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Figure from:THEME: RE-Engineering Technical Education for the Big 4 Agenda

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Seafarer Labour is a derived demand from shipping which is a derived demand from global trade. Thus the complexities surrounding the implications of international maritime trade is a drive for global compliance which in this sense is represented by compliance to the minimum standards of training, the STCW Convention and Code. The Code is parts A and B where part A is mandatory while part B are the guidelines recommended to give effect to the Part A. The Part A (Mandatory Provisions) specifies 7 (Seven) Competences (Figure 6) with functions at the Support level for ratings, operational level for Officers and Management for senior Officers (Figure 6). Figure 6: Diagrammatic Presentation of the STCW Code showing Competences and functions

Figure 6 Seafarer Labour is a derived demand from shipping which is a derived demand from global trade. Thus the complexities surrounding the implications of international maritime trade is a drive for global compliance which in this sense is represented by compliance to the minimum standards of training, the STCW Convention and Code. The Code is parts A and B where part A is mandatory while part B are the guidelines recommended to give effect to the Part A. The Part A (Mandatory Provisions) specifies 7 (Seven) Competences (Figure 6) with functions at the Support level for ratings, operational level for Officers and Management for senior Officers (Figure 6). Figure 6: Diagrammatic Presentation of the STCW Code showing Competences and functions

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standards [10] [11] [12] [14] [19] [33] [36]. The framework (International Convention on Standards of Training, Certification and Watchkeeping for Seafarers), consists of the Convention, an Annex and a Code (Figure /). While the state bear responsibility implementation and enforcement [35], Maritime Education and Training Institutions (METIs) bears the responsibility to ensure that graduates are competent to the expectations of the regulators, employers [8] and professional affiliations. This can only be achieved through a reliable assessment processes that not only guarantee the attainment of STCW outcomes but responds to the demands of the industry [10] [11] [12].
standards [10] [11] [12] [14] [19] [33] [36]. The framework (International Convention on Standards of Training, Certification and Watchkeeping for Seafarers), consists of the Convention, an Annex and a Code (Figure /). While the state bear responsibility implementation and enforcement [35], Maritime Education and Training Institutions (METIs) bears the responsibility to ensure that graduates are competent to the expectations of the regulators, employers [8] and professional affiliations. This can only be achieved through a reliable assessment processes that not only guarantee the attainment of STCW outcomes but responds to the demands of the industry [10] [11] [12].
While the 2010 amendment are implemented it is important to “identify the keys on full implementation” [36], incorporate national educational objectives and relevant professional requirements without compromising the full extent of the compliance to the minimum standards. Hence understanding the impacts thereof in the implementation of Kenya’s international obligation to maritime conventions, codes and regulations, the changing needs and metamorphosis of technology in the maritime industry’, is paramount to giving effect to proper implementation MET and inform the policies and strategies for long term benefits. The interaction of the different organs within the MET environment is necessary to provide the right synergy for effective and efficient learning. This relationship is a multi-directional relationship contrary to a directional relationship (Figure 3). implementation” [36], incorporate national educational objectives and relevant professional The interaction of the different organs within the MET environment is necessary to provide the
While the 2010 amendment are implemented it is important to “identify the keys on full implementation” [36], incorporate national educational objectives and relevant professional requirements without compromising the full extent of the compliance to the minimum standards. Hence understanding the impacts thereof in the implementation of Kenya’s international obligation to maritime conventions, codes and regulations, the changing needs and metamorphosis of technology in the maritime industry’, is paramount to giving effect to proper implementation MET and inform the policies and strategies for long term benefits. The interaction of the different organs within the MET environment is necessary to provide the right synergy for effective and efficient learning. This relationship is a multi-directional relationship contrary to a directional relationship (Figure 3). implementation” [36], incorporate national educational objectives and relevant professional The interaction of the different organs within the MET environment is necessary to provide the
Figure 4: Representation of Relationship of the STCW Code in developing Training Programmes 1ST TUM MULTIDISCIPLINARY CONFERENCE AND INNOVATION WEEK Mombasa, Ist to 5th April, 2019 3.3.1 — Methodological Challenges: While METIs are developing programmes at the degree level, the issue of nonconformity o: the curriculum to the STCW Convention requirements is a major concern. The entry point o: the officer qualification has been defined at the OOW level by the STCW. Thus it is imperative that this fact is borne when developing programmes. The STCW further sets the qualificatior of instructors in Section A-I/6 (Training and assessment) as guided by Section B-I/6 (Guidanc« regarding training and assessment - Qualifications of instructors and assessors) in Para 1 thai ‘Each Party should ensure that instructors and assessors are appropriately qualified anc experienced for the particular types and levels of training or assessment of competence oj seafarers, as required under the Convention, in accordance with the guidelines in this section’ The regulations on training and assessment clearly defines the qualifications required relating to the training programmes developed (including such methods and media of delivery)‘ conducted, monitored, evaluated and supported®, qualifications of instructors, supervisors anc assessors®, procedures, and course material the curriculum to the STCW Convention requirements is a major concern. The entry point of
Figure 4: Representation of Relationship of the STCW Code in developing Training Programmes 1ST TUM MULTIDISCIPLINARY CONFERENCE AND INNOVATION WEEK Mombasa, Ist to 5th April, 2019 3.3.1 — Methodological Challenges: While METIs are developing programmes at the degree level, the issue of nonconformity o: the curriculum to the STCW Convention requirements is a major concern. The entry point o: the officer qualification has been defined at the OOW level by the STCW. Thus it is imperative that this fact is borne when developing programmes. The STCW further sets the qualificatior of instructors in Section A-I/6 (Training and assessment) as guided by Section B-I/6 (Guidanc« regarding training and assessment - Qualifications of instructors and assessors) in Para 1 thai ‘Each Party should ensure that instructors and assessors are appropriately qualified anc experienced for the particular types and levels of training or assessment of competence oj seafarers, as required under the Convention, in accordance with the guidelines in this section’ The regulations on training and assessment clearly defines the qualifications required relating to the training programmes developed (including such methods and media of delivery)‘ conducted, monitored, evaluated and supported®, qualifications of instructors, supervisors anc assessors®, procedures, and course material the curriculum to the STCW Convention requirements is a major concern. The entry point of
Function: Marine engineering at the operational level Specification of minimum standard of competence for officers in charge of an engineering watch in a manned engine-room or designated duty engineers in a periodically unmanned engine-room 3.3.3 — Qualified Lecturers and Instructors
Function: Marine engineering at the operational level Specification of minimum standard of competence for officers in charge of an engineering watch in a manned engine-room or designated duty engineers in a periodically unmanned engine-room 3.3.3 — Qualified Lecturers and Instructors
[o address the challenges and gaps, the country needs to guarantee that full effect is given to he implementation of the STCW Convention and Code. Therefore, assessing the maritime luster (Figure 7) within the blue economy framework a number of actions are required in STCW compliance. 5.1 — Framework for Compliance
[o address the challenges and gaps, the country needs to guarantee that full effect is given to he implementation of the STCW Convention and Code. Therefore, assessing the maritime luster (Figure 7) within the blue economy framework a number of actions are required in STCW compliance. 5.1 — Framework for Compliance