality and quantity to meet the demands and requirements of the shipping industry. The growing numbers of the ships transiting throughout the waterways and in open seas are increasing As a consequence the level and the extent of automation and human element in the use of automation has also increased for both economic and efficient use of well qualified and competent manpower. Sensitivity of the world's marine environment enforces all concerned parties to ...

2010

Today development of Maritime Education and Training system is a dynamic process under the pressure of rapidly improving maritime technology. An ideal development cannot be achieved by considering the existing practice and internal processes and procedures only and needs to have a wider perspective by reviewing best practices and establish the necessary benchmark. Research is an effective means of underpinning further and higher education programmes, developing and motivating staff, establishing working relationship with industry and commerce and developing independent and self learning while preparing students for the future. Recent research has shown that the response of International Bodies to address identified deficiencies on STCW content, language competence, automation, emergency situations and environment are generally slow, sluggish and/or lacks resources. To overcome these deficiencies, TUDEV established a partnership with well-known and well-respected international mariti...

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...

The present situation in international shipping is characterized by rapid technological developments effecting the basic concepts of operating ships and even changing traditional paradigms of controlling ships. The e-Navigation concept developed by the International Maritime Organization (IMO) and the International Association of Marine Aids to Navigation and Lighthouse Authorities (IALA) and commonly defined as the "harmonized collection, integration, exchange, presentation and analysis of marine information on board and ashore by electronic means to enhance berth to berth navigation and related services for safety and security at sea and protection of the marine environment" [1] focuses on better and more comprehensive support of the human operators. However, modern Information and Communication technologies (ICT) are not only core to the implementation of the e-Navigation strategy but provide good foundation for automation of systems. The progressing digitalization further press ahead application of integrated and automated systems to steer even large seagoing ships. The manifold abilities of those technologies and companies looking for more cost-effective solutions are presenting autonomous navigation and unmanned shipping as soon to come. Taking this for granted, it will not happen that all ships will operate unmanned and autonomously. It is assumed that there will be periods when unmanned ships will operate together with unmanned either autonomous or remote controlled ships. Mixed traffic scenarios seem to be especially challenging in terms of the safety and efficiency of the vessel traffic flow. In this paper we present investigations and some first preliminary results of a simulation study which researched for the very first time traffic scenarios including conventional manned and future unmanned ships. Simulation trials have been planned, designed and implemented in order to study different equipment options for monitoring and remote controlling unmanned ships navigating in a coastal area covered by Vessel Traffic Services (VTS). In this pilot study first trials have been conducted with experienced seafarers and non-experienced personnel from the maritime domain. Indicators have been developed for purposes of analysis and comparison of different groups and equipment options. The outcome of these trials will be discussed in the light of evolutionary needs of operators working in control centers and requirements from human operators when remotely operating unmanned ships in areas with conventional traffic. Basic data for contributing to job profiles and training needs to be included in maritime training schemes will be introduced.