Coast Guard Functions Activities Descriptions And

Coast Guard Functions Sectoral Qualification Frameworks

European Coast Guard Functions Academies Network Project Work Package 4

ANNEX 1

REPORT ON QUESTIONNAIRE N°1

“Coast Guard Functions’ Activities Descriptions and related Tasks”

TABLE OF CONTENTS

1. INTRODUCTION ...... 3

a. Project Background ...... 3

b. Objectives ...... 5

2. CONSULTATION METHODOLOGY ...... 7

a. Design of Questionnaire ...... 7

b. Data gathering ...... 8

3. RESULTS ...... 9

a. Overall Results ...... 9

b. Data Analysis Criteria ...... 11

4. CONCLUSIONS ...... 13

ANNEX I – DETAILED RESULTS FOR EACH FUNCTION ...... 15

ANNEX II – SUMMARY TABLE OF DETAILED QUESTIONNAIRE’S RESULTS ...... 55

1. INTRODUCTION

This document is the report of the first questionnaire promoted by the Italian Coast Guard (Work Package 4 Coordinator) within the planned activities of the European Coast Guard Functions Academies Network project (ECGFA-NET project).

a. Project Background

The aims of the project “European Coast Guard Functions Academy Network for European Sectorial Qualification's Framework for Coast Guarding, (ECGFA NET)” are to strengthen international collaboration on training and build a network of academies and training institutions for Coast Guard functions on ECGFF level. The network of academies would later contribute to the establishment of Sectorial Qualifications Framework for Coast guard functions.

Finnish Border Guard is acting as a beneficiary and a coordinator in the ECGFA Net project. The affiliated contributors are: Italian Coast Guard, Armed Forces of Malta, DGDDI - French Customs, Romanian Naval Academy of Constanta, Guardia Civil (Spain), Portugal - Guardia Nacional Republicana, German Federal Police, UK Maritime and Coastguard Agency, Hellenic Coast Guard, Spanish Customs and Excises, SASEMAR (Spain), Cyprus Police Academy, Spanish Navy. The observer institutions are: European Space Agency, Guardia di Finanza (Italy), European Fisheries Control Agency, Frontex, European Union Satellite Centre, Swedish Coast Guard, The European Police College (CEPOL)

Within the ECGFA-NET project, Work Package 4 is aimed to suggest minimum requirements and provide key recommendations for the future development of a Coast Guard Functions Sectorial Qualifications Framework (CGFSQF).

This CGFSQF would constitute an added value for sectorial authorities working towards safer and more secure seas. In fact, the framework has the potential to increase the levels of interoperability, which is needed to face maritime related risks and threats in a more consistent way. Implementing such co-operation will require an open study and common mechanisms, which the Framework can provide.

The Italian Coast Guard is the leader institution in the implementation of the fourth Work Package of the project.

In order to reach the specific tasks of the WP4, the Italian Coast Guard has planned – among the other actions – the promotion of two questionnaires, which are mainly aimed to gather key information for the definition of minimum requirements for CGFSQF and related recommendations.

The following assumptions have been made in order to prepare this document:

- In the field of coast guard functions training and education, several initiatives have already been undertaken by the competent Agencies, which are and will be useful for the work of the Forum in this sector;

- The Sectorial Qualification Framework (SQF) for Border Guard - developed by Frontex - is a useful example of SQF in the field of Coast Guard Functions and its methodology can be considered a basis for similar initiatives in Coast Guard Functional activities (CGF activities);

- The CGF activities are not always well defined according to EU/International rules and cannot always be linked to any EU Agencies.

- The list of Coast CGF activities – adopted by the European Coast Guard Functions Forum (ECGFF) - is considered1 the best available one at EU level but, at the same time, the Forum doesn’t hold detailed descriptions of the content and boundaries of such activities;

- To reach the highest possible consistency, external expertise would be needed from the academic world in order to provide their expertise in the field of EQF and Bologna/Copenhagen process. In particular the following activities will be requested as support from the external experts: 1) to study and to elaborate principles and objectives of the EQF applicable to the CGFSQF; 2) to study and to elaborate the methodology for the future development of CGFSQF; 3) to contribute in the analysis of data and information collected with the WP4 questionnaires; 4) to contribute in drafting the final report;

- The support of the affiliated partners in the development of the WP4 work is a key element in order to design a complete framework of information related to the basic element for CGFSQF;

- The support of the ECGFF Members (other than the affiliated partners) is essential to map the national contexts and assure the expected results of the project.

1 Study on the feasibility of improved co-operation between bodies carrying out Coast Guard functions – Final Report http://ec.europa.eu/transport/facts-fundings/studies/index_en.htm 4

b. Objectives

A shared description of each Coast Guard Functions is considered an initial and essential step, useful also to create a common terminology for further steps of this project. In fact, these descriptions would allow defining the content and boundaries of the various functions, also highlighting similarities and differences, particularly related to education and training issues.

The promoted Questionnaire launched in the framework of ECGFA net project is aimed to collect general descriptions of each European Coast Guard Function as listed within the ECGFF’s Terms of Reference (amended in the 6th ECGFF Plenary Conference - Civitavecchia September 2014).

According to the abovementioned Terms of Reference, the ECGFF has identified the following Coast Guard Functions:

1. maritime safety, including vessel traffic management

2. maritime, ship and port security

3. maritime customs activities

4. the prevention and suppression of trafficking and smuggling and connected maritime law enforcement

5. maritime border control

6. maritime monitoring and surveillance

7. maritime environmental protection and response

8. maritime search and rescue

9. ship casualty and maritime assistance service

10. maritime accident and disaster response

11. fisheries inspection and control; and

12. activities related to the above Coast Guard Functions

In the “Study on the feasibility of improved co-operation between bodies carrying out Coast Guard functions” - done by ICF International for the European Commission2 – the Coast Guard Functions were interpreted with the purpose to facilitate the analysis required for the Study.

Considering the abovementioned Study strictly linked to the ECGFF, the interpretation done by ICF International in the preparation of first questionnaire (see para 2.a.iii) has also been taken into account.

Given the above, the expected result of the questionnaire is to collect:

- Coast Guard function descriptions;

- for each CG Function, a list of main tasks to be further investigated in order to analyse (with a 2nd questionnaire) job profiles for each Coast Guard Function.

2 Study on the feasibility of improved co-operation between bodies carrying out Coast Guard functions – Final Report http://ec.europa.eu/transport/facts-fundings/studies/index_en.htm

2. CONSULTATION METHODOLOGY

a. Design of Questionnaire

The Questionnaire was prepared by the Italian Coast Guard with the complementary support of the Italian Guardia di Finanza. The work can be summarized as follows.

i. Experts working group

An experts working group covering all the Coast Guard Functions has been appointed with the aim to gather – at national level – the needed expertise for all Coast Guard Functions. This expert group has been composed by Italian Coast Guard and Italian Guardia di Finanza Officers.

ii. Coast Guard Functions

As already mentioned, the questionnaire has been prepared on the basis of the ECGFF List of Coast Guard Functions.

Taking into account the implemented Frontex SQF for Border Guard, it was decided not to further investigate – at this stage – the “maritime border control” sector.

With reference to the Coast Guard Function n.12 “activities related to the Coast Guard Functions” was excluded from the survey because it is considered a too wide and not well definable function.

iii. Exercise 1 – CGF’s description

In order to prepare the first exercise, each expert – for his own area - has drafted a Coast Guard Functions description according to the most relevant International/European legislation (if existing).

These descriptions have been included in the questionnaire as alternative to the interpretation made by ICF International within the Final Report of the “Study on the feasibility of improved co-operation between bodies carrying out Coast Guard functions” - done by ICF for the European Commission.

Each contributor had to choose one of the two alternative descriptions.

As third option, a free box was included in the questionnaire for any possible description provided by the interviewed organizations, according to their own national rules or according other international/European regulations.

iv. Exercise 2 – CGF’s related tasks

In order to prepare the second exercise, each expert – for his own area - has drafted a list of tasks related to each Coast Guard Function. These lists have been prepared according to the most relevant International/European legislation (if existing) and on the basis of national expertise in the related areas. The tasks have been divided in main tasks and sub-tasks.

b. Data gathering

The questionnaire was presented to the Project’s Partners during the Kick-off Meeting, held in Helsinki the 24th-25th of March, 2015.

It was launched at the beginning of April and the deadline for submitting the contributions was fixed on 30th April, 2015.

Taking into account the importance to gather the most possible contributions, the questionnaire was sent to all the ECGFF Members, including the ones, which are not involved in the ECGFA-NET project. At the same time, the key role of the project's partners as primary involved actors in the development of the project's tasks is recognized.

In order to reach the questionnaire’s objectives, each contributor was invited to fulfil the exercises No. 1 and No. 2, expressing its preference and remark on the proposed CGFs descriptions/ICF interpretation and on the related proposed tasks.

Both for CGFs description and their related tasks, each contributor was invited to express alternative CGFs descriptions and/or additional tasks.

3. RESULTS

The results of the questionnaire are divided in overall results and detailed results, which are related to each Coast Guard Function. The overall results are presented in this paragraph, while the detailed results are included in the tables in annex 1 (one table for each CGFs). In addition, a summary table of the questionnaire’s results is attached in annex 2.

a. Overall Results

i. List of Contributors

As above-mentioned, the questionnaire has been submitted to all the Project’s Partners and also to the other ECGFF Members (as total 25 Member States). 83,3% of the project’s partners/observers replied to the Questionnaire and 68% of the ECGFF MSs replied to the Questionnaire. In the table below the Member States/Organizations invited to send the questionnaire are listed. In the last column the answering institutions are identified.

The Member States/Organizations are divided between project’s partners/observers and other ECGFF Members, which are not directly participating in the project but are asked to voluntary support in some actions as they are ECGFF Members.

PROJECT’S PARTNERS REPLIES 1 CYPRUS 1 Cyprus Police √ 2 Finnish Border Guard √ 2 FINLAND 3 Finnish Customs √ 3 FRANCE 4 French Customs √ 4 GERMANY 5 German Federal Police √ 5 GREECE 6 Hellenic Coast Guard3 √ 7 Italian Coast Guard √ 6 ITALY 8 Guardia di Finanza √ 7 MALTA 9 Armed Forces of Malta √ 8 PORTUGAL 10 Guardia Nacional Republicana √ 9 ROMANIA 11 Romanian Naval Academy (Costanta) √ 12 Guardia Civil √ 13 Spanish Customs and Excises √ 10 SPAIN Sociedad de Salvamento y Seguridad 14 √ Maritima (SASEMAR) 15 Spanish Navy 11 UNITED KINGDOM 16 UK Maritime CoastGuard Agency

3 HCG –as the primary maritime operative authority- has provided answer to the Questionnaire on behalf of other authorities in Greece such as customs 9

PROJECT’S OBSERVERS // ITALY 17 Guardia di Finanza √ 12 SWEDEN 18 Swedish Coast Guard OTHER ECGFF MEMBERS 13 BELGIUM 19 Belgian Coast Guard 14 BULGARIA 20 Bulgarian Border Police √ 21 Croatian Coast Guard √ Ministry of Maritime Affairs, 22 √ Transport and Infrastructure 23 Customs Administration √ 24 Ministry of Interior √ 15 CROATIA Ministry of Environmental and nature 25 √ Protection 26 MRCC Rijeka √ Ministry of Agriculture – Fishery 27 √ Directorate 16 DENMARK 28 Danish Navy4 √ 17 ESTONIA 29 Estonian Police and Border Guard // FRANCE 30 General Secretariat of Sea 18 ICELAND 31 Icelandic Coast Guard √ 32 Irish Coast Guard √ 19 IRELAND 33 Irish Fisheries Agency √ 20 LATVIA 34 Latvian State Border Guard 21 LITHUANIA 35 State Border Guard Service √ 36 Customs Department √ // MALTA 37 Malta Police √ 38 Transport Malta √ 22 NETHERLANDS 39 Netherlands Coastguard 40 Norwegian Navy 23 NORWAY 41 Norwegian Coast Guard 42 Polish Border Guard √ 24 POLAND 43 Polish Customs √ 44 Polish SAR Service √ 25 SLOVENIA 45 Slovenian Policija 15 CG Bodies TOT. PROJECT’S PARTNERS/OBSERVERS 10 MSs TOT. OTHER ECGFF MEMBERS 19 CG Bodies

4 Danish Navy has provided an explanation on the Danish Authorities responsible for Coast Guard Functions in Denmark. In addition, Danish Navy - as the primary maritime operative authority – has provided answer to the Questionnaire on behalf of the other authorities in Denmark. 10

7 MSs 34 CG Bodies TOT. ALL CONTRIBUTORS 17 MSs ii. General Remarks and related considerations

Some of the contributors have provided general remarks, summarized as follows:

REMARK 1 - GERMANY (German Federal Police): Having in mind existing studies, projects and activities on behalf of European Commission, Coast Guard sectors are Border Control, General Law Enforcement, Customs, Marine Environment, Maritime Safety and Security, Defense and Fisheries Control. These existing structure are not in line with the European Coast Guard Functions Academies, Institutions and Training Centers EU Network Project, Work package 4 Questionnaire No. 1. To avoid obstacles in future it is necessary to harmonize forgiven structure.

CONSIDERATION 1 - The ECGFA-NET project is based on the Terms of Reference done by DG MARE, which recalls the list of CGFs as approved by the ECGFF and therefore it is considered an “input data” for the project.

REMARKS 2 - FINLAND (Finnish Border Guard): It was challenging to follow some of the exclusive definitions of the Coast Guard Functions and their related tasks. Many tasks and descriptions do not fit to one CGF only and have instead an overarching character. We think that any approach to the SQF should keep these at times unclear differentiations somehow in mind. May be wise to do some kind of reasoning concerning inter-connection or even assimilation into other CGF´s.

CONSIDERATION 2 - Interconnections and similarities among CGFs are considered key points for the future development of the ECGFA-NET project. Some reasoning on these interconnections shall be discussed within the working meetings and they will be further investigated in preparing reports on basic elements towards CGFSQF.

b. Data Analysis Criteria

The analysis of the data collected has been done according to the following analysis criteria. i. Exercise on CGFs’ Functions description

The assessment of exercise 1 on CGFs’ functions description is made taking into account the preference - expressed by the Questionnaire’s Contributors - between the two proposed alternative descriptions. If the number of preferences is equal, the same analysis is made taking into consideration only the data collected among

Project’s Partner. Finally, the descriptions are considered relevant for the purpose of this exercise if the preference is higher than 50%. ii. Exercise on CGFs’ tasks

The assessment of exercise 2 on CGFs’ tasks is made taking into account the preference expressed by the questionnaire’s contributors. In order to match the questionnaire purpose, CGFs’ tasks are considered included in the descriptions of the CGFs if the preferences are equal or higher than 50%.

4. CONCLUSIONS

On the basis of the analysis of the filled questionnaire, the following conclusions emerged:

 34 contributions to the questionnaires were submitted, sent by 17 Member States participating in the European Coast Guard Functions Forum. In particular:

- Some MS have provided one reply coming from one CGF Organization;

- Five MS have provided one reply coming from more than one CGF Organization (each one for their own competences area);

- Two MS have provide more than one reply coming from different CGF Organizations (which are competent or concurrent for the same function).

 The analysis of the answers showed a wide sharing of the proposed descriptions and related tasks. For this reasons, most of these tasks, on the basis of the data analysis criteria, will be inserted in the second questionnaire, for a further survey on the existing job profiles. On the other hand, the tasks, which have reached less than 50% of preferences, will not be included in the second questionnaire. It does not mean that these tasks are not considered as possible Coast Guard tasks, but this criteria has been adopted only with the idea to provide the project with quite shared descriptions of each Coast Guard Function. The future development of CGFSQF could consider any possible Coast Guard tasks performed at EU level. For this reason, all the suggested tasks will be included in the final report of the project, as relevant for the project results and their future developments.

 Even if the two optional answers were alternative, most of the contributors have ticked both the descriptions, in order to underline that the two descriptions proposed were considered equivalent and/or complementary. In some cases, it has been noted that this double ticks was due to some unclear information in the questionnaire’s instructions. Given the above, in the second questionnaire, the way to answer has to be facilitated.

 Some of the negative answers on the proposed tasks of the Coast Guard Functions were given due to the fact that the organisations receiving the questionnaire are not competent for all the mentioned functions. This point was clearly explained by some Contributors following a specific request made by the Italian Coast Guard.

 Some new tasks (related to: customs, maritime monitoring and surveillance, marine environmental protection and search and rescue) were proposed and will be inserted in the second questionnaire, in order to identify the existing professional positions and job competences. In addition, some new proposed tasks will not be included in the 2nd Questionnaire because considered already comprised in other CGFs. 13

 On the basis of the gained experience, in order to facilitate and speed the compilation of the second questionnaire, the Italian Coast Guard decided to implement a questionnaire on-line. By this means, the collection of data, the export of the answers and their consolidation will be much easier and quicker.

 Some CGFs contain tasks which are linked with other CGFs. These similarities and interconnections among CGFs need to be further investigated and analysed – within the implementation of the project - under the training and educational point of view.

ANNEX I – DETAILED RESULTS FOR EACH FUNCTION

This Annex presents the specific results of the Questionnaire. In particular, a table for each Coast Guard Function has been prepared containing a summary of the collected data. In details:

- Preferences on CGFs description (expressed as percentage) and related remarks;

- Preferences on CGFs tasks (expressed as percentage) and related remarks,

- Analysis of data.

TABLE 1 - MARITIME SAFETY (INCLUDING VTS)

Participant Member States: 17 (68% ECGFF Members)

Participant Coast Guard Organizations: 18

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Maritime safety is concerned with the protection of life, environment and property through regulation, management and technology development of all forms of waterborne transportation.

ICF INTERPRETATION: Exercising regulatory control on port operations, ships operations and movements (including inspecting foreign ships to verify safety practices and standards). Providing services to help ensure maritime safety in European waters.

Chart 1.1. Maritime Safety – All Contributors

REMARKS:

- FINLAND (Finnish Border Guard): The substance of this function is very close to maritime security and general maritime law enforcement and maritime monitoring and surveillance as well as environmental response on a general level. - CROATIA (Croatian Coast Guard): o According to International/European rules: “Maritime Safety or Safety at Sea is concerned with the protection of life (crew members and passengers), property (vessels and goods), and environment (sea and air) through regulation (international conventions and national laws), management and technology development (ISO 16

standards) of all forms of waterborne transportation (maritime or shipping transport) at sea or other waterways.” o ICF interpretation: “Exercising regulatory control on port and ships operations (cargo handling), ships movements operations (navigation and maneuvering), and inspection on ships and ships certificates (construction and equipment) in order to improve maritime safety in European waters and ports”.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Verification and certification of Flag State a. Directly by National 72,2 16,7 11,1 CY,LT: are not dealing with most of these tasks. inspectors b. with Recognized RO,ES (Guardia Civil),CY,LT: are not dealing with Organizations which most of these tasks. 55,6 33,3 11,1 operates on behalf of This task is agreed by less than 50% of project National Administration partners 2. Port State Control Inspections on foreign ships DK: May also be performed on vessels, which have been involved in e.g. pollution incidents – a. Inspections on board and where the relevant coastal state has according to Paris MoU 72,2 16,7 11,1 requested an inspection aimed at gathering text and EU legislations evidence in the vessel’s port of destination) ES (Guardia Civil),LT: are not dealing with most of these tasks. 3. Administrative and control activities a. Monitoring and RO,ES (Guardia Civil),CY,LT,FR: are not dealing control for marine with most of these tasks. 55,6 33,3 11,1 equipment and This task is agreed by less than 50% of project manufacturers partners b. Monitoring and control Recognized RO,ES (Guardia Civil),CY,LT,FR: are not dealing Organizations with most of these tasks. authorized for the EL: according to European Directive (EC) 55,6 33,3 11,1 2009/15 certification of ship’s compliance with This task is agreed by less than 50% of project international partners conventions c. Issuance of certification of seafarers RO,ES (Guardia Civil),CY,LT: are not dealing with 61,1 27,8 11,1 according to STCW most of these tasks. convention.

ANSWERS TASKS REMARKS YES NO NONE d. Monitoring of the RO,ES (Guardia Civil),CY,LT: are not dealing with preparedness of crew 61,1 22,2 16,7 most of these tasks. on board ANSWERS TASKS REMARKS YES NO NONE 4. Vessel Traffic Services (IMO Res. A. 857(20); IALA Guide Line 1089; IALA VTS Manual) a. INS (Information RO,LT,FR: are not dealing with most of these 66,7 16,7 16,7 Service) tasks. b. TOS (traffic LT,FR: are not dealing with most of these tasks. 61,1 22,2 16,7 Organization Service) EL: In continuation to 1383/2012 notice to mariners due to technical problems VTS centres c. NAS (Navigational and sub-centres in Greece provide only 61,1 22,2 16,7 Assistance Service) information services to vessels.

DATA ANALYSIS

DESCRIPTIONS: Questionnaire’s Contributors have expressed their preference for the description provided according to the International/European rules (100%).

TASKS: Maritime Safety tasks are quite widely agreed by Contributors (most of the tasks reach more than 60%). Tasks 1.b/3.a/3.b are agreed by less than 50% of Project’s Partners. Some Contributors have not agreed with some of the proposed tasks because of they are not responsible – at national level - with those tasks.

TABLE 2 - MARITIME SHIP AND PORT SECURITY

Participant Member States: 17 (68% ECGFF Members)

Participant Coast Guard Organizations: 18

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Combination of preventive measures intended to protect shipping and port facilities against threats of intentional unlawful acts5.

ICF INTERPRETATION: Provision of security related information on ships and other maritime activities to allow the monitoring of security threats and risks and the elaborating of adequate response to those. Prevention, deterrence of and response to criminal activities in the maritime domain.

Chart 2.1. Maritime Ship and Port Security – All Contributors

REMARKS:

CROATIA (Croatian Coast Guard): - According to International / European rules: Maritime security (port, vessel, and facility) is concerned with the prevention of intentional damage through criminal activities, sabotage, subversion, or terrorism, and is combination of preventive measures intended to protect personnel, facilities (port and terminals) and vessels against threats of intentional unlawful acts.

5 References: Regulation (EC) 725/2004 art. 2 point 5; Directive 2005/65/EC 19

- ICF interpretation: Provision of security related information on ships and other maritime activities to allow the monitoring of security threats, risks and illegal activities in the maritime domain and development of adequate prevention, deterrence and adequate and quick response to them.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Operational activities a. Inspection of flag RO: is not dealing with this issue. state ships, port and DK: mainly as described in a), but may also be port facilities to verify described in b). 77,8 5,6 16,7 ES: Representatives of Sasemar provides the conformity and the different replies implementation of ΕL: SOLAS Cap XI-2, ISPS Code, Regulation (EC) security matters 725/2004, Directive 2005/65/EC b. Inspection of foreign RO: is not dealing with this issue. ship to verify DK: mainly as described in a), but may also be described in b). compliance with Solas 66,7 11,1 22,2 ΕL: SOLAS Cap XI-2, ISPS Code, Regulation (EC) and ISPS Code by Duly 725/2004, Directive 2005/65/EC Authorized Officers 2. Administrative activities RO: is not dealing with this issue. CY: the verification of the flag state certification a. Verify and approve and compliance to IMO regulations are not risk assessment and necessarily a task of a Coastguard Authority. 77,8 5,6 16,7 security plans of ship, Such measures are mainly tasks of Maritime port and port facilities Authorities usually having the responsibility to maintain the national ship registry

DATA ANALYSIS

DESCRIPTIONS: Questionnaire’s Contributors have expressed their preference for the description provided according to the International/European rules (94,4%).

TASKS: Maritime Ship and Port Security tasks are widely agreed by Contributors (all the tasks reach more than 66%).

TABLE 3 - MARITIME CUSTOMS ACTIVITIES

Participant Member States: 15 (60% ECGFF Members)

Participant Coast Guard Organizations: 18

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: The activity performed to the fight against fraud and forms of transnational trafficking in breach of national and Community customs provisions, to prevent and detect infringements of Community customs provisions6.

ICF INTERPRETATION: Provision of custom related information on ships and other maritime activities to allow the monitoring of fraudulent activities and the elaborating of adequate response to those. Prevention, deterrence of and response to fraudulent activities in the maritime domain.

Chart 3.1. Maritime Customs Activities – All Contributors

Chart 3.2. Maritime Customs Activities – Project’s Partners

6 References: TUE - Treaty on European Union, The Community Customs Code (CC), The Naples II Convention 21

REMARKS:

- CROATIA (Croatian Coast Guard): o According to International / European rules: The activity performed to control the flow of people (immigration authorities) and goods, including transports, cargoes, animals, personal effects, and hazardous items, into and out of a country, to detect all infringements of custom provisions and to prevent, detect, and fight against smuggling, and illegal trafficking of them. o ICF interpretation: Provision of custom security related information on ships and other maritime activities to allow the monitoring of fraudulent and all illegal activities and development of prevention, deterrence of and response to them in the maritime domain. - SPAIN (Spanish Customs): In addition to the description the Spanish Customs performs other many different tasks (e.g. fight against contraband and illegal traffics). Furthermore Spanish Customs adds some explanation of “fraudulent activities” (e.g. prohibited goods, illegal movement of Spanish Historical Art; infringement against CITES regulation; protection of safety and security Supply Chain; EU protection from illegal commerce, ensuring the safety and security of the Community and its residents, and the protection of the environment). - FRANCE (French Customs): French Customs underlines that Functions 3 (Maritime Customs) and Functions 4 are similar.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Control activities in customs areas a. checks, inspections and surveys on the means of transport and 94,4 5,6 0,0 on the baggage of EL: persons a. Customs and/or Port Police b. Customs b. customs control of 83,3 16,7 0,0 c. Hellenic Police persons d. Customs c. cross-checking service 83,3 11,1 5,6 d. narcotic substances 94,4 5,6 0,0 interdiction 2. Control activities outside the custom CUSTOMS AREAS (in case of grounded suspicion of arrival from/departure abroad)

ANSWERS TASKS REMARKS YES NO NONE a. checks, inspections and surveys on the PT : checks, inspections and surveys on the means of transport and on the baggage of means of transport and 88,9 11,1 0,0 persons and containers on the baggage of EL: a. Port police and customs persons

ANSWERS TASKS REMARKS YES NO NONE b. customs control of 77,8 22,2 0,0 persons; 3. Operational coordination activities a. handle mutual assistance requests, as well as for coordinating and planning 88,9 11,1 0,0 transborder cooperation activities (Central Coordination Center) 4. OPERATIONAL ACTIVITIES 4.1 Preliminary activities a. analysis of the FI: Threat assessment can be considered also as 88,9 11,1 0,0 a matter of intelligence-and security authorities operational context EL: Mainly concerning goods (for customs) b. identification and evaluation of possible 88,9 11,1 0,0 EL: Mainly concerning goods (for customs) threats c. gathering of 83,3 11,1 5,6 EL: Mainly concerning goods (for customs) information 4.2 Development a. analysis of the 88,9 11,1 0,0 information gathered b. sharing of the data 88,9 11,1 0,0 and information 4.3 Pre-operational phase a. planning the operational activities and evaluation of the 88,9 11,1 0,0 International rules of reference

ANSWERS TASKS REMARKS YES NO NONE b. orders for the deployment of human 83,3 16,7 0,0 and instrumental resources c. deployment and coordination of people 83,3 16,7 0,0 and means 4.4 Operational phase a. search and finding of 94,4 5,6 0,0 the target b. control, tailing and 94,4 5,6 0,0 shadowing

ANSWERS TASKS REMARKS YES NO NONE c. intervention and 88,9 5,6 5,6 capture

OTHER TASKS:

- SPAIN (Spanish Customs): Spanish Customs adds the following tasks:

o a) The planning and coordination for investigation and prosecution of precursors and money laundering violations. o b) Mutual assistance and cooperation with other Member States of the European Union and with third countries in the fight against smuggling, illegal traffics, money laundering in coordination with State Agency of Tax Administration (we belonged to this organization). o c) Tasks aimed to discover and prosecute smuggling crimes and offences throughout the Spanish territory, territorial waters and air space. o d) Tasks of border surveillance: land and maritime.

- GREECE ( Greek Customs)7: HCG adds the following tasks:

o a) Control of containers, ,vehicles and passengers… o b) Risk analysis for goods… o c) Receiving … pre-arrival information…

DATA ANALYSIS

7 HCG –as the primary maritime operative authority- has provided answer to the Questionnaire on behalf of other authorities in Greece such as customs. 24

DESCRIPTIONS: Questionnaire’s Contributors have expressed equal preference for description and ICF interpretation. At the same time, Project’s Partners express their preference for the description provided according to the International/European rules (81,8%).

TASKS: Maritime Customs tasks are very widely agreed by Contributors. (most of the tasks reach more than 83%). The other tasks proposed by Spain (let. a. and b.) and Greece (lett. a) will be included in the 2nd Questionnaire. The other tasks will not be included because already considered comprised in other CGFs.

TABLE 4 - THE PREVENTION AND SUPPRESSION OF TRAFFICKING AND SMUGGLING AND CONNECTED MARITIME LAW ENFORCEMENT

Participant Member States: 16 (64% ECGFF Members)

Participant Coast Guard Organizations: 19

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: The activity performed to fight against fraud and forms of transnational trafficking to prevent, suppress and punish trafficking8.

ICF INTERPRETATION: Provision of information to allow for the prevention of criminal, fraudulent or suspicious activities in the maritime domain. Detecting and responding to criminal, fraudulent or suspicious activities. Reporting on breaches of maritime legislation.

Chart 4.1. The prevention and suppression of trafficking and smuggling and connected maritime law enforcement – All Contributors

8 References: Geneva Convention on the High Seas (Geneva, 29 April 1958), United Nations Convention on the law of the sea (Montego Bay, 10 December 1982), United Nations Convention against Transnational Organized Crime and the protocols thereto adopted by general assembly resolution 55/25 of 15 November 2000. 26

Chart 4.2. The prevention and suppression of trafficking and smuggling and connected maritime law enforcement – Project’s Partners REMARKS:

- FINLAND (Finnish Border Guard): ICF interpretation is much wider than the general description. - MALTA (Armed Forces of Malta): Malta notes that the title of the questionnaire refers to both trafficking and smuggling but the description in 1. (Description according to International/European rules) makes no reference to smuggling. Malta believes that there should be a reference to the definitions of smuggling found in Annex 3 of the Protocol against Smuggling of Migrants by Land, sea and air, supplementing the United Nations Convention against Transnational Organized Crime). - FRANCE (French Customs): French Customs underlines that Functions 3 (Maritime Customs) and Functions 4 are similar. - GERMANY (German Federal Police): From Federal Police point of view smuggling of goods is under custom responsibility. To avoid obstacle in future it is necessary to harmonize forgiven structure). - CROATIA (Croatian Coast Guard): o According to International / European rules: The activity performed to prevent, detect and fight (suppress and punish) against fraudulent and all illegal transnational trafficking in the maritime domain. o ICF interpretation: Provision of information in order to prevent criminal, fraudulent and all illegal activities in the maritime domain. Gathering, reporting, and exchanging of information on breaches of maritime legislation.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE OPERATIONAL ACTIVITIES 1. Preliminary activities a. analysis of the 89,5 5,3 5,3 operational context b. identification and evaluation of possible 89,5 5,3 5,3 threats c. gathering of 89,5 5,3 5,3 information 2. Development a. analysis of the 89,5 5,3 5,3 information gathered 27

ANSWERS TASKS REMARKS YES NO NONE b. sharing of the data 89,5 5,3 5,3 and information

ANSWERS TASKS REMARKS YES NO NONE 3. Pre-operational phase a. planning of the operational activities and evaluation of the 89,5 5,3 5,3 International rules of reference b. orders for the deployment of human 89,5 5,3 5,3 and instrumental resources c. deployment and coordination of people 89,5 5,3 5,3 and means 4. Operational phase a. search and finding of 89,5 5,3 5,3 the target b. control, tailing and 89,5 5,3 5,3 shadowing c. intervention and 89,5 5,3 5,3 capture 5. Related tasks a. application of the procedural and substantial rules, both 84,2 10,5 5,3 administrative and criminal FR: The treatment for justice is independent of b. continuation of the law enforcement activities investigative activities and acquisition of 84,2 10,5 5,3 further pieces of information

DATA ANALYSIS

DESCRIPTIONS: Questionnaire’s Contributors have expressed equal preference for description and ICF interpretation. At the same time, Project’s Partners express their

preference for the description provided according to the International/European rules (91,7%).

TASKS: Maritime Law Enforcement tasks are very widely agreed by Contributors (all tasks reach more than 84%).

TABLE 5 - MARITIME MONITORING AND SURVEILLANCE

Participant Member States: 17 (68% ECGFF Members)

Participant Coast Guard Organizations: 19

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Maritime monitoring may be intended as the whole activities carried out to enhancing the safety and efficiency of maritime traffic, improving the response of authorities to incidents, accidents or potentially dangerous situations at sea, including search and rescue operations, and contributing to a better prevention and detection of pollution by ships9. Maritime surveillance may be intended as the effective understanding of all activities carried out at sea that could impact and could threat the security, safety, economy or environment of the European Union and its Member States. It is assumed that the surveillance activities may include the support to the response and enforcement operation10.

ICF INTERPRETATION: Monitoring of maritime border via technical and physical means, analyzing intelligence gathered and using this information to lead on surveillance operations.

Chart 5.1. Maritime Monitoring and Surveillance – All Contributors

9 (References: SOLAS Chapters IV and V; 2002/59/EC Directive of the European Parliament and of the European Council of 27 June 2002 establishing a Community vessel traffic monitoring and information system) 10 (References: Communication from the Commission to the Council and the European Parliament COM(2010) 584) 30

REMARKS:

- FINLAND (Finnish Border Guard): The substance of this function is very close to maritime security and general maritime law enforcement as well as environmental response on a general level. May be wise to do some kind of reasoning concerning inter- connection or even assimilation into other CGF´s. - ROMANIA (Romanian Border Police): It is compulsory to be mentioned the role of CISE in maritime surveillance (just see COM (2014) 451 final. In the same time according with Digital Agenda for Europe and Directive 65/2010 we have to make steps forward. - ICELAND (Icelandic Coast Guard): As regards maritime surveillance, Iceland is not a member state of the EU. However, Iceland is party to the European Economic Area Agreement and a European Free Trade Association country. - CROATIA (Croatian Coast Guard): o According to international / European rules: Maritime monitoring comprises activities carried out to increase the safety and efficiency of maritime traffic, to improve the response to accidents, incidents or potentially dangerous situations at sea and to prevent the oil pollution at sea. Maritime surveillance may be defined as the effective understanding of all activities carried out at sea against the potential dangers against the security, economy, and environment of the European Union member states. o ICF interpretation: The activity performed to control maritime border in order to control illegal immigration and illegal border crossing for the protection of the Schengen space.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Monitoring of vessels a. Monitoring of compliance with regulations on the safety and prevention of IE: Maritime safety not surveillance 84,2 10,5 5,3 LT: not dealing with this issue but cooperate pollution caused by with other organizations. ships (construction, equipment, crew/passengers, cargo)

ANSWERS TASKS REMARKS YES NO NONE b. Monitoring of ES (Customs): Not dealing with applications compliance with rules related to illegal traffics, smuggling, etc 73,7 21,1 5,3 regulations on the LT: not dealing with this issue but cooperate security of ships with other organizations.

ANSWERS TASKS REMARKS YES NO NONE c. Monitoring of compliance with LT: not dealing with this issue but cooperate 84,2 10,5 5,3 regulations on fisheries with other organizations. activities d. Monitoring of compliance with LT: not dealing with this issue but cooperate regulations on 89,5 5,3 5,3 with other organizations. immigration and border crossing 2. Monitoring of the maritime spaces a. Monitoring of compliance with FI: It should also be part of the CGF: "maritime environmental protection and response". regulations on the 84,2 10,5 5,3 ES (Customs): Not dealing with applications protection of the marine rules related to illegal traffics, smuggling, etc environment b. Monitoring of compliance with applicable legislation in 94,7 0,0 5,3 sea areas, where there is a policing competence 3. Data analysis and correlation a. Analysis of the information gathered and comparison between acquired data 94,7 0,0 5,3 and data/information stored in the reference DBs b. Correlation between data acquired by 94,7 0,0 5,3 different sources c. Sharing of data and 94,7 0,0 5,3 information 4. Support operations to 32

ANSWERS TASKS REMARKS YES NO NONE a. Exercise national 89,5 5,3 5,3 FI: These are national or EU defense or foreign sovereignty at sea policy and not part of CGF b. Fight terrorism and EL: Prevent unauthorized border crossing and to tackle cross border crime (smuggling of other hostile activities 63,2 26,3 10,5 migrants and trafficking of persons) outside EU

ANSWERS TASKS REMARKS YES NO NONE c. Other common Security and Defence Policy tasks, as defined 57,9 21,1 21,1 in Articles 42 and 43 TEU (Treaty of European Union)

OTHER TASKS:

- PORTUGAL (Guardia Nacional Republicana): add task 1.e. “Monitoring of compliance with regulations on customs activity”. - CROATIA (Croatian Coast Guard): add tasks: o 4.d.: Protection and saving the lives of migrants at sea o 5.1.: Making situational picture of the maritime area . a. Consists of different layers . b. Contains the information: about interested events on the maritime area; about position, status and type of own assets; relevant for risk analysis.

DATA ANALYSIS

DESCRIPTIONS: Questionnaire’s Contributors have expressed their preference for the description provided according International/European rules (89,5%).

TASKS: Maritime Monitoring and Surveillance tasks are very widely agreed by Contributors (most of the tasks reach more than 84%). Some Contributors remarked tasks 4.b/4.c as defense tasks. The other tasks proposed by Croatia (5.1) will be included in the 2nd 33

Questionnaire. The other tasks will not be included because already considered comprised in other CGFs.

TABLE 6 - MARITIME ENVIRONMENTAL PROTECTION

Participant Member States: 18 (72% ECGFF Members)

Participant Coast Guard Organizations: 19

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Setting up of a national system to prevent and monitoring maritime areas and for providing a prompt and effective response in the case of oil or HNS spill, as well in the case of a threatened spill, including sharing information on the event and on related movements of pollution with all the Parties that could be affected11.

ICF INTERPRETATION: Monitoring and control of maritime areas suspect of pollution or polluted. Regular reporting of information on polluted areas and associated movement of pollution. Conducting exercises, planning and running clean-up operations. Advising authorities on technical and or scientific matters or responses’ modus operandi.

Chart 6.1. Maritime Environmental Protection – All Contributors

REMARKS:

- FINLAND (Finnish Border Guard): The substance of this function is very close to maritime security and general maritime law enforcement and maritime monitoring

11 References: Marpol Convention 73/78, Barcelona Convention, Directive 1999/32 and further modifications, Directive 2002/59 e 2009/17 UE, Directive “Habitat”_ 92/43 CEE, Directive 2004/35 UE, Directive 2000/59, Reg. 1013/2006 UE, Directive 2008/98 UE, OPRC 90 Directive 2005/35_UE 35

and surveillance on a general level. May be wise to do some kind of reasoning concerning inter-connection or even assimilation into other CGF´s. - GERMANY (German Federal Police): Federal Police have limited responsibilities in cases of investigation of pollutions outside German territorial waters. Information given in this questionnaire must be seen under these aspects. - CROATIA (Croatian Coast Guard): o The insertion of the Directive 2008/56/EC (Marine Strategy Framework Directive) is proposed because Directive 2008/56/EC establish a framework for community action in the field of marine environmental policy. o The wording of the provided description may be misleading (“to prevent and monitor”) o According to International/European rules: Maritime environmental protection and response includes activities to protect maritime area from oil pollution by providing a prompt and efficient response (reaction) in case of oil spill or threatened spill. o ICF interpretation: Monitoring and control of maritime area suspected to be polluted or polluted, planning (contingency plan) and running clean-up operation (with permanent exercising of procedures and SOP) reporting and sharing information on the event and on the related movement of pollution with all parties (countries) that could be affected, and advising authorities on technical and or scientific matters or responses’ “modus operandi”. - DENMARK (Danish Navy): Setting up of a national system to prevent and monitoring maritime areas and for providing a prompt and effective response in the case of oil or HNS spill, as well in the case of a threatened spill, including sharing information on the event and on related movements of pollution with all the Parties that could be affected. Conducting exercises also with neighboring states, planning and running clean-up operations. Advising authorities on technical and or scientific matters or responses’ modus operandi. - ICELAND (Icelandic Coast Guard): As regards maritime surveillance, Iceland is not a member state of the EU. However, Iceland is party to the European Economic Area Agreement and a European Free Trade Association country.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Protection at sea

ANSWERS TASKS REMARKS YES NO NONE a. Monitoring and control of ships’ compliance with 63,2 15,8 21,1 RO, LT: are not dealing with these issues environmental legislation

ANSWERS TASKS REMARKS YES NO NONE RO, LT: are not dealing with these issues EL: “Handling of requests of Place of Refuge from ships in need of assistance” surely is one of H.C.G.’s tasks. However, we believe that this task is better fitted under the Functional b. Handling of requests activity “Ship Casualty and Maritime of Place of Refuge from Assistance Service” or “Maritime Accident and 63,2 15,8 21,1 ships in need of Disaster Response”, taking into consideration assistance that accepting a ship in a Place of Refuge is always done in the framework of handling a ship casualty or maritime accident. Moreover, in European level this task is regulated with Directives 2002/59/EC, 2009/17/EC and 2011/15/EU RO, LT: are not dealing with this issue DK: The control on sulphur content of marine fuel is only done by contacting selected vessels on VHF and asking questions about their use of Low-Sulphur Fuel-oils. c. Controls on sulphur EL: This task is covered by the “Monitoring of 52,6 21,1 26,3 content of marine fuel vessels” task of the Functional activity “Maritime Monitoring and Surveillance”. Furthermore, the competent authorities for the implementation of Directive 1999/32 are various Services of H.C.G. and other Ministries as well. LT: are dealing with these issues d. Patrolling and control EL: This task relates with and is covered by the 73,7 10,5 15,8 “Monitoring of the maritime spaces” task of of Protected Sea areas the Functional activity “Maritime Monitoring and Surveillance”. 2. Protection ashore

ANSWERS TASKS REMARKS YES NO NONE FI: Not perceived as a CGF in Finland. Main responsibility in Finland belongs to the Finnish Environment Institute and local rescue a. Monitoring and services. control of shoreline to RO, EL, CY, LT: are not dealing with these issues prevent any abuse or 47,4 36,8 15,8 EL: These tasks and the implementation of the activity not relevant Directives fall under the competency environmentally sound of Ministry of Reconstruction of Production, Environment & Energy. Less than 50% of Project’s Partner agree with this task

ANSWERS TASKS REMARKS YES NO NONE

FI: Not perceived as a CGF in Finland. Main responsibility in Finland belongs to the Finnish b. Monitoring and Environment Institute and local rescue services. control of land based RO, EL, CY, LT: are not dealing with these issues installations that may DK: Only when observing pollution going into the sea affect marine 42,1 42,1 15,8 EL: These tasks and the implementation of the environment (illegal relevant Directives fall under the competency of discharges from Ministry of Reconstruction of Production, shoreline) Environment & Energy. Less than 50% of Project’s Partner agree with this task

3. Waste goods aboard a. Drafting and enforcement of Plans RO, ES (Guardia Civil), LT, BG: are not dealing about delivery of ship with these issues 52,6 26,3 21,1 generated waste and EL: H.C.G. is competent for the control of ships’ cargo residues to Port compliance with the relevant legislation Reception Facilities

ANSWERS TASKS REMARKS YES NO NONE b. Enforcement of relevant national and RO, ES (Guardia Civil), LT, BG: are not dealing international with these issues 52,6 26,3 21,1 legislation about EL: H.C.G. is competent for the control of ships’ handling of ship compliance with the relevant legislation generated waste 4. Oil spill response at sea a. Drafting and enforcement of 63,2 21,1 15,8 contingency plans b. Coordination of pollution response operations at sea (until 63,2 21,1 15,8 declaration of national RO, ES (Guardia Civil), LT, BG: are not dealing with these issues emergency occurs) c. Organization of drills including clean-up 63,2 21,1 15,8 operations d. Provisions and enforcement of 52,6 26,3 21,1 adequate penalties

OTHER TASKS:

- PORTUGAL (Guardia Nacional Republicana): add task “monitoring of dangerous cargo vessels”.

DATA ANALYSIS

DESCRIPTIONS: Questionnaire’s Contributors have expressed their preference for description according International/European rules (78,9%).

TASKS: Maritime Environmental protection and response tasks are agreed by Contributors (most of the tasks reach more than 50%). Task 2.a/2.b are not agreed by Contributors, therefore, according data criteria analysis, they will not be taken into account for the next questionnaire. Some Contributors have not agreed with some of the proposed tasks because of they are not responsible – at national level - with those tasks. The other tasks proposed by Portugal will not be included in the 2nd Questionnaire because of it has been already considered as task of Function n.1 – Maritime Safety – task 2.a (ref. Solas).

TABLE 7 - MARITIME SEARCH AND RESCUE RESPONSE

Participant Member States: 17 (68% ECGFF Members)

Participant Coast Guard Organizations: 19

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: performance of distress monitoring, communications, co-ordination and search and rescue functions, including provision of medical advice, initial medical assistance, or medical evacuation, through the use of public and private resources, including co- operating aircraft, vessels and other craft and installations, for the safety of human life at sea12.

ICF INTERPRETATION: Monitoring of distress signals and request for assistance. Provision of search and rescue intervention services to assist distressed vessels or persons.

Chart 7.1. Maritime Search and Rescue response – All Contributors

REMARKS:

- FINLAND (Finnish Border Guard): The substance of this function is very close to maritime safety and general maritime law enforcement and maritime monitoring and

12 References: Hamburg Convention 41

surveillance on a general level. May be wise to do some kind of reasoning concerning inter-connection or even assimilation into other CGF´s.

- CROATIA (Croatian Coast Guard): o According to international / European rules: The carrying out of distress and distress signal monitoring, alerting, SAR operations (coordination and communication), provision of medical advice, initial medical assistance, or medical evacuation by public or private resources in order to save the human life at sea. o ICF interpretation: Monitoring of distress signals and request for assistance, alerting and activating SAR intervention services (units) in order to save the persons and assist to distressed vessels.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Ashore SAR Activities a. SAR Coordination 78,9 10,5 10,5 ES (Guardia Civil): Coordination if it is b. SAR Mission requested by search and rescue authorities 78,9 10,5 10,5 EL: coastal radio monitoring is described at Coordination IAMSAR manual vol. ii chapter 1.3.9 – chapter 2 and SOLAS convention chapter IV [task a. c. Coastal Radio 78,9 10,5 10,5 IAMSAR vol. II Chap. 1.2.2 – task b. IAMSAR Monitoring vol. II Chap. 1.2.3 – task c. IAMSAR vol. II Chap 1.3] 2. SAR activities at sea a. OSC (On-Scene EL: IAMSAR vol. II CHAP. 1.2.4 + IAMSAR vol. 94,7 0,0 5,3 Coordination) III, 3° Section b. Surface SAR EL: IAMSAR vol. II CHAP. 5.17.1 + reference 89,5 0,0 10,5 Operations IAMSAR vol. III pages from 2-33 to 2-36 c. Underwater SAR 78,9 10,5 10,5 EL: IAMSAR vol. II CHAP.6.14 Operations 3. AIR SAR activities at sea a. Aircraft Coordination 78,9 10,5 10,5 EL: IAMSAR vol. II CHAP. 1.2.4 EL: IAMSAR vol. II CHAP. 5.16.1 + reference b. SAR Operations 89,5 5,3 5,3 IAMSAR vol. III pages from 2-18 to 2-32 4. Related SAR activities

ANSWERS TASKS REMARKS YES NO NONE ES (Guardia Civil): In national waters and in waters of third states because of bilateral agreements. DK: Conducted as “normal” SAR – upon which a. SAR activities related the rescued persons are handed over to the police for (further) interrogation to immigration (RegUE 78,9 0,0 21,1 LT: No incidents 656/2014) EL: SAR activities related to unauthorized border crossing (Reg. UE 656/2014 rules for the surveillance of the external sea borders in the context of operational cooperation coordinated by Frontex)

ANSWERS TASKS REMARKS YES NO NONE FR: Analysis of the cause is the work of an independent organization (BEA) EL: Analysis of the cause of the SAR event, if b. Analysis of the cause needed. 68,4 15,8 15,8 EL: SAR activities related to unauthorized border of the SAR event crossing (Reg. UE 656/2014 rules for the surveillance of the external sea borders in the context of operational cooperation coordinated by Frontex)

OTHER TASKS:

- CYPRUS (Cyprus Police): add task “medevac operations”.

DATA ANALYSIS

DESCRIPTIONS: questionnaire’s Contributors have expressed their preference for description according International/European rules (89,5%).

TASKS: Maritime Search and Rescue tasks are widely agreed by Contributors (most of the tasks reach more than 78%). Some relevant remarks have been done on task 4.a/4.b. The other tasks proposed by Cyprus will be included in the 2nd Questionnaire.

TABLE 8 - SHIP CASUALTY AND MARITIME ASSISTANCE SERVICE

Participant Member States: 16 (64% ECGFF Members)

Participant Coast Guard Organizations: 18

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Monitoring of incident signals and request for assistance in response at an accident occurred aboard a ship13.

ICF INTERPRETATION: ///

Chart 8.1. Ship Casualty and Maritime Assistance Service – All Contributors

REMARKS:

- FINLAND (Finnish Border Guard): This function can be seen as part of SAR and maritime safety functions. - CROATIA (Croatian Coast Guard): The monitoring of incident signals and request for assistance, alerting and prompt reaction for assisting in order to save passengers, crew, ship and cargo.

13 References: Resolution A.950(23) 44

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Maritime Assistance Service – Activities RO, ES (Guardia Civil): are not dealing with this a. Receiving the reports 72,2 11,1 16,7 task b. Monitoring the ship’s 77,8 5,6 16,7 ES (Guardia Civil): are not dealing with this task situation c. Point of contact RO, ES (Guardia Civil), LT: are not dealing with between the master and 66,7 16,7 16,7 this task the coastal State FI: Salvage operations are in our understanding not a task for the authorities unless there are d. Point of contact human lives or exceptionally high environmental values at stake -> SAR/environmental response between those involved 61,1 22,2 16,7 operation. Salvage operations are carried out by in a marine salvage commercial operators ES (Guardia Civil), LT: are not dealing with this task 2. Administrative activities a. Arrangement of the operative unit for the RO, ES (Guardia Civil): are not dealing with this 72,2 11,1 16,7 maritime assistance task service b. Arrangement of procedures for the RO, ES (Guardia Civil), LT: are not dealing with 66,7 16,7 16,7 maritime assistance this task service

DATA ANALYSIS

DESCRIPTIONS: questionnaire’s Contributors have expressed their preference for description according International/European rules (88,9%).

TASKS: Ship Casualty and Maritime Assistance Service tasks are widely agreed by Contributors (most of the tasks reach more than 66%). Some relevant remarks have been done on task 1.d.

TABLE 9 - MARITIME ACCIDENT AND DISASTER RESPONSE

Participant Member States: 17 (68% ECGFF Members)

Participant Coast Guard Organizations: 19

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Mass Rescue Operations (MRO): search and rescue services characterized by the need for immediate response to large number of persons in distress, such that the capabilities normally available to search and rescue authorities are inadequate. Disaster response: actions taken upon request for assistance under the Union Mechanism in the event of an imminent disaster, or during or after a disaster, to address its immediate adverse consequences14.

ICF INTERPRETATION: Monitoring of accidents and force major events including warning and information maritime community. Conducting or coordinating operations by assisting first responders. Drafting, testing contingency plans by participating in exercises.

Chart 9.1. Maritime Accident and Disaster Response – All Contributors

REMARKS:

- FINLAND (Finnish Border Guard): This function can be seen as part of SAR, environmental protection and response and maritime safety functions.

14 References: Resolution MSC Circ.1173 (84) and IAMSAR Vol. II (Decision 1313/2013/EU. The Decision 1313/2013/EU isn’t specific of the maritime sector and is referred to the Union Civic protection Mechanism. But the definition mutatis mutandis could be fitted to the disaster response 46

- CROATIA (Croatian Coast Guard): o Other MS description: Disaster or emergency management is the creation of plans through which communities reduce vulnerability to hazards and cope with disasters (earthquakes, hurricanes, large scale of fire or industrial accidents, communication failures, public disorder etc.) in order not to avert or eliminate the threats but to decrease the impact of disasters. o Other MS description: Disaster or emergency management is the creation of plans through which communities reduce vulnerability to hazards and cope with disasters (earthquakes, hurricanes, large scale of fire or industrial accidents, communication failures, public disorder etc.) in order not to avert or eliminate the threats but to decrease the impact of disasters. - ICELAND (Icelandic Coast Guard): Maybe the UN definition of disaster response could be of help: “The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected”. Where a disaster is: “A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources”. The UN definition is in line with IAMSAR as regards MRO but at least the environmental impacts should also be considered in a general definition of Maritime Accident and Disaster Response. Furthermore, the wording of ICF Interpretation seems unclear. - GREECE: Conduction of Technical & Administrative Investigation of Marine incidents & accidents, falling within the scope of Directive 2009/18/EC and national legislation.

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. MRO Ashore activities a. Assessment 68,4 21,1 10,5 EL: in several tasks of those mentioned above b. Planning and many other national agencies might need to be 68,4 21,1 10,5 involved [task a. IAMSAR vol. II chap 6.15.15 - Coordination 6.15.28; task b. IAMSAR c. Establishment of crisis vol. II chap. 6.15.29 - 6.15.32; task c. App. C unit (operational 68,4 21,1 10,5 IAMSAR center) vol. II; task d. IAMSAR vol. II chap. 6.15.33 + App. d. Communications 78,9 10,5 10,5 C; task e. IAMSAR vol. II chap. 6.16; task f. IAMSAR vol. II chap. 6.17] e. Care of survivors 73,7 15,8 10,5 f. Debriefing of survivors 57,9 31,6 10,5 2. MRO Sea Activities a. MRO naval operation 84,2 5,3 10,5 DK: Recently started preparing plans for an b. MRO air operation 78,9 10,5 10,5 education 47

ANSWERS TASKS REMARKS YES NO NONE c. MRO underwater EL: IAMSAR vol. II chap 6 73,7 10,5 15,8 operation

ANSWERS TASKS REMARKS YES NO NONE 3. MRO administrative activities CY: Depending on the Organization the above a. Preparation of 68,4 21,1 10,5 issues can be the tasks of other National contingency plans Authority. EL: in several tasks of those mentioned above many other national agencies might need to b. Arrangement of 63,2 26,3 10,5 be involved, such as general secretarial of civil financial sources protection, ministry of justice or health.

4. Related tasks a. Handling of deceases CY: Depending on the Organization the above 73,7 15,8 10,5 persons issues can be the tasks of other National Authority. b. Care of SAR personnel 73,7 15,8 10,5 EL: in several tasks of those mentioned above c. Pollution control (if 73,7 15,8 10,5 many other national agencies might need to any) be involved [task a. IAMSAR vol. II chap. 6.18; task b. IAMSAR vol. II chap. 6.19; task d. d. Incident debriefing 68,4 15,8 15,8 IAMSAR vol. II chap. 8.9] 5. Disaster Response a. Identification, in advance, of response 84,2 10,5 5,3 capacities b. Improving the planning of disaster 84,2 5,3 10,5 response operations c. MRO activities (points 73,7 15,8 10,5 1, 2, 3, 4) CY: Depending on the Organization the above d. Setting up and issues can be the tasks of other National managing a training Authority. 68,4 10,5 21,1 EL: . in several tasks of those mentioned above programme for disaster many other national agencies might need to response be involved [task a. Decision 1313/2013 Art. 9; e. developing a strategic task b. Decision 1313/2013 Art. 10; task d. e. f. framework setting up Decision 1313/2013 Art. 13] the objectives and the role of exercises, a long term comprehensive 68,4 10,5 21,1 plan outlining exercise priorities as well as set up and manage a programme of exercise

ANSWERS TASKS REMARKS YES NO NONE f. setting up and managing a programme of lessons learnt from 63,2 15,8 21,1 disaster response activities

DATA ANALYSIS

DESCRIPTIONS: questionnaire’s Contributors have expressed their preference for description according International/European rules (78,9%).

TASKS: Maritime Accident and Disaster Response tasks are widely agreed by Contributors (most of the tasks reach more than 68%).

TABLE 10 - FISHERIES INSPECTIONS AND CONTROLS

Participant Member States: 17 (68% ECGFF Members)

Participant Coast Guard Organizations: 18

EXERCISE 1 – CGF DESCRIPTION

DESCRIPTIONS: Monitoring and combating illegal activities on the entire fishing industry, for the protection of the ecosystem and the consumer15.

ICF INTERPRETATION: Monitoring of vessel movement to detect illegal, unreported or unregulated fishing. Surveillance of fishing grounds control of suspect fishing vessels.

Chart 10.1. Fisheries Inspections and Controls – All Contributors

REMARKS:

- CROATIA (Croatian Coast Guard): MS description: Control and surveillance of the compliance with the provisions of fishery activities with other national regulations at sea and procedures in case of non-compliance.

15 References: Reg. CE 1224/2009 – Reg. UE 404/2011 50

EXERCISE 2 – CGF TASKS

ANSWERS TASKS REMARKS YES NO NONE 1. Monitoring and control on fishing activities a. Management of fishing vessel 83,3 5,6 11,1 RO, ES (Guardia Civil and Sasemar), LT: are not dealing with this function. monitoring system EL: task b. The system is not applicable to the b. Management of ship 77,8 11,1 11,1 country detection system c. Management of ship RO, ES (Guardia Civil and Sasemar), LT: are not Automatic identification 77,8 11,1 11,1 dealing with this function. system d. Use of data for cross- RO, ES (Guardia Civil and Sasemar), LT: are not 88,9 5,6 5,6 checking purpose dealing with this function. e. Monitoring and RO, ES (Guardia Civil and Sasemar), LT: are not 66,7 22,2 11,1 dealing with this function. control of fishing effort EL: The system is not applicable to the country f. Closure of fisheries RO, ES (Guardia Civil and Sasemar), LT: are not (exhausted quota, dealing with this function. EL: The task is implemented by the GD for maximum allowable 66,7 22,2 11,1 Sustainable Fisheries/ Ministry of fishing effort related to Reconstruction of Competitiveness, fishing gear ) Environment and Energy. RO, ES (Guardia Civil and Sasemar), LT: are not g. Definition of national dealing with this function. control programs in EL: The task is implemented by the GD for compliance with 66,7 22,2 11,1 Sustainable Fisheries/ Ministry of multiannual recovery Reconstruction of Competitiveness, plans Environment and Energy in cooperation with HCG. 2. Control of fishing vessels a. Valid fishing licence 88,9 5,6 5,6 b. Fishing authorization (for specific fishing activities like fishing RO, ES (Guardia Civil and Sasemar), LT: are not effort regime, 83,3 11,1 5,6 dealing with this function. multiannual recovery EL: Task g. is implemented by the GD for plan, fishing restricted Sustainable Fisheries/ Ministry of areas…) Reconstruction of Competitiveness, c. Completion and Environment and Energy after consultation with HCG. submission of the paper 66,7 22,2 11,1 and electronic fishing logbook

ANSWERS TASKS REMARKS YES NO NONE d. Completion and submission of the paper and electronic 66,7 22,2 11,1 transshipment declaration e. Completion and submission of the paper 61,1 27,8 11,1 and electronic landing declaration RO, ES (Guardia Civil and Sasemar), LT: are f. Verification of Ship not dealing with this function. engine power and 66,7 22,2 11,1 EL: Task g. is implemented by the GD for engine certificate Sustainable Fisheries/ Ministry of g. Designation of Ports Reconstruction of Competitiveness, 55,6 33,3 11,1 for multiannual plan Environment and Energy after consultation with HCG. h. Catch composition 72,2 16,7 11,1 detained on board i. Proper use and compliance of fishing 72,2 16,7 11,1 gears j. Marking/labeling of 66,7 22,2 11,1 fishing gears k. Marking and 72,2 16,7 11,1 identification of F/V 3. Control of marketing a. Compliance of HR: the area of CCG inspection in control minimum size of 61,1 27,8 11,1 acting will be only at sea (fishing vessels) but not ashore. specimen RO, ES (Guardia Civil and Sasemar), LT: are not dealing with this function. b. Weighting of fishery 55,6 33,3 11,1 EL: These tasks are controlled by HCG only in products the area of its jurisdiction according to the national law. c. Completion and RO, ES (Guardia Civil and Sasemar), LT: are submission of paper and 50,0 38,9 11,1 not dealing with this function. electronic sales notes HR: the area of CCG inspection in control acting will be only at sea (fishing vessels) but d. Completion and not ashore. submission of paper and 50,0 38,9 11,1 EL: These tasks are controlled by HCG only in electronic take-over the area of its jurisdiction according to the declaration national law.

ANSWERS TASKS REMARKS YES NO NONE e. Completion and HR: the area of CCG inspection in control submission transport 55,6 33,3 11,1 acting will be only at sea (fishing vessels) but not ashore. document RO, ES (Guardia Civil and Sasemar), LT: are not dealing with this function. f. Monitoring of 55,6 33,3 11,1 EL: These tasks, except f., are controlled by producer organizations HCG only in the area of its jurisdiction according to the national law. ANSWERS TASKS REMARKS YES NO NONE g. Traceability of HR: the area of CCG inspection in control acting catches under Reg. (EC) 55,6 33,3 11,1 will be only at sea (fishing vessels) but not ashore. 178/2002 RO, ES (Guardia Civil and Sasemar), LT: are not dealing with this function. h. Labelling of catches 55,6 33,3 11,1 EL: These tasks, except f., are controlled by HCG only in the area of its jurisdiction according to the national law. 4. Inspection and proceedings a. Drawn up inspection 55,6 27,8 16,7 report of European F/V HR: After education for the Fishery Inspector RO, ES (Guardia Civil and Sasemar), LT: are not b. Drawn up inspection 55,6 27,8 16,7 dealing with this function. report of non-UE F/V HR: After education for the Fishery Inspector c. ICCAT/EU/National RO, ES (Guardia Civil and Sasemar), LT: are not 50,0 33,3 16,7 dealing with this function. Inspectors This task is agreed by less than 50% of project partners d. Procedure in the 66,7 22,2 11,1 event of infringement e. Mutual assistance and transfer of 72,2 16,7 11,1 proceedings HR: After education for the Fishery Inspector RO, ES (Guardia Civil and Sasemar), LT: are not f. Measures and dealing with this function. sanction to ensure 61,1 27,8 11,1 compliance g. National register of 61,1 27,8 11,1 infringement 5. Related tasks a. Monitoring on recreational or scientific 66,7 27,8 5,6 RO, ES (Guardia Civil and Sasemar), LT: are not fishing dealing with this function. b. Recovery of lost gears 55,6 27,8 16,7

ANSWERS TASKS REMARKS YES NO NONE c. Administrative activities connected with issuance and 55,6 33,3 11,1 withdrawal of fishing effort or other related activities d. Collection of data from the monitoring 55,6 38,9 5,6 system

DATA ANALYSIS

DESCRIPTIONS: questionnaire’s Contributors have expressed their preference for ICF Interpretation (77,8%).

TASKS: Fisheries Inspections and Control tasks are agreed by Contributors (most of the tasks reach more than 55%). Some relevant remarks on tasks 3 and 4.c.

ANNEX II – SUMMARY TABLE OF DETAILED QUESTIONNAIRE’S RESULTS

FUNCTION DESCRIPTION TASKS 1. MARITIME SAFETY (including Description according to Verification and certification of Flag State VTS) International/European rules a. directly by National inspectors Maritime safety is concerned with the b. with Recognized Organizations which operates on behalf of National Administration protection of life, environment and Port State Control Inspections on foreign ships property through regulation, a. Inspections on board according to Paris MoU text and EU legislations management and technology Administrative and control activities development of all forms of waterborne a. Monitoring and control for marine equipment and manufacturers transportation. b. Monitoring and control Recognized Organizations authorized for the certification of ship’s compliance with international conventions c. Issuance of certification of seafarers according to STCW convention d. Monitoring of the preparedness of crew on board Vessel Traffic Services (IMO Res. A. 857(20) ; IALA Guide Line 1089; IALA VTS Manual) a. INS (Information Service) b. TOS (traffic Organization Service) c. NAS (Navigational Assistance Service) 2. MARITIME SHIP AND PORT Description according to Operational activities SECURITY International/European rules a. Inspection of flag state ships, port and port facilities to verify the conformity and the Combination of preventive measures implementation of security matters intended to protect shipping and port b. Inspection of foreign ship for to verify compliance with Solas and ISPS Code by Duly Authorized facilities against threats of intentional Officers unlawful acts Administrative activities a. verify and approve risk assessment and security plans of ship, port and port facilities

3. MARITIME CUSTOMS Description according to Control activities in customs areas ACTIVITIES International/European rules a. checks, inspections and surveys on the means of transport and on the baggage of persons The activity performed to the fight b. customs control of persons against fraud and forms of transnational c. cross-checking service trafficking in breach of national and d. narcotic substances interdiction Community customs provisions, to Control activities outside the customs areas (in case of grounded suspicion of arrival prevent and detect infringements of from/departure abroad) Community customs provisions a. checks, inspections and surveys on the means of transport and on the baggage of persons b. customs control of persons Operational coordination activities a. handle mutual assistance requests, as well as for coordinating and planning transborder cooperation activities (Central Coordination Center) OPERATIONAL ACTIVITIES Preliminary activities a. analysis of the operational context b. identification and evaluation of possible threats c. gathering of information Development a. analysis of the information gathered b. sharing of the data and information Pre-operational phase a. planning the operational activities and evaluation of the International rules of reference b. orders for the deployment of human and instrumental resources c. deployment and coordination of people and means Operational phase a. search and finding of the target b. control, tailing and shadowing c. intervention and capture

4. THE PREVENTION AND Description according to OPERATIONAL ACTIVITIES SUPPRESSION OF International/European rules Preliminary activities TRAFFICKING AND The activity performed to fight against a. analysis of the operational context SMUGGLING AND fraud and forms of transnational b. identification and evaluation of possible threats CONNECTED MARITIME LAW trafficking to prevent, suppress and c. gathering of information ENFORCEMENT punish trafficking. Development a. analysis of the information gathered b. sharing of the data and information Pre-operational phase a. planning of the operational activities and evaluation of the International rules of reference b. orders for the deployment of human and instrumental resources c. deployment and coordination of people and means Operational phase a. search and finding of the target b. control, tailing and shadowing c. intervention and capture Related tasks a. application of the procedural and substantial rules, both administrative and criminal b. continuation of the investigative activities and acquisition of further pieces of information 5. MARITIME MONITORING Description according to Monitoring of vessels AND SURVEILLANCE International/European rules a. Monitoring of compliance with regulations on the safety and prevention of pollution caused by Maritime monitoring may be intended as ships (construction, equipment, crew/passengers, cargo) the whole activities carried out to b. Monitoring of compliance with regulations on the security of ships enhancing the safety and efficiency of c. Monitoring of compliance with regulations on fisheries activities maritime traffic, improving the response d. Monitoring of compliance with regulations on immigration and border crossing of authorities to incidents, accidents or potentially

dangerous situations at sea, including Monitoring of the maritime spaces search and rescue operations, and a. Monitoring of compliance with regulations on the protection of the marine environment contributing to a better prevention and b. Monitoring of compliance with applicable legislation in sea areas, where there is a policing detection of pollution by ships. competence Maritime surveillance may be intended as Data analysis and correlation the effective understanding of all activities a. Analysis of the information gathered and comparison between acquired data and carried out at sea that could impact and data/information stored in the reference DBs could threat the security, safety, economy b. Correlation between data acquired by different sources or environment of the European Union c. Sharing of data and information and its Member States. It is assumed that Support operations to the surveillance activities may include the a. Exercise national sovereignty at sea support to the response and enforcement b. Fight terrorism and other hostile activities outside EU operation. c. Other common Security and Defence Policy tasks, as defined in Articles 42 and 43 TEU (Treaty of European Union) 6. MARITIME ENVIRONMENTAL Description according to Protection at sea PROTECTION AND RESPONSE International/European rules a. Monitoring and control of ships’ compliance with environmental legislation Setting up of a national system to prevent b. Handling of requests of Place of Refuge from ships in need of assistance and monitoring maritime areas and for c. Controls on sulphur content of marine fuel providing a prompt and effective response d. Patrolling and control of Protected Sea areas in the case of oil or HNS spill, as well in the Waste goods aboard case of a threatened spill, including a. Drafting and enforcement of Plans about delivery of ship generated waste and cargo residues to sharing information on the event and on Port Reception Facilities related movements of pollution with all b. Enforcement of relevant national and international legislation about handling of ship generated the Parties that could be affected. waste Oil spill response at sea a. Drafting and enforcement of contingency plans b. Coordination of pollution response operations at sea (until declaration of national emergency occurs) c. Organization of drills including clean-up operations d. Provisions and enforcement of adequate penalties

7. MARITIME SEARCH AND Description according to Ashore SAR Activities RESCUE International/European rules a. SAR Coordination Search and rescue: performance of b. SAR Mission Coordination distress monitoring, communications, co- c. Coastal Radio Monitoring ordination and search and rescue SAR activities at sea functions, including provision of medical a. OSC (On-Scene Coordination) advice, initial medical assistance, or b. Surface SAR Operations medical evacuation, through the use of c. Underwater SAR Operations public and private resources, including co- AIR SAR activities at sea operating aircraft, vessels and other craft a. Aircraft Coordination and installations, for the safety of human b. SAR Operations life at sea. Related SAR activities a. SAR activities related to immigration (Reg. UE 656/2014) b. Analysis of the cause of the SAR event 8. SHIP CASUALTY AND Description according to Maritime Assistance Service – Activities MARITIME ASSISTANCE International/European rules a. Receiving the reports SERVICE Monitoring of incident signals and request b. Monitoring the ship’s situation for assistance in response at an accident c. Point of contact between the master and the coastal State occurred aboard a ship. d. Point of contact between those involved in a marine salvage Administrative activities a. Arrangement of the operative unit for the maritime assistance service b. Arrangement of procedures for the maritime assistance service 9. MARITIME ACCIDENT AND Description according to MRO Ashore activities DISASTER RESPONSE International/European rules a. Assessment Mass Rescue Operations (MRO): search b. Planning and Coordination and rescue services characterized by the c. Establishment of crisis unit (operational center) need for immediate response to large d. Communications number of persons in distress, such that e. Care of survivors the capabilities normally available to f. Debriefing of survivors search and rescue authorities are MRO Sea Activities inadequate. a. MRO naval operation Disaster response: actions taken upon b. MRO air operation request for assistance under the Union c. MRO underwater operation Mechanism in the event of an imminent MRO administrative activities

disaster, or during or after a disaster, to a. Preparation of contingency plans address its immediate adverse b. Arrangement of financial sources consequences. Related tasks a. Handling of deceases persons b. Care of SAR personnel c. Pollution control (if any) d. Incident debriefing Disaster Response a. Identification, in advance, of response capacities b. Improving the planning of disaster response operations c. MRO activities (points 1, 2 3, 4) d. Setting up and managing a training programme for disaster response e. developing a strategic framework setting up the objectives and the role of exercises, a long term comprehensive plan outlining exercise priorities as well as set up and manage a programme of exercise f. setting up and managing a programme of lessons learnt from disaster response activities 10. FISHERIES INSPECTIONS ICF interpretation: Monitoring and control on fishing activities AND CONTROLS Monitoring of vessel movement to detect a. Management of fishing vessel monitoring system illegal, unreported or unregulated fishing. b. Management of ship detection system Surveillance of fishing grounds control of c. Management of ship Automatic identification system suspect fishing vessels d. Use of data for cross-checking purpose e. Monitoring and control of fishing effort f. Closure of fisheries (exhausted quota, maximum allowable fishing effort related to fishing gear) g. Definition of national control programs in compliance with multiannual recovery plans Control of fishing vessels a. Valid fishing licence b. Fishing authorization (for specific fishing activities like fishing effort regime, multiannual recovery plan, fishing restricted areas…) c. Completion and submission of the paper and electronic fishing logbook d. Completion and submission of the paper and electronic transshipment declaration e. Completion and submission of the paper and electronic landing declaration f. Verification of Ship engine power and engine certificate g. Designation of Ports for multiannual plan h. Catch composition detained on board

i. Proper use and compliance of fishing gears j. Marking/labeling of fishing gears k. Marking and identification of F/V Control of marketing a. Compliance of minimum size of specimen b. Weighting of fishery products c. Completion and submission of paper and electronic sales notes d. Completion and submission of paper and electronic take-over declaration e. Completion and submission transport document f. Monitoring of producer organizations g. Traceability of catches under Reg. (EC) 178/2002 h. Labelling of catches Inspection and proceedings a. Drawn up inspection report of European F/V b. Drawn up inspection report of non-UE F/V c. ICCAT/EU/National Inspectors d. Procedure in the event of infringement e. Mutual assistance and transfer of proceedings f. Measures and sanction to ensure compliance g. National register of infringement Related tasks a. Monitoring on recreational or scientific fishing b. Recovery of lost gears c. Administrative activities connected with issuance and withdrawal of fishing effort or other related activities d. Collection of data from the monitoring system

Coast Guard Functions Sectoral Qualification Frameworks

European Coast Guard Functions Academies Network Project Work Package 4

ANNEX 2

REPORT ON QUESTIONNAIRE N°2

“Description of Professional Positions and job competences for Coast Guard Functions”

TABLE OF CONTENTS

1. INTRODUCTION ...... 3

a. Project Background ...... 3

b. First questionnaire ...... 5

c. Objectives ...... 6

2. CONSULTATION METHODOLOGY ...... 7

a. Design of Questionnaire ...... 7

b. Data gathering ...... 8

3. RESULTS ...... 9

a. Overall Results ...... 9

4. CONCLUSIONS ...... 12

ANNEX I – OVERALL IDENTIFIED JOB POSITIONS ...... 14

ANNEX II – DETAILED RESULTS FOR EACH FUNCTION ...... 16

1. INTRODUCTION

This document is the report of the second questionnaire promoted by the Italian Coast Guard (Work Package 4 Coordinator) within the planned activities of the European Coast Guard Functions Academies Network project (ECGFA-NET project).

a. Project Background

The European Qualifications Framework for Lifelong Learning (EQF) recommends that organisations working at EU level should use the reference levels and principles of the EQF in order to design coordinated training and qualification standards. EQF indicates that such harmonisation should take place through the development of sectorial qualification frameworks (SQFs) as Coast Guard Functions cooperation. This would increase the employability, mobility and lifelong learning of Coast Guard personnel.

In this framework, the aims of the project “European Coast Guard Functions Academy Network for European Sectorial Qualification's Framework for Coast Guarding, (ECGFA NET)” are to strengthen international collaboration on training and build a network of academies and training institutions for Coast Guard functions on ECGFF level. The network of academies would later contribute to the establishment of Sectorial Qualifications Framework for Coast Guard functions.

The Finnish Border Guard is acting as the beneficiary and coordinator in the ECGFA NET project. The affiliated contributors are: Italian Coast Guard, Armed Forces of Malta, DGDDI - French Customs, Romanian Naval Academy of Constanta, Guardia Civil (Spain), Portugal - Guardia Nacional Republicana, German Federal Police, UK Maritime and Coastguard Agency, Hellenic Coast Guard, Spanish Customs and Excises, SASEMAR (Spain), Cyprus Police Academy, Spanish Navy. The observer institutions are: European Space Agency, Guardia di Finanza (Italy), European Fisheries Control Agency, Frontex, European Union Satellite Centre, Swedish Coast Guard and The European Police College (CEPOL).

Within the ECGFA-NET project, Work Package 4 is aimed at suggesting minimum requirements and providing key recommendations for the future development of a Coast Guard Functions Sectorial Qualifications Framework (CGFSQF).

The CGFSQF would constitute an added value for sectorial authorities working towards safer and more secure seas. In fact, the framework has the potential to increase the levels of interoperability, which is needed to face maritime related risks and threats in a more consistent way. Implementing such co-operation requires an open study and common mechanisms, which the Framework can provide.

The Italian Coast Guard is the leading institution in the implementation of the fourth Work Package of the project. 3

In order to reach the specific tasks of the WP4, the Italian Coast Guard planned – among the other actions – the promotion of two questionnaires, which are mainly aimed to gather key information for the definition of minimum requirements for CGFSQF and related recommendations.

The following assumptions have been made in order to draft the report on the two questionnaires:

- The Sectorial Qualification Framework (SQF) for Border Guard - developed by Frontex - is a useful example of SQF in the field of Coast Guard Functions and its methodology can be considered a starting basis for similar initiatives in Coast Guard Functional activities (CGF activities);

- The CGF activities are not always well defined according to EU/International rules and cannot always be linked to any EU Agencies.

- The support of the affiliated partners in the development of the WP4 work is a key element in order to design a complete framework of information related to the basic element for CGFSQF;

- The support of the ECGFF Members (other than the affiliated partners) is essential to map the national contexts and assure the expected results of the project.

1 Study on the feasibility of improved co-operation between bodies carrying out Coast Guard functions – Final Report http://ec.europa.eu/transport/facts-fundings/studies/index_en.htm 4

b. First questionnaire

The first promoted questionnaire was aimed to collect general descriptions of each European Coast Guard Function, as listed within the ECGFF’s Terms of Reference (amended in the 6th ECGFF Plenary Conference - Civitavecchia September 2014). A shared description of each Coast Guard Function was considered an initial and essential step, to create a common terminology for further steps of the project. These descriptions allowed the definition of contents and boundaries of the various functions, also highlighting similarities and differences, particularly related to education and training issues. For each CG Function, a list of main tasks was identified. The list was analysed (with the 2nd questionnaire) in order to identify the existing job profiles for each Coast Guard Function.

According to the abovementioned Terms of Reference, the ECGFF identified the following Coast Guard Functions:

1. maritime safety, including vessel traffic management

2. maritime, ship and port security

3. maritime customs activities

4. the prevention and suppression of trafficking and smuggling and connected maritime law enforcement

5. maritime border control

6. maritime monitoring and surveillance

7. maritime environmental protection and response

8. maritime search and rescue

9. ship casualty and maritime assistance service

10. maritime accident and disaster response

11. fisheries inspection and control; and

12. activities related to the above Coast Guard Functions

c. Objectives

The purpose of the second questionnaire is to collect and map Professional Positions and Job Competences of CGFs’ tasks (collected within the questionnaire No. 1) in order to outline job profiles, as a working basis to develop and build a SQF for each function.

Taking into account the implemented Frontex SQF for Border Guard, it was decided not to further investigate – at this stage – the “maritime border control” sector.

With reference to the Coast Guard Functions, the No. 12 “activities related to the Coast Guard Functions” was excluded from the survey because it is considered a too wide and not well definable function.

In order to describe Professional Positions and Job Competences it has been taken into account the tasks, as resulted from the first questionnaire, according to the preferences expressed by the questionnaire’s contributors.

2. CONSULTATION METHODOLOGY

a. Design of Questionnaire

The second Questionnaire was implemented by the Italian Coast Guard with the complementary support of an appointed external expert (CIMEA). The work can be summarized as follows.

Experts working group

An experts working group covering all the Coast Guard Functions has been appointed with the aim to gather – at national level – the needed expertise for all Coast Guard Functions. This expert group is composed by the Italian Coast Guard and the Italian Guardia di Finanza Officers.

CGF’s Professional Positions

In order to prepare the second questionnaire, the appointed experts drafted a list of professional positions for each task, as collected through the first questionnaire.

CGF’s Job Competences

Furthermore, the appointed experts drafted a list of job competences for each professional position, according to the most relevant International/European legislation, if existing.

Implementation of the on-line tool

On the basis of the experience gained with the first questionnaire and to facilitate and speed the compilation of the second questionnaire, the Italian Coast Guard decided to implement a questionnaire on-line.

The questionnaire was composed by 10 tables of work, related to the CG Functions, explored with the first questionnaire.

In any table, for each task was provided:

- a list of professional position (Who does this task?)

- a list of job competences (What does he have to do in performing this task?)

Each contributor could give a positive, negative, or neutral answer for each proposed professional position and job competence.

If no preference couldn’t be provided (because the person or the Organization are not dealing with some tasks), contributors were kindly requested to forward the

questionnaire to other person/organizations qualified for answering or – as second options – to provide no reply to those tasks/functions.

Furthermore, a free text box was inserted for adding other professional positions and job competences, on the basis of National rules.

At the end of each function another free text box was inserted, for any remarks/integrations/suggestions. b. Data gathering

The questionnaire was presented to the Project’s Partners during the 1st Working Meeting, held in Brussels the 10th of June, 2015.

It was launched the 17th of June, 2015 and the deadline for submitting the contributions was fixed on 10th July, 2015, postponed on 20th July, 2015 in order to collect further contributions.

In order to reach the questionnaire’s objectives, each contributor was invited to agree or not on the given professional position and job competences, with eventual remarks on the proposed descriptions.

If the given job positions and professional competences were not included in the national systems, new positions/competences could be added.

3. RESULTS

The results of the questionnaire are divided in overall results and detailed results, which are related to each Coast Guard Function. The overall results are presented in this paragraph and a synoptic table of the questionnaire’s results for the explored job positions is attached in annex 1, while the detailed results are included in the tables in annex 2 (one table for each CGFs).

a. Overall Results

i. List of Contributors

The questionnaire has been submitted to all the Project’s Partners and also to the other ECGFF Members (as total 25 Member States). 100 % of the project’s partners replied to the Questionnaire and 64% of the ECGFF MSs replied to the Questionnaire. In the table below the contributors (Member States and Organizations) are listed. In some cases (as showed in the first graphic) more than one contributor comes from one country.

PROJECT’S PARTNERS REPLIES 1 CYPRUS 1 Cyprus Police √ 2 FINLAND 2 Finnish Border Guard √ 3 FRANCE 3 French Customs √ 4 GERMANY 4 German Federal Police √ 5 GREECE 5 Hellenic Coast Guard √ 6 ITALY 6 Italian Coast Guard √ 7 MALTA 7 Armed Forces of Malta √ 8 PORTUGAL 8 Guardia Nacional Republicana √ 9 ROMANIA 9 Romanian Naval Academy (Costanta) √ 10 Guardia Civil √ 11 Spanish Customs and Excises √ 10 SPAIN Sociedad de Salvamento y Seguridad 12 √ Maritima (SASEMAR) 13 Armada Espanola √ 11 UNITED KINGDOM 14 UK Maritime Coast Guard Agency √ PROJECT’S OBSERVERS ITALY 17 Guardia di Finanza √ 12 SWEDEN 18 Swedish Coast Guard OTHER ECGFF MEMBERS – 1ST QUEST. CONTRIBUTORS 9

13 BELGIUM 19 Belgian Coast Guard 14 BULGARIA 20 Bulgarian Border Police 21 Croatian Coast Guard √ Ministry of Maritime Affairs, Transport 22 and Infrastructure 23 Customs Administration 24 Ministry of Interior 15 CROATIA Ministry of Environmental and nature 25 Protection 26 MRCC Rijeka Ministry of Agriculture – Fishery 27 √ Directorate 16 DENMARK 28 Danish Navy √ 17 ESTONIA 29 Estonian Police and Border Guard √ 30 Finnish Transport Safety Agency √ FINLAND 31 Finnish Customs √ FRANCE 32 General Secretariat of Sea 18 ICELAND 32 Icelandic Coast Guard 32 Irish Coast Guard √ 19 IRELAND 33 Irish Naval Service √ 34 Sea Fisheries Protection Authority √ 20 LATVIA 35 Latvian State Border Guard 21 LITHUANIA 36 State Border Guard Service 37 Customs Department MALTA 38 Malta Police 39 Transport Malta 22 NETHERLANDS 40 Netherlands Coastguard 41 Norwegian Navy 23 NORWAY 42 Norwegian Coast Guard 43 Polish Border Guard √ 24 POLAND 44 Polish Customs 45 Polish SAR Service 25 SLOVENIA 46 Slovenian Police 11 MSs TOT. PROJECT’S PARTNERS/OBSERVERS 15 CG Bodies 5 MSs TOT. OTHER ECGFF MEMBERS 10 CG Bodies 16 MSs TOT. ALL CONTRIBUTORS 25 CG Bodies

ii. Answers analysis criteria

In the analysis of the contributions an inclusive approach was adopted. For this reason, all the collected professional positions and job competences are considered relevant for the next implementation of the study.

iii. Added tasks

Taking into account the remark made by Cyprus, it was decided, after the last meeting, to add a new task (“Report infringements”) in the function No. 1 (Maritime safety including VTS) at the point No. 4 Vessel Traffic Services. The professional positions for this task are “VTS Operator” with the related competence ”Report infringements on national and international safety/pollution/traffic rules” and “VTS Supervisor” with the related competence “Evaluate Violations for further national administrative action and report to the Flag State of the vessels violating traffic rules.

4. CONCLUSIONS

On the basis of the analysis of the filled questionnaire, the following conclusions emerged:

 25 organisations submitted their answers, by 16 Member States participating in the European Coast Guard Functions Forum. In particular:

- Some MS have provided one reply coming from one CGF Organization;

- Some MS have provided one reply coming from more than one CGF Organization (each one for their own competences area);

- Some MS have provided more than one reply coming from different CGF Organizations (which are competent or concurrent for the same function);

- 6 added professional positions and 17 added job competences were inserted.

 If we compare the contributions for the two submitted questionnaires, in the framework of the contributions for the second questionnaire:

- we registered a lower participation in terms of numbers (17 MSs for the first questionnaire and 16 MSs for the second questionnaire) but a more detailed involvement of the contributors, who gave a very high number of answers. Totally, 451 questions were asked on which 5348 answers were collected (4998 YES, 350 NO).

 In the analysis of the answers, some key conclusions emerged and they are significant in the implementation of the Sectoral Qualification Framework for CGFs.

- The high number of answers from the contributors shows a wide interest in the sector concerned and it is a very important factor for the future development of ECGFA-NET project results;

- The contributors widely shared the proposed professional positions and job competences (answering “YES” for more than the 93% of the items – only some competences related to sampler job positions haven’t achieved a sufficient sharing). Furthermore, the added items were not numerous;

- The general remarks provided are mostly about specific national ways to manage the CFFs. In this context they are not strictly useful;

- Some professional positions are involved in more than one function; in particular 18 professional positions (among the 58 listed/collected ones) belong to more than one function;

- Some professional positions have a general denomination. In particular, some professional positions are “collective positions” (e.g. “air unit’s crew”) which contain

basic and propaedeutic professional positions (e.g. pilot, navigator, air observer, etc..) to carry out the tasks related to the “collective positions”. For this reason, in the future, it should be useful to link some CGF tasks to the basic professional positions;

- Some professional positions are not always linked to the Coast Guard Functions and they are often provided by external accredited bodies. For example, Recognized Organization’s Inspectors release certificates for ships, on behalf of the Coast Guard Authority (Function No. 1);

- Functions No. 3 and No. 4 are considered very similar and they are often connected as far as Functions No. 7 and No. 9. In both cases several professional positions are similar;

- Function No. 5 is strictly connected with the other functions. It should be taken into account for the development of the CGF SQF.

ANNEX I – OVERALL IDENTIFIED JOB POSITIONS

The annexed file shows all the relevant job positions, as matched with their related functions.

Legend:

- in green cells: connections between positions and functions

- in yellow cells: added job positions

OVERALL IDENTIFIED JOB POSITIONS

ANNEX II – DETAILED RESULTS FOR EACH FUNCTION

This Annex presents the specific results of the Questionnaire. In particular, a table for each Coast Guard Function has been prepared containing a summary of the collected data. In details:

- Preferences on CGFs Professional Positions (expressed as numbers)

- Preferences on CGFs Job Competences (expressed as numbers)

- Further Professional Positions and Job competences added by the contributors

Legend: Job positions and competences added are in green.

Second Questionnaire Detailed Results2 1. MARITIME SAFETY (including VTS) 11 Participant Member States: CY, DK, ES, FI, FR, GB, GR, HR, IE, IT, RO (44 % ECGFF Members) 12 Participant Coast Guard Organizations: Cyprus Police, Danish Navy, Finnish Transport Safety Agency, French Customs Coast Guard, Guardia Civil, Hellenic Coast Guard, Irish Coast Guard, Italian Coast Guard, UK Maritime Coast Guard Agency, Croatia Coast Guard, Romanian Naval Academy, SASEMAR. PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Verification and certification of Flag State

 Flag State Surveyor 8 2 a. Directly by National  inspection, verification, issuing and  Person in charge of endorsement of certificates under 8 0 inspectors National Competent national/international rules Authority (NCA). (GR) NEW

7 0  Visiting and issuing of declaration b. With Recognized of purposes  Recognized Organizations which  Inspection, verification, issuing of Organization’s (RO) 7 3 operates on behalf of certificates within the framework Inspector National Administration of authorization granted according 7 0 to national legislation

2 COUNTRY CODES: CYPRUS (CY), GERMANY (DE), DENMARK (DK), ESTONIA (EE), SPAIN (ES), FINLAND (FI), FRANCE (FR), GREAT BRITAIN (GB), GREECE (GR), CROATIA (HR), IRELAND (IE), ITALY (IT), MALTA (MT), POLAND (PL), PORTUGAL (PT), ROMANIA (RO).

 issuing of certificates after RO inspectors visit and the declaration of purposes, within the framework  Person in charge of of authorization granted according National Competent 8 2 8 0 to national legislation Authority (NCA)  Monitoring, maintaining the system of regular inspections, verification and other control measures

2. Port State Control Inspections on foreign ships a. Inspections on board  Port State Control (PSC)  Verify compliance with Paris MoU according to Paris MoU 10 1 9 0 Inspector text and EU legislation. text and EU legislations 3. Administrative and control activities  Verify conformity of the procedure a. Monitoring and control for  Expert in Marine applied to the design phase and the marine equipment and 7 2 7 0 Equipment production of marine equipment manufacturers according to EU legislation.  Control of the RO activity on board b. Monitoring and control of 6 3 (at least the 50% of ship 6 0 Recognized Organizations  Flag State Surveyor certificates) authorized for the

certification of ship’s  Preliminary audit in the RO compliance with headquarters before the  RO monitoring team (UK) NEW 5 0 international conventions recognition and, whenever required, additional verification.

 Verify that all requirements are c. Issuance of certification of  Person in charge of fulfilled in accordance with STCW seafarers according to National Competent 8 2 NEW Convention for issuing a certificate STCW convention Authority (NCA) of proficiency or competency. (GR)

d. Monitoring of the  Flag State surveyor verifies crew preparedness of crew on  Flag State Surveyor 7 3 7 0 exercises evaluating some drills. board

4. Vessel Traffic Services (IMO Res. A. 857(20); IALA Guide Line 1089; IALA VTS Manual):  Transmit information at appropriate times, at the request of a vessel or when deemed necessary  VTS Operator 8 2 by the VTS (for example a sudden 8 0 deterioration of weather conditions) - IALA Recommendation v-103  Ensure that the service provided meets the requirements of both a. INS (Information Service) the users and the VTS Authority.  Coordinate the interface between the VTS, allied services and other  VTS Supervisor 8 2 port facilities and services. 8 0  Supervise VTS Operators  Ensure the efficient running of the VTS operations room.  Carry out assessments of VTS Operators

 Manage and co-ordinate financial, technical and human resources;  Ensure that the standards set by the Competent/VTS;  Authority for operator qualifications and training are met;  Ensure that the training and certification of VTS personnel are 7 0  VTS Manager 7 3 appropriate to the service types a. INS (Information Service) being provided;  Ensure VTS quality standards are maintained;  Develop and maintain a good public information  Manage and coordinate VTS personnel activities. (CY) NEW  Giving continuous training to VTS  OJTI (ES) NEW personnel to ensure the standards NEW established  Organise the vessel traffic within a waterway by means of waterway information, traffic monitoring and traffic regulations using, as  VTS Operator 7 3 7 0 necessary, nautical knowledge of the area concerned, the traffic image and a suitable marine b. TOS (Traffic Organization information management system. Service)

 Ensure that the service provided 6 0 meets the requirements of both the users and the VTS Authority.  VTS Supervisor 6 3  Coordinate the interface between 6 0 the VTS, allied services and other port facilities and services.  Supervise VTS Operators 5 0

 Ensure the efficient running of the 5 0 VTS operations room.  Carry out assessments of VTS Operators

5 0

 Manage and co-ordinate financial, 6 0 b. TOS (Traffic Organization technical and human resources;  VTS Manager 6 4 Service)  Manage and coordinate VTS NEW personnel activities. (CY)

 Ensure that the standards set by the Competent/VTS;  Authority for operator qualifications and training are met;  Ensure that the training and certification of VTS personnel are appropriate to the service types being provided;  Ensure VTS quality standards are maintained; 6 0  Maintain awareness of continuing development for the VTS centre;  Plan and develop of emergency procedures as appropriate to the VTS area of responsibility;  Ensure that all adopted standard operating procedures are reviewed and amended as required  Giving continuous training to VTS  OJTI (ES) NEW personnel to ensure the standards NEW established  Transmit such information as may be needed to aid a ship in difficult c. NAS (Navigational  VTS Operator 8 3 navigational or meteorological 7 0 Assistance Service) circumstances or in case of defects or deficiencies

 Ensure that the service provided meets the requirements of both the users and the VTS Authority  Coordinate the interface between the VTS, allied services and other  VTS Supervisor 7 3 port facilities and services. 6 0  Supervise VTS Operators  Ensure the efficient running of the VTS operations room.  Carry out assessments of VTS Operators

 Manage and co-ordinate financial, technical and human resources;  Ensure that the standards set by the Competent/VTS; c. NAS (Navigational  Authority for operator Assistance Service) qualifications and training are met;  Ensure that the training and certification of VTS personnel are appropriate to the service types being provided;  Ensure VTS quality standards are 6 0  VTS Manager 6 3 maintained;  Maintain awareness of continuing development for the VTS centre;  Plan and develop of emergency procedures as appropriate to the VTS area of responsibility;  Ensure that all adopted standard operating procedures are reviewed and amended as required;  Manage and coordinate VTS personnel activities. (CY) NEW

 Giving continuous training to VTS  OJTI (ES) NEW personnel to ensure the standards NEW established  Report infringements on national  VTS Operator and international safety/pollution/traffic rules d. Report infringements NEW  Evaluate Violations for further NEW national administrative action and  VTS Supervisor report to the Flag State of the vessels violating traffic rules

2. MARITIME SHIP AND PORT SECURITY 10 Participant Member States: CY, ES, FI, FR, GB, GR, HR, IT, PL, RO (40 % ECGFF Members) 10 Participant Coast Guard Organizations: Cyprus Police, Finnish Transport Safety Agency, French Customs Coast Guard, Guardia Civil, Hellenic Coast Guard, Italian Coast Guard, UK Maritime Coast Guard Agency, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy. PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Operational activities a. Inspection of flag state  Inspection of flag state ships, port ships, port and port and port facilities to verify the 8 0 facilities to verify the conformity and the  Flag State Surveyor 9 0 implementation of security matters conformity and the  Issuing of International Ship implementation of security Security Certificate and Interim 8 1 matters Certificate.  Inspection of foreign ship to verify compliance with Solas and ISPS 9 0 b. Inspection of foreign ship Code for to verify compliance  Applies sanctions, recognized at with Solas and ISPS Code  Duly Authorized Officer 9 0 international level, if the ship is not 8 1 by Duly Authorized compliant. Officers  Approve risk assessment and security plans of ship, port and port 9 0 facilities 2. Administrative activities  Person in charge of  Verify if the risk assessment or a. Verify and approve risk security plan contain every National “Designated 10 0 Ref. elements required at the assessment and security Authority” 10 0 - Dir. 2005/65/UE international level. plans of ship, port and - Reg 725/2004  Approve risk assessment and  Flag state surveyors port facilities security plans of ship, port and port 9 0 (GR) NEW facilities

3. MARITIME CUSTOMS ACTIVITIES 7 Participant Member States: ES, FI, FR, GR, HR, IT, RO (28 % ECGFF Members) 9 Participant Coast Guard Organizations: Armada Espanola, Finnish Customs, French Customs Coast Guard, Guardia Civil, Hellenic Coast Guard, Guardia di Finanza, Croatian Coast Guard, Romanian Naval Academy, Spanish Customs.

PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. CONTROL ACTIVITIES IN CUSTOMS AREAS a. Checks, inspections and  Customer/Inspector surveys on the means of 7 1  Inspections of baggage 7 0 transport and on the  Operational Officer baggage of persons 7 1  Customer/Inspector b. Customs control of 7 1  Control of persons 7 0 persons  Operational Officer 7 1  Customer/Inspector 6 2 c. Cross-checking service  Cross-checking activities 6 0  Operational Officer 8 0  Customer/Inspector d. Narcotic substances 7 1  Narcotic substances controls 7 0 interdiction  Operational Officer 7 1  Customer/Inspector 7 1 e. Handle money laundering  Handle money laundering 7 0 violations violations control  Operational Officer 7 1

7 1  Customer/Inspector f. Control of container,  Control of container, vehicles 7 0 vehicles  Operational Officer 7 1

2. CONTROL ACTIVITIES OUTSIDE THE CUSTOMS AREAS (IN CASE OF GROUNDED SUSPICION OF ARRIVAL FROM/DEPARTURE ABROAD) a. Checks, inspections and  Inspections of containers and  Customer 6 1 5 0 surveys on the means of baggage transport and containers and on the baggage of  Inspections of containers and  Operational Officer 7 1 6 0 persons baggage b. Customs control of  Customer 6 1  Control of persons 5 0

persons  Operational Officer 7 1  Control of persons 6 0 3. OPERATIONAL COORDINATION ACTIVITIES a. Handle mutual assistance requests with other Member States of EU and  Coordinate and plan trans-border - with third countries, as  Operational Officer 7 1 7 0 cooperation activities well as for coordinating and planning trans-border cooperation activities 4. OPERATIONAL ACTIVITIES 4.1 Preliminary activities a. Analysis of the operational  Operational Officer 8 0  Evaluation of operational context 7 0 context b. Identification and evaluation of possible  Operational Officer 8 0  Identification of possible threats 7 0 threats

4.2 Development a. Analysis of the information  Operational Officer 7 1  Information analysis 6 0 gathered

b. Sharing of the data and  Operational Officer 8 1  Sharing data 7 0 information

4.3 Pre-operational phase a. Planning the operational activities and evaluation of  Planning of the operational  Operational Officer 6 1 6 0 the International rules of activities reference b. Orders for the deployment of human and instrumental resources  Evaluation of human and  Operational Officer 7 1 7 0 c. Deployment and instrumental resources coordination of people and means 4.4 Operational phase  Coordination of Operational  Operational Officer 9 0 9 0 a. Search and finding of the activities

target  Air and Naval unit crew 8 0  Operational activities 7 0

 Coordination of Operational  Operational Officer 8 1 8 0 b. Control, tailing and activities

shadowing  Air and Naval unit crew 8 0  Operational activities 8 0

 Operational Officer  Coordination of Operational 7 1 7 0 activities c. Intervention and capture  Air and Naval unit crew 7 0  Operational activities 7 0

4. THE PREVENTION AND SUPPRESSION OF TRAFFICKING AND SMUGGLING AND CONNECTED MARITIME LAW ENFORCEMENT 13 Participant Member States: CY, DE, ES, FI, FR, GB, GR, HR, IT, MT, PL, PT, RO (52 % ECGFF Members)

17 Participant Coast Guard Organizations: Armada Espanola, Armed forces of Malta, Cyprus Police, Finnish Border Guard, Finnish Transport Safety Agency, French Customs Coast Guard, German Federal Police, Guardia National Republicana, Guardia Civil, Hellenic Coast Guard, Guardia di Finanza, UK Maritime Coast Guard Agency, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy, Spanish Customs, SASEMAR.

PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS OPERATIONAL ACTIVITIES 1. Preliminary activities a. Analysis of the operational  Operational Officer 14 0  Evaluation of operational context 13 0 context b. Identification and evaluation of possible  Operational Officer 14 0  Identification of possible threats 13 0 threats c. Gathering information  Operational Officer 14 0  Gathering of information 13 0

2. Development  Operational Officer a. Analysis of the gathered 13 1  Data analysis 12 0 information  Analyst (FI) NEW b. Sharing of data and  Operational Officer 13 1  Data analysis 12 0 information 3. Pre-operational phase a. Planning of the op. activities and evaluation of  Operational Officer 14 0  Planning of the operational activities 13 0 the Int. rules of reference b. Orders for the deployment  Evaluation of human and of human and  Operational Officer 13 0 12 0 instrumental resources instrumental resources

c. Deployment and  Evaluation of human and coordination of people and  Operational Officer 13 0 12 0 instrumental resources means 4. Operational phase  Operational Officer 14 0  Coordination of Operational activities 14 0 a. Search and finding of the  Operator (FI) NEW target  Air and Naval unit crew 14 0  Operational activities 14 0  Operator (FI) NEW  Operational Officer 13 1  Coordination of Operational activities 13 0 b. Control, tailing and  Operator (FI) NEW shadowing  Air and Naval unit crew 14 0  Operational activities 14 0  Operator (FI) NEW  Operational Officer 13 1  Coordination of Operational activities 13 0  Operator (FI) NEW c. Intervention and capture  Air and Naval unit crew 14 0  Operational activities 13 0  Operator (FI) NEW 5. Related tasks a. Application of the  Operational Officer 11 2 9 0 procedural and substantial  Air and Naval unit crew 11 2  Detect infringements to this task rules, both administrative 9 0 and criminal  Crime investigator (FI) NEW  Operational Office 10 3 8 0 b. Continuation of the investigative activities and  Air and Naval unit crew 8 5  Further investigation activities acquisition of further 6 0 pieces of information  Crime investigator (FI) NEW

5. MARITIME MONITORING AND SURVEILLANCE 14 Participant Member States: CY, DE, DK, EE, ES, FI, GR, HR, IE, IT, MT, PL, PT, RO (56 % ECGFF Members) 17 Participant Coast Guard Organizations: Armada Espanola, Forces of Malta, Cyprus Police, Danish Navy, Finnish Boarder Guard, German Federal Police, Guardia National Republicana, Guardia Civil, Hellenic Coast Guard, Irish Coast Guard, Italian Coast Guard, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy, Police and Boarder Guard Board, Spanish Customs, SASEMAR. PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Monitoring of vessels  Monitoring of vessels by using of software packages related to vessel a. Monitoring of  Monitoring Operator 11 2 traffic monitoring and oil spill 11 0 compliance with detection. regulations on the safety  Report infringements and prevention of  Supervise Operator activities and pollution caused by ships ensure the efficient running of  Monitoring Supervisor 10 3 10 0 operations room  Report infringements  Monitoring of vessels by using  Monitoring Operator b. Monitoring of 10 2 tools/devices receiving the Ship 10 0

compliance with Security Alerts. regulations on the  Supervise Operator activities and security of ships  Monitoring Supervisor 10 2 ensure the efficient running of 10 0 operations room  Monitoring of vessels by using of software packages for the  Monitoring Operator 9 3 8 0 monitoring fisheries activities (e.g. c. Monitoring of VMS). compliance with  Supervise Operator activities and regulations on fisheries ensure the efficient running of 8 0 activities operations room  Monitoring Supervisor 8 4  Contribute to the development of an information exchange strategy NEW (GR)

 Monitoring of vessels by using software packages for the monitoring of compliance with 12 0 d. Monitoring of regulations on immigration and  Monitoring Operator 13 2 compliance with border crossing regulations on  Gather and disseminate immigration and border information to all involved NEW crossing stakeholders. (GR)  Supervise Operator activities and  Monitoring Supervisor 11 2 ensure the efficient running of 11 0 operations room 2. Monitoring of the maritime spaces  Monitoring of vessels by using of software packages for vessel traffic monitoring and for oil a. Monitoring of  Monitoring Operator 13 2 12 0 spill detection (e.g. compliance with CleanSeaNet) regulations on the  Report infringements protection of the  Supervise Operator activities marine environment and ensure the efficient running  Monitoring Supervisor 11 3 10 0 of operations room  Report infringements  Monitoring of vessels by using of b. Monitoring of software packages for vessel compliance with  Monitoring Operator 13 1 13 0 traffic monitoring (e.g. ship applicable legislation in reporting) sea areas, where there  Supervise Operator activities is a policing  Monitoring Supervisor 11 2 and ensure the efficient running 11 0 competence of operations room

3. Data analysis and correlation a. Analysis of the  Monitoring Operator 12 2  Analysis of information/data 12 0 information gathered and comparison between  Analyst (PT) NEW  Produce intelligence job, reports NEW acquired data and data/information stored  Supervise Operator activities and in the reference DBs  Monitoring Supervisor 12 2 ensure the efficient running of 12 0 operations room  Data management: correlating  Monitoring Operator 13 2 information acquired by different 13 0 b. Correlation between data sources acquired by different  Supervise Operator activities and sources  Monitoring Supervisor 13 2 ensure the efficient running of 13 0 operations room

 Monitoring Operator 14 1  Data analysis and sharing activity 12 0 c. Sharing of data and information  Supervise Operator activities and  Monitoring Supervisor 13 1 ensure the efficient running of 13 0 operations room  Evaluation of the data collected  Monitoring Operator 15 1 15 0 and shared d. Making situational  Supervise Operator activities and picture of maritime area  Monitoring Supervisor 15 1 ensure the efficient running of 15 0

operations room

4. Support operations to  Monitoring of sea areas to support different tasks expression of  Monitoring Operator 12 0 national sovereignty at sea (i.e. 11 0 maritime planning regulation, a. Exercise national environment protection) sovereignty at sea  Patrolling sea areas to support different tasks expression of  Surface, air and naval 15 0 national sovereignty at sea (i.e. 14 0 patrolling unit maritime planning regulation, environment protection)  Monitoring Operator 8 4  Monitoring of sea areas to support  Boarding Operation contrast against hostile activities 7 0 b. Fight terrorism and other Party Member (ES- NEW outside EU hostile activities outside ARMADA) EU  Patrolling of sea areas to support  Surface, air and naval 8 4 contrast against hostile activities 8 0 patrolling unit outside EU  Monitoring of sea areas to support c. Other common Security  Monitoring Operator 8 2 Security and Defense Policy tasks, 7 0 and Defense Policy tasks, as defined in articles 42 and 43 TEU as defined in Articles 42  Patrolling of sea areas to support and 43 TEU (Treaty of  Surface, air and naval 8 2 Security and Defense Policy tasks, 8 0 European Union) patrolling unit as defined in articles 42 and 43 TEU

6. MARITIME ENVIRONMENTAL PROTECTION AND RESPONSE 12 Participant Member States: DE, DK, EE, ES, FI, FR, GR, HR, IE, IT, PL, RO (48 % ECGFF Members) 17 Participant Coast Guard Organizations: Armada Espanola, Danish Navy, Finnish Boarder Guard, Finnish Transport Safety Agency, French Customs Coast Guard, German Federal Police, Hellenic Coast Guard, Irish Coast Guard, Italian Coast Guard, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy, Police and Boarder Guard Board.

PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Protection at sea

 Planning environmental operation  Operational/ 9 2 for monitoring, prevention and 9 0 Environmental Officer response against oil pollution a. Monitoring and control of ships’ compliance with environmental legislation  Sampler 7 3  Sampling activities 5 0  Inspection and control of ships’  Port State Control (PSC) 7 3 compliance with environmental 7 0 Inspector legislation  Monitoring operator 6 3  Monitoring of maritime areas 6 0 b. Handling of requests of Place of Refuge from  Operational/  Handle requests of Place of Refuge 7 3 7 0 ships in need of Environmental Officer from ships in need of assistance assistance

 Sampler 4 4  Sampling activities 5 0 Ref. - DIR 1999/32 as amended by DIR  Operational/ 5 3  Detect infringements to this task. 4 0 2005/33 and 2012/33 c. Controls on sulphur Environmental Officer content of marine fuel

 Port State Control (PSC)  Inspection and control on sulphur 6 2 5 0 Inspector content of marine fuel

 Patrolling and control of Protected 8 0  Person in charge of a Sea areas 9 1 d. Patrolling and control of naval and air unit

Protected Sea areas  Detect infringements to this task 8 0

 Sampler 4 4  Sampling activities 3 0

2. Waste goods aboard a. Drafting and  Operation/  Drafting and enforcement of Plans enforcement of plans Environmental Officer 6 3 about delivery of ship generated 6 0 about delivery of ship waste and cargo residues to Port generated waste and  PSC Officer (RO) NEW Reception Facilities cargo residues to Port Reception Facilities  Sampler 3 4  Sampling activities 3 0

 Enforcement of relevant national  Operation/ 6 3 b. Enforcement of relevant and international legislation Environmental Officer 5 0 national and about handling of ship generated  PSC Officer (GR) international legislation NEW waste about handling of ship generated waste  Sampler 2 5 Sampling activities 2 0

3. Oil spill response at sea

 Operational/  Drafting and enforcement of 9 1 8 0 Environmental Officer contingency plans a. Drafting and enforcement of  Sampler 6 4  Sampling activities 6 0 contingency plans  Person in charge of a 9 1  Patrolling and monitoring at sea 9 0 naval and air unit

 Operational/  Coordination of pollution response 10 1 10 0 Environmental Officer operations at sea b. Coordination of pollution response operations at sea  Sampler 6 3  Sampling activities 6 0  Person in charge of a 10 1  Patrolling and monitoring at sea 9 0 naval unit  Operational/  Organization of drills including 9 0 9 0 c. Organization of drills Environmental Officer clean-up operations including clean-up  Sampler 5 2  Sampling activities 6 0 operations  Person in charge of a 9 1  Patrolling and monitoring at sea 8 0 naval unit

 Operational/  Detect infringements and apply d. Provisions and 8 3 8 0 Environmental Officer sanctions enforcement of adequate penalties  Person in charge of air  Detect infringements and apply 8 3 7 1 and naval unit sanctions

7. MARITIME SEARCH AND RESCUE 12 Participant Member States: CY, DK, EE, ES, FR, GR, HR, IE, IT, MT, PL, RO (48 % ECGFF Members) 14 Participant Coast Guard Organizations: Armada Espanola, Armed Force of Malta, Cyprus Police, Danish Navy, French Customs Coast Guard, Guardia Civil, Hellenic Coast Guard, Irish Coast Guard, Italian Coast Guard, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy, Police and Boarder Guard Board, SASEMAR.

PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Ashore SAR Activities  Establishing, staffing, equipping and managing the SAR system, including providing appropriate legal and funding support, Ref. a. SAR Coordination  SAR coordinator (SC) 11 3 11 0 establishing RCCs and RSCs, - IAMSAR vol. II chapter 1.2.2 providing or arranging for SAR facilities, coordinating SAR training, and developing SAR policies.  Gather information about distress situations, to develop accurate and b. SAR Mission  SAR Mission workable action plans and to Ref. 12 2 11 0 Coordination Coordinator (SMC) dispatch and co-ordinate the - IAMSAR vol. II chapter 1.2.3 resources, which will carry out SAR missions.

 Reception of ship-to-shore distress 12 0 alerting;  Transmission of shore-to-ship distress alerting 12 0  Transmission and reception of search and rescue coordinating Ref. c. Coastal Radio Monitoring  Coastal Radio Operator 12 2 12 0 communications - IMO Res. A.801 (19)  Transmission and reception of navigational and meteorological warnings and urgent information; 12 0  Transmission and reception of general radio-communications. 11 1 2. SAR activities at sea

 Co-ordination of all SAR facilities on 14 0 scene  Receives search action plan from the SMC and modifies the search action plan on prevailing 14 0 environmental conditions, keeping SMC advised of any change  Provides relevant information to other SAR facilities 14 0 a. OSC (On-Scene  On-Scene Coordinator  Implements the search plan Ref. 14 0 Coordination) (OSC)  Monitors the performances of 14 0 - IAMSAR vol. II chapter 1.2.4 other units participating in the search  Co-ordinates safety of flights issues 12 0 for SAR aircraft  Develops and implements the 12 1 rescue operation plan  Makes consolidates reports 14 0 (SITRREPSs)  Back to the SMC 14 0

11 0

 Participates to SAR operations 14 0 under the coordination of the OSC  Receives by OSC the instructions  Search and rescue  Provides relevant information to 14 0 Ref. b. Surface SAR Operations 14 0 unit’s crew (SRU) OSC - IAMSAR vol. II chapter 1.2.4  Conducts the naval units that are 14 0 employed in the search and rescue operations 13 1  Person in charge of Underwater Search & 12 1  Coordinate the underwater activity 12 0 Rescue Authority  Supports the OSC 11 0  Liaison Team (LT)  Identifies any requirements for 12 0 personnel additional manpower during 11 0 extended operations c. Underwater SAR  dispatched by the SMC, Operations participates to the SAR operation, under the operational Ref. coordination of the OSC  Diver team (RO) NEW - IAMSAR vol. II chapter 1.2.3 -  Receives by the OSC the chapter 1.2.4 instructions  Provides relevant information to OSC 3. AIR SAR activities at sea  Co-ordinates the airborne 12 0 resources 12 0  Assists in maintaining flight safety Ref.  Practices flow planning 12 0  Air Coordinator Officer - IAMSAR vol. II chapter 1.2.5 a. Aircraft Coordination 12 1  Co-ordinates the coverage of 12 0 (ACO) search area 11 0  Forwards radio messages  Makes consolidates reports 12 0 (SITRREPSs) back to SMC

 Participates to SAR operations 14 0 under the coordination of the ACO Ref. b. SAR Operations  Air unit 14 1  Receives by ACO the instructions - IAMSAR vol. II chapter 1.2.5  Provides relevant information to 14 0 ACO 14 0 4. Related SAR activities  SAR Mission a. SAR activities related to  Co-ordinate SAR activities with ICC Coordinator (SMC) 11 1 Ref. immigration (RegUE and European border Surveillance 10 1  SAR Unit/Facility Reg. UE 1052/2013 656/2014) System personnel (ARMADA) NEW  Arrange procedures in place for responding to request for medical 13 0 evacuation  SAR Mission 13 1  Obtain advice from medical Coordinator (SMC) personnel before deciding to carry Ref. b. MEDEVAC 12 0 out an evacuation (Tele Medical IAMSAR vol. II Chap. 1.4 Assistance Service)  Evaluate whether it is safe to  SAR Unity/Facility 12 0 conduct an evacuation and take 12 1 personnel final decision  SAR Mission  Analysis of the experience that 11 2 11 0 Coordinator (SMC) need to be shared, of the  On Scene Coordinator important issues, of participants’ 11 1 11 0 (OSC) needs c. Analysis of the cause of  Analysis of the experience that Ref. need to be shared, of the the SAR event 10 0 IAMSAR Vol II chapter 8.9 important issues, of participants’  SAR Coordinator (SC) 10 2 needs  Process of information flow to the appropriate level of SAR 10 0 organization

8. SHIP CASUALTY AND MARITIME ASSISTANCE SERVICE 8 Participant Member States: CY, DK, ES, FR, GR, IE, IT, RO (32 % ECGFF Members) 9 Participant Coast Guard Organizations: Cyprus Police, Danish Navy, French Customs Coast Guard, Guardia Civil, Hellenic Coast Guard, Italian Coast Guard, Romanian Naval Academy, SASEMAR. PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Maritime Assistance Service – Activities Ref. - SOLAS Regulation V/31, VII/6,  Receiving reports, consultations VII/7-4, VIII/12; and notifications provided by the 8 0 - MARPOL, art. 8, Protocol I, relevant IMO instruments in the Intervention Convention 1969,  Person in charge of event of an incident involving a article III (a) and (f); a. Receiving the reports Maritime Assistance 8 1 ship that does not require rescue - OPRC Convention 1990, articles of persons Service Authority 4 and 5;  Informing the MRCC about the - INF Code, Paragraphs 29 and situation that might require a 6 1 30; rescue operation - Resolution A.851 (20) - RES. A.950 (23)

 Monitor the ship’s situation if a  Person in charge of report referred to the paragraph a. b. Monitoring the ship’s Ref. Maritime Assistance 8 1 discloses an incident that may give 8 0 situation - RES. A.950 (23) Service Authority rise of a situation where the ship is in need of assistance

6 1 c. Point of contact between  Person in charge of  Radio monitoring Ref. the master and the Maritime Assistance 8 1  Exchange of information between 8 0 - RES. A.950 (23) coastal State Service Authority the ship and the coastal State d. Point of contact between  Person in charge of 8 1  Radio monitoring 6 1 Ref.

those involved in a Maritime Assistance  Exchange of information between 8 0 - RES. A.950 (23) marine salvage Service Authority those involved in a marine salvage operation undertaken by private facilities 2. Administrative activities  Provide information regarding: - The assets available for the a. Arrangement of the  Person in charge of maritime assistance service operative unit for the Ref. Maritime Assistance 9 0 - The available port facilities for the 9 0 maritime assistance - RES. A.950 (23) Service Authority maritime assistance service service - The point of contact of the assets and of the port facilities available  Provide national instructions to indicate: - The authority or the organization b. Arrangement of  Person in charge of to which is to transmit the procedures for the Ref. National Competent 7 1 information obtained from a ship 7 0 maritime assistance - RES A.950 (23) – art.3.2 Authority - The authority or the organization service from which it receives instructions concerning its action and the particulars to be transmitted to ship

9. MARITIME ACCIDENT AND DISASTER RESPONSE 12 Participant Member States: CY, DK, EE, ES, FI, FR, GR, HR, IE, IT, MT, PL, RO (52 % ECGFF Members) 15 Participant Coast Guard Organizations: Armada Espanola, Armed Force of Malta, Cyprus Police, Danish Navy, Finnish Border Guard, French Customs Coast Guard, Guardia Civil, Hellenic Coast Guard, Irish Coast Guard, Italian Coast Guard, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy, Police and Boarder Guard Board, SASEMAR. PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. MRO Ashore activities  SAR Mission Ref. a. Assessment 10 2  Evaluation of disaster 10 0 Coordinator (SMC) - IAMSAR vol II chap. 6.15  Arrange the OPLAN 10 0  Gather information about distress 10 0 situations  Person in charge of  Develop accurate and workable 10 0 National Competent 10 2 action plans Authority and/or SMC  Dispatch and co-ordinate the resources which will carry out SAR 10 0 missions b. Planning and  Develop action plans 10 0 Ref.  Collect and evaluate information 10 0 - IAMSAR vol II chap. 6.15 Coordination  Planning Officer 10 1  Maintain resource status - IAMSAR vol. II appendix C and/or SMC 10 0  Arrange to scale up or scale down activities 10 0

 Operational Officer  Manage the resources to carry out 11 1 11 0 and/or SMC the operations.

 Person in charge of National Competent  Establish objectives, strategies 8 2 and priorities relating to 8 0 Authority /Incident emergency response Commander (IC)  Ensures the IC has appropriate information available, 8 0  Assists the media and others  Information officer 8 2 seeking incident information, 8 0  Helps to provide information to c. Establishment of crisis the public and families of person 8 0 Ref. unit (operational center) in distress - IAMSAR Vol II appendix C  Monitors safety conditions 8 0  Safety officer 8 1  Develops measures to ensure and reduce risk 8 0  Serves as primary contact for on-  Liaison officer 8 0 scene representatives of their 8 0 respective organization  Provides to the crisis unit all the  Technical expert 7 2 technical information needed to 7 0 carry out the MRO.  Keeps efficient communications with shore side authorities, e.g.  SAR Mission the ship or aircraft casualty, 9 1 9 0 Coordinator (SMC) harbor authorities, medical and fire-fighting services, salvage and Ref. d. Communications counter-pollution services - IAMSAR vol II appendix C  On-Scene Coordinator  Keeps communications with SMC 11 1 10 0 (OSC and SRUs and with ACO  Air Coordinator Officer  Keeps communications with SMC 10 2 10 0 (ACO) and OSC  Provide a basic medical assessment, when assistance is 11 0  SAR Mission Ref. e. Care of survivors 11 1 required Coordinator (SMC) - IAMSAR vol II chap. 6.16  Provide ambulance and hospital 8 3 facilities ready

 Ashore personnel 10 2  Assist survivors 9 0  Question the survivors in order to keep information regarding the total number of persons on board 10 0 Ref. f. Debriefing of survivors  SAR personnel 10 2 and the survivor’s own medical - IAMSAR vol II chap. 6.17 history  Communicate any information 10 0 received to the RCC 2. MRO Sea Activities:  Co-ordination of all SAR facilities on scene and other tasks as 9 0  On-Scene Coordinator IAMSAR chapt. II-A 11 2 (OSC)  Co-ordinate SAR operation according to instructions from NEW SMC (FI)  Participates to SAR operations Ref. a. MRO naval operation under the coordination of the OSC 12 0 - IAMSAR chapt. II-A  Receives by OSC the instructions  Search and rescue  Provides relevant information to 13 0 12 0 units’ crew (SRU) OSC  Conducts the naval units that are 12 0 employed in the search and rescue operations 12 0

 Co-ordinates the airborne 11 0 resources  Assists in maintaining flight safety 11 0  Practices flow planning  Air Coordinator Officer b. MRO air operation 11 1  Co-ordinates the coverage of 11 0 (ACO) search area 11 0  Forwards radio messages 11 0  Makes consolidates reports (SITRREPSs) back to the SMC 11 0

 Participates to SAR operations under the coordination of the 12 0 ACO  Air unit 12 1  Receives by ACO the instructions 12 0  Provides relevant information to ACO 12 0  Person in charge of  Coordinate the underwater underwater Search and 10 1 10 0 activity Rescue Authority  Nominates or confirms the OSC 10 1 and other search units.  Establishes or confirms the search 10 0 datum.  Calls upon one or more RCC to assist with all mean available. 10 0  On request by the SMC, coordinates the logistic support  Person in charge of 11 0 for the underwater SAR operation. Support Authority (SA) 10 1  Is responsible for the overall conduct of the search including c. MRO underwater provision of Search team. 10 1 operation  Keeps all appropriate involved authorities informed on the progress of the underwater operation and any requirements 9 2 for additional support.  dispatched by the SMC, participates to the SAR operation, under the operational Ref. coordination of the OSC  Diver team (RO) NEW - IAMSAR vol.II chapter 1.2.3 -  Receives by the OSC the chapter 1.2.4 instructions  Provides relevant information to OSC  Liaison Team Personnel 7 3  Supports the OSC 7 0

(LT)  Identifies any requirements for additional manpower during 7 0 extended operations 3. MRO administrative activities a. Preparation of  SAR Mission  Prepare and arrange contingency Ref. 9 2 9 0 contingency plans Coordinator (SMC) plans - IAMSAR vol II chap. 6.15  Provides resources and services needed to support the incident  Logistic Officer 6 4 response, including personnel, 6 0 transportation, supplies, facilities Ref. b. Arrangement of financial and equipment - IAMSAR vol II appendix C sources  Assists the IC with monitoring costs, providing accounting and  Financial Officer 5 4 procurements, keeping time 5 0 records, doing cost analysis and other administrative matters 4. Related tasks  Make appropriate arrangements with other authorities concerned with removal and disposal of 10 0 human remains to coordinate transfer of remains  Take appropriate agreements, if a. Handling of deceases  SAR/Police Authorities could be necessary to use Ref. 10 2 persons Personnel diplomatic channels, to - IAMSAR vol II chap. 6.18 coordinate the transfer of the 9 1 remains of citizen of other countries  Obtain by the competent authorities the authorization to 9 1 remove human remains  Conduct a thorough critical Ref.  SAR Mission incident stress debriefing for b. Care of SAR personnel 8 3 7 1 - IAMSAR vol II chap. 6.19 crews and other tasks as in Coordinator (SMC) IAMSAR vol. II chap. 6.19

 Planning environmental operation  Operation/ c. Pollution control (if any) 10 3 for monitoring, prevention and 9 1 Environmental Officer contrast against oil pollution  Establish a structured and systematic debriefing activity to Ref.  SAR Coordinator 11 1 11 0 verify the quality of the SAR - IAMSAR vol II chap. 8.9 operation d. Incident debriefing  Manage debriefing with SAR 11 0  SAR Mission personnel 11 2 Coordinator (SMC)  Establish the extend of the 10 0 debriefing  SAR personnel 13 0  Provide information 13 0 5. Disaster Response a. Identification, in  SAR Mission 7 2  Identification of response Ref. advance, of response Coordinator (SMC) 7 0 capacities - Decision 1313/2013 art. 9 capacities  SAR Coordinator (FI) NEW b. Improving the planning  Improve the planning of disaster Ref. of disaster response  SAR Coordinator (SC) 8 1 7 0 response operation - Decision 1313/2013 art. 10 operations c. MRO activities (points 1,  See paragraphs 1, 2 18 0  See paragraphs 1, 2 and 3 18 0 2, 3, 4) and 3 d. Setting up and managing  Person in charge of  Set up and manage a training Ref. a training programme for 8 1 7 0 National Authority (NA) programme for disaster response - Decision 1313/2013 art. 13 disaster response e. Developing a strategic framework setting up the objectives and the role of exercises, a long term  Person in charge of Ref. comprehensive plan 7 1  Develop a strategic framework 6 1 National Authority (NA) - Decision 1313/2013 art.13 outlining exercise priorities as well as set up and manage a programme of exercise

f. Setting up and managing a programme of lessons  Person in charge of  Set up and manage a program of Ref. 7 1 7 0 learnt from disaster National Authority (NA) lessons learnt - Decision 1313/2013 art. 13 response activities

10.FISHERIES INSPECTIONS AND CONTROLS 10 Participant Member States: CY, ES, FR, GR, HR, IE, IT, PL, PT, RO (40 % ECGFF Members) 12 Participant Coast Guard Organizations: Armada Espanola, Cyprus Police, French Custom Coast Guard, Guardia National Republicana, Guardia Civil, Hellenic Coast Guard, Irish Naval Service, Italian Coast Guard, Polish Border Guard, Croatian Coast Guard, Romanian Naval Academy, Irish Sea Fisheries Protection Authority.

PROFESSIONAL REFERENCE/REMARKS/ YES NO JOB COMPETENCES YES NO TASKS POSITIONS INTEGRATIONS 1. Monitoring and control on fishing activities  Oversee the correct functioning of  Fisheries Monitoring entire VMS and AIS system. Control (FMC) – 9 1  Draw up the procedures finalized 9 0 Supervisor to prevent and detect possible non - compliance to fisheries rules.

 Monitor the vessels activities to Ref. a. Management of fishing ensure the compliance to fisheries 9 0 - REG. (CE) 1224/2009 vessel monitoring system rules of this specific task - REG (UE) 404/2011– TITLE II -  Draw up the surveillance report in 9 0 CHAPTER IV case of possible non-compliance  FMC – Operator 9 1  Ensure the correct receipt and transmission of data report from 8 0 fishing vessels  Guarantee the respect of procedures issued by supervisors. 8 0

 Oversee the correct functioning of Ref.  Fisheries Monitoring entire VMS and AIS system. b. Management of ship - REG. (CE) 1224/2009 Control (FMC) – 8 2  Draw up the procedures finalized 7 0 detection system - REG (UE) 404/2011– TITLE II - Supervisor to prevent and detect possible non CHAPTER IV - compliance to fisheries rules.

 Monitor the vessels activities to ensure the compliance to fisheries 8 0 rules of this specific task  Draw up the surveillance report in Ref. b. Management of ship case of possible non-compliance - REG. (CE) 1224/2009  FMC – Operator 8 2 8 0 detection system  Ensure the correct receipt and REG (UE) 404/2011– TITLE II - transmission of data report from CHAPTER IV fishing vessels 7 0  Guarantee the respect of procedures issued by supervisors. 7 0

 Oversee the correct functioning of  Fisheries Monitoring entire VMS and AIS system. Control (FMC) – 9 1  Draw up the procedures finalized 9 0 Supervisor to prevent and detect possible non - compliance to fisheries rules.

Ref. c. Management of ship  Monitor the vessels activities to - REG. (CE) 1224/2009 Automatic identification ensure the compliance to fisheries 9 0 REG (UE) 404/2011– TITLE II - system rules of this specific task CHAPTER IV  Draw up the surveillance report in case of possible non-compliance 9 0  FMC – Operator 9 1  Ensure the correct receipt and transmission of data report from 8 0 fishing vessels  Guarantee the respect of procedures issued by supervisors. 7 0

 Oversee the correct functioning of  Fisheries Monitoring entire VMS and AIS system. Control (FMC) – 8 1  Draw up the procedures finalized 8 0 Supervisor to prevent and detect possible non - compliance to fisheries rules.

9 0  Monitor the vessels activities to Ref. d. Use of data for cross- ensure the compliance to fisheries - REG. (CE) 1224/2009 checking purpose rules of this specific task REG (UE) 404/2011– TITLE II -  Draw up the surveillance report in 9 0 CHAPTER IV case of possible non-compliance  FMC – Operator 9 1  Ensure the correct receipt and transmission of data report from 8 0 fishing vessels  Guarantee the respect of procedures issued by supervisors. 8 0

 Oversee the correct functioning of Ref.  Fisheries Monitoring entire VMS and AIS system. e. Monitoring and control - REG. (CE) 1224/2009 Control (FMC) – 9 1  Draw up the procedures finalized 8 0 of fishing effort REG (UE) 404/2011– TITLE II - Supervisor to prevent and detect possible non CHAPTER IV - compliance to fisheries rules.

 Monitor the vessels activities to 9 0 ensure the compliance to fisheries rules of this specific task  Draw up the surveillance report in 9 0 e. Monitoring and control of case of possible non-compliance  FMC – Operator 9 1 fishing effort  Ensure the correct receipt and transmission of data report from 8 0 fishing vessels  Guarantee the respect of procedures issued by supervisors. 8 0

 Draw up the specific procedures finalized to prevent and detect  FMC – Supervisor 8 2 7 0 possible non-compliance to this task

 Monitor the vessels activities to f. Closure of fisheries 8 0 ensure the compliance to fisheries Ref. (exhausted quota, rules of this specific task - REG. (CE) 1224/2009 maximum allowable  Draw up the surveillance report in - REG (UE) 404/2011 fishing effort related to case of possible non-compliance 8 0 NATIONAL RULES fishing gear)  FMC – Operators 8 2  Ensure the correct receipt and transmission of data report from fishing vessels 7 0  Guarantee the respect of procedures issued by supervisors. 7 0 g. Definition of national  Draw up the control plans and control programs in coordinate the activities performed  Head of National compliance with 9 2 in the specific context to ensure 9 0 Fisheries Control Center multiannual recovery compliance with the rules of the plans Common Fisheries Policy.

2. Control of fishing vessels  ICCAT/EU/National Inspectors under  Prevent and detect illegal fishing a. Valid fishing license coordination of 11 0 activities carried out by fishing 11 0 Ref. National fisheries vessels. - RECOMMENDATION BY ICCAT 14- control center 04 b. Fishing authorization (for  ICCAT/EU/National - REG. (CE) 1224/2009 specific fishing activities Inspectors under - REG (UE) 404/2011 like fishing effort regime,  Prevent and detect not authorized coordination of 11 0 11 0 - NATIONAL RULES multiannual recovery fishing vessels. National fisheries plan, fishing restricted control center areas…)  ICCAT/EU/National c. Completion and Inspectors under submission of the paper  Prevent and detect infringements coordination of 10 0 10 0 and electronic fishing to this task. National fisheries logbook control center Ref. d. Completion and  ICCAT/EU/National - RECOMMENDATION BY ICCAT 14- submission of the paper Inspectors under  Prevent and detect infringements 04 and electronic coordination of 10 0 10 0 to this task. - REG. (CE) 1224/2009 transshipment National fisheries - REG (UE) 404/2011 declaration control center - NATIONAL RULES  ICCAT/EU/National e. Completion and Inspectors under submission of the paper  Prevent and detect infringements coordination of 10 0 10 0 and electronic landing to this task. National fisheries declaration control center Ref.  EU/National Inspectors f. Verification of Ship - REG. (CE) 1224/2009 under coordination of  Prevent and detect infringements engine power and engine 9 1 9 0 - REG (UE) 404/2011 National Fisheries to this task. certificate - NATIONAL RULES control center

 ICCAT/EU/National Inspectors under g. Designation of Ports for  Prevent and detect infringements coordination of 8 2 8 0 Ref. multiannual plan to this task National Fisheries - RECOMMENDATION BY ICCAT 14- control center 04  ICCAT/EU/National - REG. (CE) 1224/2009 Inspectors under - REG (UE) 404/2011 h. Catch composition  Prevent and detect infringements coordination of 10 0 10 0 - NATIONAL RULES detained on board to this task National Fisheries control center Ref.  ICCAT/EU/National - RECOMMENDATION BY ICCAT 14- i. Proper use and Inspectors under  Prevent and detect infringements 04 compliance of fishing coordination of 10 0 10 0 to this task - REG. (CE) 1224/2009 gears National Fisheries - REG (UE) 404/2011 control center - NATIONAL RULES

 EU/National Inspectors j. Marking/labeling of under coordination of  Prevent and detect infringements 9 1 9 0 fishing gears National Fisheries to this task. Ref. control center - REG. (CE) 1224/2009 - REG (UE) 404/2011  EU/National Inspectors - NATIONAL RULES k. Marking and under coordination of  Prevent and detect infringements 10 0 10 0 identification of F/V National Fisheries to this task. control center

3. Control of marketing  ICCAT/EU/National Ref. Inspectors under a. Compliance of minimum  Prevent and detect infringements - RECOMMENDATION BY ICCAT 14- Coordination of 10 1 10 0 size of specimen to this task. 04 National Fisheries - REG. (CE) 1224/2009 control center

 ICCAT/EU/National - REG (UE) 404/2011 Inspectors under - NATIONAL STANDARDS b. Weighting of fishery  Prevent and detect infringements Coordination of 9 2 9 0 products to this task. National Fisheries control center  ICCAT/EU/National c. Completion and Inspectors under  Prevent and detect infringements submission of paper and Coordination of 10 1 10 0 to this task. electronic sales notes National Fisheries control center  ICCAT/EU/National d. Completion and Inspectors under submission of paper and  Prevent and detect infringements Coordination of 10 1 10 0 electronic take-over to this task. National Fisheries declaration control center  ICCAT/EU/National e. Completion and Inspectors under  Prevent and detect infringements submission transport Coordination of 10 1 10 0 to this task. document National Fisheries control center  ICCAT/EU/National Inspectors under f. Monitoring of producer  Prevent and detect infringements Coordination of 7 4 6 0 Ref. organizations to this task. National Fisheries - RECOMMENDATION BY ICCAT 14- control center 04  ICCAT/EU/National - REG. (CE) 1224/2009 g. Traceability of catches Inspectors under - REG (UE) 404/2011  Prevent and detect infringements under Reg. (EC) Coordination of 9 2 9 0 - NATIONAL STANDARDS to this task. 178/2002 National Fisheries control center  ICCAT/EU/National Inspectors under  Prevent and detect infringements h. labelling of catches Coordination of 9 2 9 0 to this task. National Fisheries control center

4. Inspection and proceedings  ICCAT/EU/National Ref. a. Drawn up inspection Inspectors under  Draw up an inspection report after - RECOMMENDATION BY ICCAT 14- report of European coordination of 9 0 each inspection and shall forward 8 0 04 Fishing/Vessels (F/V) National Fisheries it to their competent authorities. - REG. (CE) 1224/2009 control center - REG (UE) 404/2011 Ref.  ICCAT/other Regional  Verify the legal framework to b. Drawn up inspection - RECOMMENDATION BY RFMOs Fishery Management conduct an inspection on board of report of non-EU 9 0 8 0 - REG. (CE) 1224/2009 Organizations/EU/ non-EU F/V and drawn up a report Fishing/Vessels (F/V) - REG (UE) 404/2011 National inspectors of inspection. - NATIONAL RULES

 Note down the suspected 9 0 infringement in the inspection Ref.  ICCAT/EU/National report; - RECOMMENDATION BY ICCAT 14- Inspectors under  Take all necessary action to ensure c. Procedure in the event of 04 coordination of 10 0 safekeeping of the evidence infringement 9 0 - REG. (CE) 1224/2009 National fisheries pertaining to such suspected - REG (UE) 404/2011 control center infringement - NATIONAL RULES  Forward the inspection report to 9 0 his/her competent authority.

 Request to the flag State for the cooperation in definition of possible non-compliance detected during ashore or sea inspections 6 0  Person in charge of (different procedures for EU and Ref. National Control d. Mutual assistance and non EU F/V) - REG. (CE) 1224/2009 Authority as defined by 8 2 transfer of proceedings  Forward the report of inspection - REG (UE) 404/2011 art. 5 of Reg. (CE) and all the evidence detected 1224/2009 during the inspection to the competent authorities of F/V flag 6 0 State in case of more likely to achieve the result.

 Ensure that the persons responsible for infringements on fisheries are punished under Ref.  Person in charge of e. Measures and sanction to criminal or administrative laws. - REG. (CE) 1224/2009 Local Competent 10 0 8 1 ensure compliance  Adopt the pre-emptive measures - REG (UE) 404/2011 Authority to prevent the F/V to follow on - NATIONAL RULES out infringement and to ensure the proper sanction (ARMADA)

 Establish the national register of infringement of the rules of 7 0 Ref.  Head of National common fisheries policy - REG. (CE) 1224/2009 Fisheries Control 8 2  Draw up the specific procedure to - REG (UE) 404/2011 Center upload and manage the data 6 0 - NATIONAL RULES upload. f. National register of  Verify data upload by local 7 0 infringement  National Fisheries authority Control center 8 2  Verify the right assignment of Ref. operator (NFCC) points according to the related 6 1 - REG. (CE) 1224/2009 infringement - REG (UE) 404/2011  Local Competent  Upload all the serious infringement - NATIONAL RULES Authority Operator 7 2 detected with associated point 6 0 (LCA) system into the national register

Coast Guard Functions Sectoral Qualification Frameworks

European Coast Guard Functions Academies Network Project Work Package 4

ANNEX 3

SUMMARY TABLE OF WP4 QUESTIONNAIRES RESULTS

CGFs Descriptions, Tasks and related Job Positions and Competences

1. MARITIME SAFETY (including VTS): Maritime safety is concerned with the protection of life, environment and property through regulation, management and technology development of all forms of waterborne transportation.

1. Verification and certification of Flag State a. Directly by National inspectors b. With Recognized Organizations which operates on behalf of National Administration - Inspection, verification, issuing and endorsement of certificates under Flag State Surveyor national/international rules - Inspection, verification, issuing and endorsement of certificates under national/international rules - Issuing of certificates after RO inspectors visit and the declaration of purposes, within Person in charge of National Competent Authority (NCA) the framework of authorization granted according to national legislation - Monitoring, maintaining the system of regular inspections, verification and other control measures - Visiting and issuing of declaration of purposes Recognized Organization’s (RO) Inspector - Inspection, verification, issuing of certificates within the framework of authorization granted according to national legislation 2. Port State Control Inspections on foreign ships a. Inspections on board according to Paris MoU text and EU legislations Port State Control (PSC) Inspector - Verify compliance with Paris MoU text and EU legislation 3. Administrative and control activities a. Monitoring and control for marine equipment and manufacturers b. Monitoring and control of Recognized Organizations authorized for the certification of ship’s compliance with international conventions c. Issuance of certification of seafarers according to STCW convention d. Monitoring of the preparedness of crew on board - Verify conformity of the procedure applied to the design phase and the production of Expert in Marine Equipment marine equipment according to EU legislation - Control of the RO activity on board (at least the 50% of ship certificates) - Preliminary audit in the RO headquarters before the recognition and, whenever Flag State Surveyor required, additional verification - Verify crew exercises evaluating some drills - Control of the RO activity on board (at least the 50% of ship certificates) RO monitoring team - Preliminary audit in the RO headquarters before the recognition and, whenever required, additional verification

- Verify that all requirements are fulfilled in accordance with STCW Convention for Person in charge of National Competent Authority (NCA) issuing a certificate of proficiency or competency 4. Vessel Traffic Services (IMO Res. A. 857(20); IALA Guide Line 1089; IALA VTS Manual) a. INS (Information Service) b. TOS (Traffic Organization Service) c. NAS (Navigational Assistance Service) d. Report infringements INS: - Transmit information at appropriate times, at the request of a vessel or when deemed necessary by the VTS (for example a sudden deterioration of weather conditions) - IALA Recommendation v-103 TOS: - Organise the vessel traffic within a waterway by means of waterway information, traffic monitoring and traffic regulations using, as necessary, nautical knowledge of VTS Operator the area concerned, the traffic image and a suitable marine information management system NAS: - Transmit such information as may be needed to aid a ship in difficult navigational or meteorological circumstances or in case of defects or deficiencies REPORT INFRINGEMENTS: - Report infringements on national and international safety/pollution/traffic rules INS/TOS/NAS: - Ensure that the service provided meets the requirements of both the users and the VTS Authority - Coordinate the interface between the VTS, allied services and other port facilities and services VTS Supervisor - Supervise VTS Operators - Ensure the efficient running of the VTS operations room - Carry out assessments of VTS Operators REPORT INFRINGEMENTS: - Evaluate Violations for further national administrative action and report to the Flag State of the vessels violating traffic rules INS: VTS Manager - Manage and co-ordinate financial, technical and human resources - Ensure that the standards set by the Competent/VTS

- Authority for operator qualifications and training are met - Ensure that the training and certification of VTS personnel are appropriate to the service types being provided - Ensure VTS quality standards are maintained - Develop and maintain a good public information - Manage and coordinate VTS personnel activities TOS & NAS: - Manage and co-ordinate financial, technical and human resources - Ensure that the standards set by the Competent/VTS VTS Manager - Authority for operator qualifications and training are met - Ensure that the training and certification of VTS Personnel are appropriate to the service types being provided - Ensure VTS quality standards are maintained - Maintain awareness of continuing development for the VTS centre - Plan and develop of emergency procedures as appropriate to the VTS area of responsibility - Ensure that all adopted standard operating procedures are reviewed and amended as required - Manage and coordinate VTS personnel activities OJTI - Giving continuous training to VTS personnel to ensure the standards established

2. MARITIME SHIP AND PORT SECURITY: Combination of preventive measures intended to protect shipping and port facilities against threats of intentional unlawful acts.

1. Operational activities a. Inspection of flag state ships, port and port facilities to verify the conformity and the implementation of security matters b. Inspection of foreign ship for to verify compliance with Solas and ISPS Code by Duly Authorized Officers - Inspection of flag state ships, port and port facilities to verify the conformity and the Flag State Surveyor implementation of security matters - Issuing of International Ship Security Certificate and Interim Certificate. - Inspection of foreign ship to verify compliance with Solas and ISPS Code Duly Authorized Officer - Applies sanctions, recognized at international level, if the ship is not compliant - Approve risk assessment and security plans of ship, port and port facilities 2. Administrative activities a. Verify and approve risk assessment and security plans of ship, port and port facilities Person in charge of National “Designated Authority” - Verify if the risk assessment or security plan contain every elements required at the international level Flag state surveyors - Approve risk assessment and security plans of ship, port and port facilities

3. MARITIME CUSTOMS ACTIVITIES: The activity performed to the fight against fraud and forms of transnational trafficking in breach of national and Community customs provisions, to prevent and detect infringements of Community customs provisions 1. Control activities in customs areas a. Checks, inspections and surveys on the means of transport and on the baggage of persons b. Customs control of persons c. Cross-checking service d. Narcotic substances interdiction e. Handle money laundering violations f. Control of container, vehicles Customer/Inspector - Inspections of baggage - Control of persons - Cross-checking activities Operational Officer - Narcotic substances controls - Handle money laundering violations control - Control of container, vehicles 2. Control activities outside the customs areas (in case of grounded suspicion of arrival from/departure abroad) a. Checks, inspections and surveys on the means of transport and containers and on the baggage of persons b. Customs control of persons

Customer - Inspections of containers and baggage Operational Officer - Control of persons 3. Operational coordination activities a. Handle mutual assistance requests with other Member States of EU and with third countries, as well as for coordinating and planning trans-border cooperation activities Operational Officer - Coordinate and plan trans-border - cooperation activities 4. Operational Activities 4.1 Preliminary activities a. Analysis of the operational context b. Identification and evaluation of possible threats - Evaluation of operational context Operational Officer - Identification of possible threats

4.2 Development a. Analysis of the information gathered b. Sharing of the data and information - Information analysis Operational Officer - Sharing data 4.3 Pre-operational phase a. Planning the operational activities and evaluation of the International rules of reference b. Orders for the deployment of human and instrumental resources c. Deployment and coordination of people and means - Planning of the operational activities Operational Officer - Evaluation of human and instrumental resources 4.4 Operational phase a. Search and finding of the target b. Control, tailing and shadowing c. Intervention and capture Operational Officer - Coordination of Operational activities Air and Naval unit crew - Operational activities

4. THE PREVENTION AND SUPPRESSION OF TRAFFICKING AND SMUGGLING AND CONNECTED MARITIME LAW ENFORCEMENT: The activity performed to fight against fraud and forms of transnational trafficking to prevent, suppress and punish trafficking.

OPERATIONAL ACTIVITIES 1. Preliminary activities a. Analysis of the operational context b. Identification and evaluation of possible threats c. Gathering information - Evaluation of operational context Operational Officer - Identification of possible threats - Gathering of information 2. Development a. Analysis of the gathered information b. Sharing of data and information Operational Officer - Data analysis Analyst 3. Pre-operational phase a. Planning of the op. activities and evaluation of the Int. rules of reference b. Orders for the deployment of human and instrumental resources c. Deployment and coordination of people and means - Planning of the operational activities Operational Officer - Evaluation of human and instrumental resources 4. Operational phase a. Search and finding of the target b. Control, tailing and shadowing c. Intervention and capture Operational Officer - Coordination of Operational activities - Coordination of Operational activities Operator - Operational activities Air and Naval unit crew - Operational activities

5. Related tasks a. Application of the procedural and substantial rules, both administrative and criminal b. Continuation of the investigative activities and acquisition of further pieces of information Operational Officer - Detect infringements Air and Naval unit crew - Further investigation activities Crime investigator

5. MARITIME MONITORING AND SURVEILLANCE: Maritime monitoring may be intended as the whole activities carried out to enhancing the safety and efficiency of maritime traffic, improving the response of authorities to incidents, accidents or potentially dangerous situations at sea, including search and rescue operations, and contributing to a better prevention and detection of pollution by ships. Maritime surveillance may be intended as the effective understanding of all activities carried out at sea that could impact and could threat the security, safety, economy or environment of the European Union and its Member States. It is assumed that the surveillance activities may include the support to the response and enforcement operation.

1. Monitoring of vessels a. Monitoring of compliance with regulations on the safety and prevention of pollution caused by ships b. Monitoring of compliance with regulations on the security of ships c. Monitoring of compliance with regulations on fisheries activities d. Monitoring of compliance with regulations on immigration and border crossing - Monitoring of vessels by using of software packages related to vessel traffic monitoring and oil spill detection - Report infringements - Monitoring of vessels by using tools/devices receiving the Ship Security Alerts Monitoring Operator - Monitoring of vessels by using of software packages for the monitoring fisheries activities (e.g. VMS) - Monitoring of vessels by using software packages for the monitoring of compliance with regulations on immigration and border crossing - Gather and disseminate information to all involved stakeholders - Supervise Operator activities and ensure the efficient running of operations room Monitoring Supervisor - Report infringements - Contribute to the development of an information exchange strategy 2. Monitoring of the maritime spaces a. Monitoring of compliance with regulations on the protection of the marine environment b. Monitoring of compliance with applicable legislation in sea areas, where there is a policing competence - Monitoring of vessels by using of software packages for vessel traffic monitoring and for oil spill detection (e.g. CleanSeaNet) Monitoring Operator - Report infringements - Monitoring of vessels by using of software packages for vessel traffic monitoring (e.g. ship reporting) - Supervise Operator activities and ensure the efficient running of operations room Monitoring Supervisor - Report infringements

3. Data analysis and correlation a. Analysis of the information gathered and comparison between acquired data and data/information stored in the reference DBs b. Correlation between data acquired by different sources c. Sharing of data and information d. Making situational picture of maritime area - Analysis of information/data - Data management: correlating information acquired by different sources Monitoring Operator - Data analysis and sharing activity - Evaluation of the data collected and shared Analyst - Produce intelligence job, reports Monitoring Supervisor - Supervise Operator activities and ensure the efficient running of operations room 4. Support operations to a. Exercise national sovereignty at sea b. Fight terrorism and other hostile activities outside EU c. Other common Security and Defense Policy tasks, as defined in Articles 42 and 43 TEU (Treaty of European Union) - Monitoring of sea areas to support different tasks expression of national sovereignty at sea (i.e. maritime planning regulation, environment protection) Monitoring Operator - Monitoring of sea areas to support contrast against hostile activities outside EU - Monitoring of sea areas to support Security and Defense Policy tasks, as defined in articles 42 and 43 TEU - Patrolling sea areas to support different tasks expression of national sovereignty at sea (i.e. maritime planning regulation, environment protection) Surface, air and naval patrolling unit - Patrolling of sea areas to support contrast against hostile activities outside EU - Patrolling of sea areas to support Security and Defense Policy tasks, as defined in articles 42 and 43 TEU Boarding Operation Party Member - Monitoring of sea areas to support contrast against hostile activities outside EU

6. MARITIME ENVIRONMENTAL PROTECTION AND RESPONSE: Setting up of a national system to prevent and monitoring maritime areas and for providing a prompt and effective response in the case of oil or HNS spill, as well in the case of a threatened spill, including sharing information on the event and on related movements of pollution with all the Parties that could be affected.

1. Protection at sea a. Monitoring and control of ships’ compliance with environmental legislation b. Handling of requests of Place of Refuge from ships in need of assistance c. Controls on sulphur content of marine fuel d. Patrolling and control of Protected Sea areas - Planning environmental operation for monitoring, prevention and response against oil pollution Operational/ Environmental Officer - Handle requests of Place of Refuge from ships in need of assistance - Detect infringements Sampler - Sampling activities - Inspection and control of ships’ compliance with environmental legislation Port State Control (PSC) Inspector - Inspection and control on sulphur content of marine fuel Monitoring operator - Monitoring of maritime areas - Patrolling and control of Protected Sea areas Person in charge of a naval and air unit - Detect infringements 2. Waste goods aboard a. Drafting and enforcement of plans about delivery of ship generated waste and cargo residues to Port Reception Facilities b. Enforcement of relevant national and international legislation about handling of ship generated waste - Drafting and enforcement of Plans about delivery of ship generated waste and cargo residues to Port Reception Facilities Operation/ Environmental Officer - Enforcement of relevant national and international legislation about handling of ship generated waste - Drafting and enforcement of Plans about delivery of ship generated waste and cargo residues to Port Reception Facilities PSC Officer - Enforcement of relevant national and international legislation about handling of ship generated waste Sampler - Sampling activities

3. Oil spill response at sea a. Drafting and enforcement of contingency plans b. Coordination of pollution response operations at sea c. Organization of drills including clean-up operations d. Provisions and enforcement of adequate penalties - Drafting and enforcement of contingency plans - Coordination of pollution response operations at sea Operational/ Environmental Officer - Organization of drills including clean-up operations - Detect infringements and apply sanctions Sampler - Sampling activities - Patrolling and monitoring at sea Person in charge of a naval and air unit - Detect infringements and apply sanctions Person in charge of a naval unit - Patrolling and monitoring at sea

7. MARITIME SEARCH AND RESCUE: Search and rescue: performance of distress monitoring, communications, co-ordination and search and rescue functions, including provision of medical advice, initial medical assistance, or medical evacuation, through the use of public and private resources, including co-operating aircraft, vessels and other craft and installations, for the safety of human life at sea. 1. Ashore SAR Activities a. SAR Coordination b. SAR Mission Coordination c. Coastal Radio Monitoring - Establishing, staffing, equipping and managing the SAR system, including providing SAR coordinator (SC) appropriate legal and funding support, establishing RCCs and RSCs, providing or arranging for SAR facilities, coordinating SAR training, and developing SAR policies - Gather information about distress situations, to develop accurate and workable SAR Mission Coordinator (SMC) action plans and to dispatch and co-ordinate the resources, which will carry out SAR missions - Reception of ship-to-shore distress alerting - Transmission of shore-to-ship distress alerting - Transmission and reception of search and rescue coordinating communications Coastal Radio Operator - Transmission and reception of navigational and meteorological warnings and urgent information - Transmission and reception of general radio-communications 2. SAR activities at sea a. OSC (On-Scene Coordination) b. Surface SAR Operations c. Underwater SAR Operations - Co-ordination of all SAR facilities on scene - Receives search action plan from the SMC and modifies the search action plan on prevailing environmental conditions, keeping SMC advised of any change - Provides relevant information to other SAR facilities On-Scene Coordinator (OSC) - Implements the search plan - Monitors the performances of other units participating in the search - Co-ordinates safety of flights issues for SAR aircraft - Develops and implements the rescue operation plan - Makes consolidates reports (SITRREPSs)

- Back to the SMC - Participates to SAR operations under the coordination of the OSC - Receives by OSC the instructions Search and rescue unit’s crew (SRU) - Provides relevant information to OSC - Conducts the naval units that are employed in the search and rescue operations Person in charge of Underwater Search & Rescue Authority - Coordinate the underwater activity - Supports the OSC Liaison Team (LT) personnel - Identifies any requirements for additional manpower during extended operations - Dispatched by the SMC, participates to the SAR operation, under the operational coordination of the OSC Diver team - Receives by the OSC the instructions - Provides relevant information to OSC 3. AIR SAR activities at sea a. Aircraft Coordination b. SAR Operations - Co-ordinates the airborne resources - Assists in maintaining flight safety - Practices flow planning Air Coordinator Officer (ACO) - Co-ordinates the coverage of search area - Forwards radio messages - Makes consolidates reports (SITRREPSs) back to SMC - Participates to SAR operations under the coordination of the ACO Air unit - Receives by ACO the instructions - Provides relevant information to ACO 4. Related SAR activities a. SAR activities related to immigration (Reg UE 656/2014) b. MEDEVAC c. Analysis of the cause of the SAR event - Co-ordinate SAR activities with ICC and European border Surveillance System - Arrange procedures in place for responding to request for medical evacuation SAR Mission Coordinator (SMC) - Obtain advice from medical personnel before deciding to carry out an evacuation

(Tele Medical Assistance Service) - Analysis of the experience that need to be shared, of the important issues, of

participants’ needs - Co-ordinate SAR activities with ICC and European border Surveillance System SAR Unit/Facility personnel - Evaluate whether it is safe to conduct an evacuation and take final decision - Analysis of the experience that need to be shared, of the important issues, of On Scene Coordinator (OSC) participants’ needs - Analysis of the experience that need to be shared, of the important issues, of SAR Coordinator (SC) participants’ needs - Process of information flow to the appropriate level of SAR organization

8. SHIP CASUALTY AND MARITIME ASSISTANCE SERVICE: Monitoring of incident signals and request for assistance in response at an accident occurred aboard a ship.

1. Maritime Assistance Service – Activities a. Receiving the reports b. Monitoring the ship’s situation c. Point of contact between the master and the coastal State d. Point of contact between those involved in a marine salvage - Receiving reports, consultations and notifications provided by the relevant IMO instruments in the event of an incident involving a ship that does not require rescue of persons - Informing the MRCC about the situation that might require a rescue operation - Monitor the ship’s situation if a report discloses an incident that may give rise of a Person in charge of Maritime Assistance Service Authority situation where the ship is in need of assistance - Radio monitoring - Exchange of information between the ship and the coastal State - Exchange of information between those involved in a marine salvage operation undertaken by private facilities 2. Administrative activities a. Arrangement of the operative unit for the maritime assistance service b. Arrangement of procedures for the maritime assistance service - Provide information regarding: - The assets available for the maritime assistance service Person in charge of Maritime Assistance Service Authority - The available port facilities for the maritime assistance service - The point of contact of the assets and of the port facilities available - Provide national instructions to indicate: - The authority or the organization to which is to transmit the information obtained Person in charge of National Competent Authority from a ship - The authority or the organization from which it receives instructions concerning its action and the particulars to be transmitted to ship

9. MARITIME ACCIDENT AND DISASTER RESPONSE: Mass Rescue Operations (MRO): search and rescue services characterized by the need for immediate response to large number of persons in distress, such that the capabilities normally available to search and rescue authorities are inadequate. Disaster response: actions taken upon request for assistance under the Union Mechanism in the event of an imminent disaster, or during or after a disaster, to address its immediate adverse consequences.

1. MRO Ashore activities a. Assessment b. Planning and Coordination c. Establishment of crisis unit (operational center) d. Communications e. Care of survivors f. Debriefing of survivors - Evaluation of disaster - Arrange the OPLAN - Gather information about distress situations - Develop accurate and workable action plans - Dispatch and co-ordinate the resources which will carry out SAR missions - Collect and evaluate information - Maintain resource status SAR Mission Coordinator (SMC) - Arrange to scale up or scale down activities - Manage the resources to carry out the operations - Keeps efficient communications with shore side authorities, e.g. the ship or aircraft casualty, harbor authorities, medical and fire-fighting services, salvage and counter- pollution services - Provide a basic medical assessment, when assistance is required - Provide ambulance and hospital facilities ready - Arrange the OPLAN - Gather information about distress situations Person in charge of National Competent Authority - Develop accurate and workable action plans - Dispatch and co-ordinate the resources which will carry out SAR missions - Establish objectives, strategies and priorities relating to emergency response

- Develop action plans - Collect and evaluate information Planning Officer - Maintain resource status - Arrange to scale up or scale down activities Operational Officer - Manage the resources to carry out the operations Incident Commander (IC) - Establish objectives, strategies and priorities relating to emergency response - Ensures the IC has appropriate information available Information officer - Assists the media and others seeking incident information - Helps to provide information to the public and families of person in distress - Monitors safety conditions Safety officer - Develops measures to ensure and reduce risk - Serves as primary contact for on-scene representatives of their respective Liaison officer organization Technical expert - Provides to the crisis unit all the technical information needed to carry out the MRO On-Scene Coordinator (OSC) - Keeps communications with SMC and SRUs and with ACO Air Coordinator Officer (ACO) - Keeps communications with SMC and OSC Ashore personnel - Assist survivors - Question the survivors in order to keep information regarding the total number of SAR personnel persons on board and the survivor’s own medical history - Communicate any information received to the RCC 2. MRO Sea Activities a. MRO naval operation b. MRO air operation c. MRO underwater operation - Co-ordination of all SAR facilities on scene and other tasks as IAMSAR chapt. II-A On-Scene Coordinator (OSC) - Co-ordinate SAR operation according to instructions from SMC - Participates to SAR operations under the coordination of the OSC - Receives by OSC the instructions Search and rescue units’ crew (SRU) - Provides relevant information to OSC - Conducts the naval units that are employed in the search and rescue operations - Co-ordinates the airborne resources - Assists in maintaining flight safety Air Coordinator Officer (ACO) - Practices flow planning - Co-ordinates the coverage of search area - Forwards radio messages

- Makes consolidates reports (SITRREPSs) back to the SMC - Participates to SAR operations under the coordination of the ACO Air unit - Receives by ACO the instructions - Provides relevant information to ACO Person in charge of underwater Search and Rescue Authority - Coordinate the underwater activity - Nominates or confirms the OSC and other search units - Establishes or confirms the search datum - Calls upon one or more RCC to assist with all mean available - On request by the SMC, coordinates the logistic support for the underwater SAR Person in charge of Support Authority (SA) operation - Is responsible for the overall conduct of the search including provision of Search team - Keeps all appropriate involved authorities informed on the progress of the underwater operation and any requirements for additional support - Dispatched by the SMC, participates to the SAR operation, under the operational coordination of the OSC Diver team - Receives by the OSC the instructions - Provides relevant information to OSC - Supports the OSC Liaison Team Personnel (LT) - Identifies any requirements for additional manpower during extended operations 3. MRO administrative activities a. Preparation of contingency plans b. Arrangement of financial sources SAR Mission Coordinator (SMC) - Prepare and arrange contingency plans - Provides resources and services needed to support the incident response, including Logistic Officer personnel, transportation, supplies, facilities and equipment - Assists the IC with monitoring costs, providing accounting and procurements, keeping Financial Officer time records, doing cost analysis and other administrative matters

4. Related tasks a. Handling of deceases persons b. Care of SAR personnel c. Pollution control (if any) d. Incident debriefing - Make appropriate arrangements with other authorities concerned with removal and disposal of human remains to coordinate transfer of remains Police Authorities Personnel - Take appropriate agreements, if could be necessary to use diplomatic channels, to coordinate the transfer of the remains of citizen of other countries - Obtain by the competent authorities the authorization to remove human remains - Conduct a thorough critical incident stress debriefing for crews and other tasks as in IAMSAR vol. II chap. 6.19 SAR Mission Coordinator (SMC) - Manage debriefing with SAR personnel - Establish the extend of the debriefing - Planning environmental operation for monitoring, prevention and contrast against oil Operation/ Environmental Officer pollution - Establish a structured and systematic debriefing activity to verify the quality of the SAR Coordinator SAR operation - Make appropriate arrangements with other authorities concerned with removal and disposal of human remains to coordinate transfer of remains - Take appropriate agreements, if could be necessary to use diplomatic channels, to SAR personnel coordinate the transfer of the remains of citizen of other countries - Obtain by the competent authorities the authorization to remove human remains - Provide information

5. Disaster Response a. Identification, in advance, of response capacities b. Improving the planning of disaster response operations c. MRO activities (points 1, 2, 3, 4) (for job positions and job competences see paragraphs 1, 2, 3 and 4) d. Setting up and managing a training programme for disaster response e. Developing a strategic framework setting up the objectives and the role of exercises, a long term comprehensive plan outlining exercise priorities as well as set up and manage a programme of exercise f. Setting up and managing a programme of lessons learnt from disaster response activities SAR Mission Coordinator (SMC) - Identification of response capacities - Identification of response capacities SAR Coordinator (SC) - Improve the planning of disaster response operation - Set up and manage a training programme for disaster response Person in charge of National Authority (NA) - Develop a strategic framework - Set up and manage a program of lessons learnt

10. FISHERIES INSPECTIONS AND CONTROLS: Monitoring of vessel movement to detect illegal, unreported or unregulated fishing. Surveillance of fishing grounds control of suspect fishing vessels.

1. Monitoring and control on fishing activities a. Management of fishing vessel monitoring system b. Management of ship detection system c. Management of ship Automatic identification system d. Use of data for cross-checking purpose e. Monitoring and control of fishing effort f. Closure of fisheries (exhausted quota, maximum allowable fishing effort related to fishing gear) g. Definition of national control programs in compliance with multiannual recovery plans - Oversee the correct functioning of entire VMS and AIS system Fisheries Monitoring Control (FMC) – Supervisor - Draw up the procedures finalized to prevent and detect possible non-compliance to fisheries rules - Monitor the vessels activities to ensure the compliance to fisheries rules - Draw up the surveillance report in case of possible non-compliance Fisheries Monitoring Control (FMC) – Operator - Ensure the correct receipt and transmission of data report from fishing vessels - Guarantee the respect of procedures issued by supervisors - Draw up the control plans and coordinate the activities performed in the specific Head of National Fisheries Control Center context to ensure compliance with the rules of the Common Fisheries Policy

2. Control of fishing vessels a. Valid fishing license b. Fishing authorization (for specific fishing activities like fishing effort regime, multiannual recovery plan, fishing restricted areas…) c. Completion and submission of the paper and electronic fishing logbook d. Completion and submission of the paper and electronic transshipment declaration e. Completion and submission of the paper and electronic landing declaration f. Verification of Ship engine power and engine certificate g. Designation of Ports for multiannual plan h. Catch composition detained on board i. Proper use and compliance of fishing gears j. Marking/labeling of fishing gears k. Marking and identification of F/V ICCAT Inspectors under coordination of National fisheries control center - Prevent and detect illegal fishing activities carried out by fishing vessels EU Inspectors under coordination of National fisheries control center - Prevent and detect not authorized fishing vessels National Inspectors under coordination of National fisheries control - Prevent and detect infringements center 3. Control of marketing a. Compliance of minimum size of specimen b. Weighting of fishery products c. Completion and submission of paper and electronic sales notes d. Completion and submission of paper and electronic take-over declaration e. Completion and submission transport document f. Monitoring of producer organizations g. Traceability of catches under Reg. (EC) 178/2002 h. Labelling of catches ICCAT Inspectors under coordination of National fisheries control center EU Inspectors under coordination of National fisheries control center - Prevent and detect infringements National Inspectors under coordination of National fisheries control center

4. Inspection and proceedings a. Drawn up inspection report of European Fishing/Vessels (F/V) b. Drawn up inspection report of non-EU Fishing/Vessels (F/V) c. Procedure in the event of infringement d. Mutual assistance and transfer of proceedings e. Measures and sanction to ensure compliance f. National register of infringement ICCAT Inspectors under coordination of National fisheries control - Draw up an inspection report after each inspection and shall forward it to their center competent authorities EU Inspectors under coordination of National fisheries control center - Verify the legal framework to conduct an inspection on board of non-EU F/V and drawn up a report of inspection - Note down the suspected infringement in the inspection report National Inspectors under coordination of National fisheries control - Take all necessary action to ensure safekeeping of the evidence pertaining to such center suspected infringement - Forward the inspection report to his/her competent authority - Verify the legal framework to conduct an inspection on board of non-EU F/V and Other Regional Fishery Management Organizations drawn up a report of inspection - Request to the flag State for the cooperation in definition of possible non-compliance detected during ashore or sea inspections (different procedures for EU and non EU Person in charge of National Control Authority as defined by art. 5 of F/V) Reg. (CE) 1224/2009 - Forward the report of inspection and all the evidence detected during the inspection to the competent authorities of F/V flag State in case of more likely to achieve the result - Ensure that the persons responsible for infringements on fisheries are punished under criminal or administrative laws Person in charge of Local Competent Authority - Adopt the pre-emptive measures to prevent the F/V to follow on out infringement and to ensure the proper sanction - Establish the national register of infringement of the rules of common fisheries policy Head of National Fisheries Control Center - Draw up the specific procedure to upload and manage the data upload - Verify data upload by local authority National Fisheries Control center operator (NFCC) - Verify the right assignment of points according to the related infringement - Upload all the serious infringement detected with associated point system into the Local Competent Authority Operator (LCA) national register

Coast Guard Functions Sectoral Qualification Frameworks

European Coast Guard Functions Academies Network Project Work Package 4

ANNEX 4

REPORT ON STUDY VISITS

“Description of the national training structure for Coast Guard Functions”

INTRODUCTION

This documents shows the main results of the study visits conducted in Finland, Spain, Italy and Germany, in order to collect information about the training systems for delivering qualifications for coast guard functions.

BACKGROUND

The European Qualifications Framework for Lifelong Learning (EQF) has recommended that organisations working at EU level should use the reference levels and principles of the EQF in order to design coordinated training and qualification standards. EQF has indicated that such harmonisation should take place through the development of sectorial qualification frameworks (SQFs) as Coast Guard Functions cooperation. This will increase the employability, mobility and lifelong learning of Coast Guard personnel.

Finnish Border Guard is acting as beneficiary and coordinator in the ECGFA NET project. The affiliated contributors are: Italian Coast Guard, Armed Forces of Malta, DGDDI - French Customs, Romanian Naval Academy of Constanta, Guardia Civil (Spain), Portugal - Guardia Nacional Republicana, German Federal Police, UK Maritime and Coastguard Agency, Hellenic Coast Guard, Spanish Customs and Excises, SASEMAR (Spain), Cyprus Police Academy, Spanish Navy. The observer institutions are: European Space Agency, Guardia di Finanza (Italy), European Fisheries Control Agency, Frontex, European Union Satellite Centre, Swedish Coast Guard, The European Police College (CEPOL).

The CGFSQF would constitute an added value for sectorial authorities working towards safer and more secure seas. In fact, the framework has the potential to increase the levels of interoperability, which is needed to face maritime related risks and threats them in a more consistent way. Implementing such co-operation will require an open study and common mechanisms, which the Framework can provide.

The Italian Coast Guard is the leader institution in the implementation of the fourth Work Package of the project.

In order to reach the specific tasks of the WP4, the Italian Coast Guard has planned – among the other actions – the organisation of four study visits.

The aim of the study visits is to collect information and to better understand the “training structure” of some national systems in delivering qualifications for coast guard functions. It is considered a key point in order to develop CGF SQF and, in particular, the mapping of qualifications is considered one of the main objective of the project’s follow-up. For this reason, at this stage, some case studies are considered key elements in drafting basic elements and recommendations.

The selected Countries are ITALY – FINLAND – SPAIN – GERMANY. These Countries have been selected because of their possible different approach towards CGFs’ qualifications and also because they are strongly involved in the project. The study visits could involve all the National Coast Guard Functions Agencies or only some of them. The Study Visits were focused on some specific Coast Guard Functions (CGFs) and it was not needed to cover all the CGFs.

The study visits were planned from September to the end of October. One full working day was considered the suitable duration of each visit. A paper with a check list for the visits and the pre-required information was sent before the visit. All the items to be discussed were sent in advance in order to facilitate the collection of the information.

On the basis of the information collected during each study visit, the CIMEA staff drafted a report. It was presented to the person interviewed for any needed modification/integration.

The main results of the study visits can be summarized as follows:

1. Knowledge about the project ECGFA-NET

During our study visits we always met the personnel involved in the training activities for Coast Guard Functions. In some cases, the person interviewed already knew about ECGFA- NET project activities and its aim, as he (or she) was previously involved in its activities. In some others, he (or she) knew nothing about the project as not involved in the project activities. In order to develop a culture on the expected Sectoral Qualification Framework the knowledge and the awareness about the process and the future expected results is a crucial point. For this reason, in the next project phase we will invest a number of activities for implementing the belonging to the Sectoral Framework for Coast Guard Functions on the part of all the stakeholders.

Main results: The people involved in the project are familiar with the project and its aim, but outside the ECGFA-NET activities are unknown. We must disseminate the content of the project, its aim and the expected results.

Identified need: the stakeholders must be involved in the project

Next steps: Identify different stakeholders at national and international level and involve them in the definition of the SQF

Best practice: Italy.

The Italian coast Guard is involved in most of the Coast Guard Functions. For this reason, the awareness about the ECFFA-NET project and its activities is very well spread and most of the stakeholders are involved in the process to develop the SQF.

2. Interest in the Sectoral Qualification Framework

The interest in the SQF is very high in all the visited countries, as all of them are conscious about the importance of if for implementing the Coast Guard Functions at international level and improve them at national level.

Main results: There is a very high interest in the SQF for implementing internationalisation and interoperability.

Best practice: Germany

In Germany the trainings are professional oriented and give lots of practical experience. Germany training institute creates and sets up its courses according to 4 levels of learning outcomes. The German model of training shows a high interest in the SQF and it is structured to be easily inserted in the future SQF.

Identified need: to spread the culture on SQF

Next steps: to identify the number of levels and draft learning outcomes.

3. Quality assurance systems

The quality assurance systems are not always established at national level, taking into account that the training systems are implemented on the basis of the internal institutional rules. The main quality assurance standards are followed on the basis of the requirements asked from the international certifications (IALA for international qualification and ISO 9001 for quality management).

Main result: the quality assurance systems at national level are not always compulsory. The international accreditation agencies created high common standards for quality assurance.

Best practice: Spain

In Spain, at SASEMAR the quality management of training activities is certified and the international accreditations for qualifications is assured by the international accreditation agency. These two certifications are suitable to guarantee high minimum quality standards in the implementation of the training courses.

Identified need: to develop a common quality assurance policy.

Next steps: to identify an Advisory Group, to map the quality assurance systems, to draft guidelines

4. Internationalisation

The training for Coast Guard Functions is mainly implemented at national level, according to national laws, by national trainers, in national language. These factors influenced and limited the internationalisation of the Coast Guard training activities.

The implemented international activities are on the basis of bilateral agreements and for limited number of exchanges for trainees.

Main result: All the visited countries have international experiences but in few sectors and without a general approach.

Best practice: Finland

In Finland, a very good international cooperation activity was implemented in a specific sector: the Artic Cooperation. Taking into account the specific needs for sailing in the Artic Sea, The Finnish Coast guard authority implemented an international training course with the Swedish and the Estonian Authorities for Coast guard Functions.

Identified need: to implement the use of a vehicular language.

Next steps: dissemination, mapping, common activities, exchanges.

5. Qualifications

The qualifications are often released in the framework of the training for recruited personnel. It is normally used to be addressed on some operational activities. For this reason, the degree has not an external utility and the Training Centres do not always give a concrete paper to attest the acquired capabilities. The scenario is rather different in each visited country.

Main result: In some cases the professional experiences are certified with detailed qualifications, in some others the practical experience is considered a part of the courses and certified in the final qualification. Often the professional experience is not certified.

Best practice: Finland-Spain-Italy-Germany

A singular best practice is not pinpointed, considering that we collected some samples and we verified that the scenario is multiform in each country for each function.

Identified need: To go in depth in the value of the qualifications awarded.

Next steps: to map E&T systems and qualifications.

In the following pages CIMEA staff resumed the information collected during the interviews with the Coast Guard authorities.

REPORT FOLLOWING THE STUDY VISIT IN FINLAND

Name of expert: Mr Paul Karle Institution/National authority: Finnish Border Guard Function: Head teaching in Navigation Staff involved: Mr Luca Lantero (Director CIMEA), Mrs Manuela Costone (Staff CIMEA), Mr Giacomo Giubbilini (Italian Coast Guard) Date: 8 September 2015 Duration: 1 day Language: English 1. Responsibilities within the institution:

2. National legislative act(s) that defines the architecture, roles and responsibilities of the national training system:

One general Act is the legal basis for recruitment and the architecture of the training. Further acts regulate the practical elements of the training.

The curricula for the training courses are implemented on the basis of the practical training needs: the trainers propose the curricula to the central board and it has the power to recognise it (sometimes with some adjustments). The curricula of the academic courses are implemented by University of Defence on the basis of the rules of the Finnish Higher Education System.

Act of Border Guard administration 577/2005 (http://www.finlex.fi/fi/laki/alkup/2005/20050577). Chapter 3 paragraphs 25-30§) describing the border guard educational system.

Decree of Border Guard 651/2005 (http://www.finlex.fi/fi/laki/alkup/2005/20050651) describing the duties of the Border and Coast Guard Academy and also the formal educational levels for the personnel.

3. Description of the national education and training system for Coast Guard Functions:

Most of the people working and studying in the training centres (professors, scholars, administrative staff, students) are not in general familiar with the Qualification Framework and its contents.

The Finnish training system for Coast Guard activities are implemented centrally by the Academy.

The training is divided in:

- vocational/professional training, as compulsory basic training for beginners (one year) and brief Life Long training (80/100 students per year);

- academic training, supervised by the University of Defence, following the three Bologna levels of study (approx. 8 students per year).

BORDER GUARDS

MASTER SERGEANT COURSE (8w)

5 – 7 years at work

ADVANCED COURSE FOR BORDER GUARDS (8 W)

EXAMINATION

8 - 12 years at work

GENERAL STUDIES (12 W)

MODULES (8-10 W) Aviation Border Navigation Airport control BASIC TRAINING FOR BORDER GUARDS (14 MONTHS) GUIDED PRACTICAL TRAINING (8–10 W)

MODULES (5 W) BASIC TRAINING FOR BORDER GUARDS Aviation Border Navigation Airport control • General studies (29 w) • Modules (13 – 15 w) GENERAL STUDIES ( 7 W) (aviation, border control, navigation PRACTICAL TRAINING (BORDER CHECKS) and airport module) (2 W) • Guided practical training (10 -12 w) GENERAL STUDIES (10 W) • Total duration 14 months

ENTRANCE EXAMINATION

24 settembre 2015 5

4. National educational and training providers (i.e. training centres, institutions and academies) that organise courses and/or issue qualifications for the following functional activities:

The Academy manages the training on the following Coast Guard Functions:

. Border Surveillance . Border Checks . Crime Prevention . Border Situations´ Management . Legal studies . Crisis Management and National Military Defence . Leadership . Languages (Swedish, English, Russian, Chinese) . Maritime Search and Rescue . Navigation

The others Coast Guard Functions are implemented by: Customs, Civilian Administrations and Military service.

5. Educational and training programmes/opportunities available in this sector:

The programmes are counted on “weeks”. The use of credit is not used for the internal certifications but it should be very useful in the future. For Coast Guard functions the relevant EQF levels are from 4 to 6.

6. Official qualifications1 available in this sector:

List and description of general elements of educational and training qualifications available at national level:

. Border Guard basic level (one year vocational training) . Border Guard advanced level (8 weeks additional vocational training in supervision and leadership) . Border Guard Master sergeant level (8 weeks vocational leadership training) . Coast Guard officer - 3 year (bachelor of military sciences) . Coast Guard higher officer - 2 years additional (master of military sciences) . Coast Guard staff officer - 1 year postgraduate studies . Coast Guard general staff officer - 2 years postgraduate studies

For different maritime courses, especially Search and Rescue, there is a system of qualification in which participants are presented with a certificate of recognition.

For life long training internal certificates are released. The external bodies have the faculty to recognise the internal certificates.

At the same time the academy can recognise external training for the admission of the students in the training courses.

7. System of quality assurance (national and institutional, internal and external):

The quality assurance of the training courses exists and it is well known in general terms (especially by the dissemination of Frontex activities) but it is not applied by all the trainers/teachers.

1 Any diploma, degree, certificate, document awarded by an official institution (accredited or recognised) that officially attests or certifies the learning outcomes achieved (skills, competences and abilities), according to the national legislation. 11

8. Official database/website with learning opportunities (training programmes):

Only FBG internal websites available to a very low extent.

9. Database of accredited/recognised training institutions:

University of defence : http://www.puolustusvoimat.fi/en/National_Defence_University

Naval academy: http://www.puolustusvoimat.fi/portal/puolustusvoimat.fi

Border and Coast Guard Academy: http://www.raja.fi/rmvk/en

Aboa Mare maritime training center (civilian): http://www.aboamare.fi/

Police University College: https://poliisiammattikorkeakoulu.fi/

10. Samples of documents attesting a qualification:

Certificate for border guard basic training (1 year)

Certificate for Coast Guard specific training (23 weeks)

11. International experiences:

A multi-national training exists in specific sectors for specific needs: Artic Cooperation (with Sweden and Estonia) and Search Rescue for pilots and coordination of rescue activities.

As Frontex showed, the Sectoral Qualification Framework is needed in order to reduce the distances with the other national systems (Eastern countries, UK, etc.), in order to harmonise the sector, implement the mobility and the interoperability. It is a big challenge for the Finnish Coast Guard.

At the moment the training courses followed outside Finland and the connected diploma can not be accepted and recognized in Finland. Frontex has just launched a Joint Master in Strategic Border Management programme. It was developed by the agency, in collaboration with six partner universities and more than 20 EU border guard training organisations and academies. It will be recognized at national level in many countries, maybe also in Finland. 14

12. General comments and suggestions:

An appropriate apex international body for the SQF does not exist at the moment. The ECGFF is not sufficiently organized to manage this function, but it could be organized and equipped in this sense.

The mapping of the national systems is useful but the construction of the SQF is important to build the new courses, as joint basis at international level. The specific training method used at national level does not influence the sharing. EQF is too general and therefore not applicable. SQF is linked with EQF but strictly connected with the specific operative functions and for this reason much more specific and relevant.

The involvement of the stakeholders is not important on the training issues, because they have no training competences. The stakeholder provides the annual financial ground for development and production of training. This is based on negotiations and planning prior to decision-making in October on a yearly basis.

For the implementation of the SQF the learning outcomes have to be matched with the pragmatic needs at national level.

The implementation of the SQF needs time, in order to spread its knowledge and generate trust on it in the countries involved.

The indications of the levels in the certifications are very important in order to identify the existence of the minimum requirements to be admitted in the courses.

REPORT FOLLOWING THE STUDY VISIT IN GERMANY

Name of expert: Stefan Windisch Institution/National authority: Bundespolizei See (German Federal Police Department for Maritime Security) Function: Head of the School and Training Centre for Maritime Policing (Maritimes Schulungs- und Trainingszentrum – MaST) German Federal Police staff involved: Jan-Thorsten Wiedmann, Raphaela Matreux, Ruediger Richter Italian Coast Guard staff involved: Barbara Magro CIMEA staff involved: Vera Lucke Date: 29 October 2015 Duration: 1 day Language: English

1. Responsibilities within the institution:

The School and Training Centre for Maritime Policing (Maritimes Schulungs- und Trainingszentrum – MaST) offers maritime education and training mostly to Police Officers of the German Federal Police and Customs.

In Germany several authorities carry out the Coast Guard Functions. There is a Maritime Security and Safety Centre in Cuxhaven, where all the Institutions that are responsible for Coast Guard Functions have a 24/7 common operational centre in order to facilitate the communication between all the bodies. These are:

- Deutsche Marine (German Navy)

- Havariekommando (Central Command for Maritime Emergencies)

- Wasserschutzpolizeien der Küstenländer (Waterway Police of German coastal states)

- Bundespolizei (German Federal Police)

- Wasser- und Schifffahrtsverwaltung des Bundes (Waterway and Shipping Administration)

- Behörden der Zollverwaltung (Customs)

- Fischereiaufsicht des Bundes (Fishery Control)

2. National legislative act(s) that defines the architecture, roles and responsibilities of the national training system:

The School and Training Centre for Maritime Policing was established in 2005 and since then offers maritime education and training to Police Officers.

3. Description of the national education and training system for Coast Guard Functions:

The MaST is the only centre responsible for maritime training regarding Federal Police and Customs in Germany. Most of the courses are provided in Neustadt, but some training activities are carried out in other cities at the Baltic or North Sea.

The training centre is organised in 4 faculties:

- Faculty 1: Basic Training,

- Faculty 2: Emergency Training

- Faculty 3: Maritime and operational Law

- Faculty 4: Police training

In general all Police Officers (function obtained after at least 2,5/3 years at the Police Academy that can be accessed with a Mittlere Reife2) who want to join into the naval division can start the basic training at MaST. There is a 3-day assessment to select the candidates. Professional experience of 3 years is an advantage in the selection. Two groups of 12 people start the basic training in August and there are up to 74 trainees in the whole school.

The Basic Training (module 1+2) to become either a Seaman or a Technician takes 18 months and is composed of:

- basic module with technics, nautics and seamanship (12 weeks)

- traineeship on board (at least 20 days at sea)

- module 1: nautics and seamanship (8 weeks) > boat driver certificate

- traineeship on board (at least 20 days at sea)

- module 1: technics (8 weeks) trainees divide into the specialities nautics/seamanship or3 technics

2 school leaving certificate after 10 years of schooling 3 as needed and by aptitude 19

- traineeship on board (at least 20 days at sea) in nautics/seamanship or technics

- either module 2: nautics and seamanship (8 weeks) > High Seas Skipper Certificate > Police Officer and Seaman

- or module 2: technics (8 weeks) > Watch Keeper Engine > Police Officer and Technician.

The optional specialisation module 3 takes up to 5 months and is organised according to the current needs of the Coast Guard. All these vocational trainings are organised in a dual way: theoretical training is always followed by practical traineeship. The trainings include Maritime English courses.

Module 3 gives training for three leading Coast Guard functions:

- Nautical watch officer for vessels in public service (5 months)

- Coxswain / Deck officer (4 weeks)

- Watch engineer for vessels in public service (5 months)

Other advanced trainings, like MARPOL are organised when needed. The maritme basic and advanced training courses are based on STCW.

4. National educational and training providers (i.e. training centres, institutions and academies) that organise courses and/or issue qualifications for the following functional activities:

- maritime safety, including vessel traffic management: Waterway and Shipping Administration; maritime safety also at MaST

- maritime, ship and port security: Zoll (Customs); Waterway Police4, Waterway and Shipping Administration

- maritime customs activities: Zoll (Customs)

- the prevention and suppression of trafficking and smuggling and connected maritime law enforcement: Zoll (Customs); for human trafficking also MaST and training for Customs

- maritime border control: MaST

- maritime monitoring and surveillance: MaST / WSPS

4 Training of Watereway Police Officers of 15 states is centralized at Hamburg Wasserschutzpolizeischule (WSPS)

- maritime environmental protection and response; MaST for protection but not for response

- maritime search and rescue: DGzRS (German Maritime Search and Rescue Service)

- ship casualty and maritime assistance service: Waterway and Shipping Administration / Waterway Police / Central Command for Maritime Emergencies

- maritime accident and disaster response: Central Command for Maritime Emergencies / Waterway Police (WSPS)

- fisheries inspection and control: BLE (Federal Office for Agriculture and Food)

5. Educational and training programmes/opportunities available in this sector:

The MaST offers and organizes the following training courses (not exhaustive):

6. Official qualifications5 available in this sector:

There are certifications from the BSH (Federal Maritime and Hydrographic Agency) for ECDIS, GMDSS-ROC, and GMDSS-GOC

The MaST does not have to issue official qualifications. It issues certificates that attest the attendance of trainings, some with expiry date and some without.

Some of these certificates could be changed into official licences by official authorities.

7. System of quality assurance (national and institutional, internal and external):

There is no national quality assurance agency and there are no internal or external audits. Some courses are certified by the BSH (Federal Maritime and Hydrographic Agency), which checks the content and quality of courses concerning GMDSS-ROC and GMDSS-GOC certificates.

5 Any diploma, degree, certificate, document awarded by an official institution (accredited or recognised) that officially attests or certifies the learning outcomes achieved (skills, competences and abilities), according to the national legislation. 25

8. Official database/website with learning opportunities (training programmes):

All the training programmes are listed in the intranet. All German Federal and State Police authorities have access to this intranet and can propose candidates for the trainings.

9. Database of accredited/recognised training institutions:

BSH (Federal Maritime and Hydrographic Agency): certified institutions website: http://www.deutsche-flagge.de/de/befaehigung/lehrgaenge

10. Samples of documents attesting a qualification:

BUNDESPOLIZEI SEE

Maritimes Schulungs- und Trainingszentrum Bundespolizei See

Der POM Mustermann Muster 04.07.1976 (Amtsbezeichnung) (Name) (Vorname) (geb. am)

hat an dem

Verwendungslehrgang für

Maritime Einsatz Gruppen (MEG)

mit Qualifikationsaussage gem. Fortbildungsrahmenplan 2015

beim Maritimen Schulungs- und Trainingszentrum

vom 21.09. - 23.10.2015

mit / ohne Erfolg teilgenommen.

Bemerkungen: Die Qualifikationaussage hat eine Gültigkeit bis zum 31.12.2017

Leiter MaST 23730 Neustadt / Holstein, den 23.10.2015

POR Windisch

Maritimes

Schulungs- und Trainingszentrum

Bundespolizei See ² Wieksbergstraße 54/0 ² 23730 Neustadt / i.H. Fon: 04561 4071-302 ² Fax: 04561 4071-309 ² Mail: [email protected]

Lehrgangsbescheinigung / Certificate of Participation

Beschränkt Gültiges Funkbetriebszeugnis (ROC) Kursbezeichnung / Title of training course

Mustermann Max Name / Surename Vorname / First name

01.01.1999 Hamburg deutsch Geburtsdatum / Date of birth Geburtsort / Place of birth Staatsangehörigkeit / Nationality

Unterschrift Teilnehmer / Signature of participant

Hat mit Erfolg teilgenommen an einer Schulung gemäß Kapitel IV des Internationalen Übereinkommens vom 07. Juli 1978 über Normen für die Ausbildung, die Erteilung von Befähigungszeugnissen und den Wachdienst von Seeleuten, in der jeweils geltenden Fassung.

Has successfully attended a training course in accordance with chapter IV of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended.

Die Schulung ist vom Bundesamt für Seeschifffahrt und Hydrographie anerkannt. This training course has been approved by the Federal Maritime and Hydrographic Agency.

Die Lehrgangsbescheinigung hat eine Gültigkeit von fünf Jahren. Nach Ablauf ist die Teilnahme an einer Fortbildung zur Aufrechterhaltung der qualitativen Anforderungen erforderlich.

Mit der Lehrgangsbescheinigung wird die fachliche Eignung als Voraussetzung für eine Ausstellung des Seefunkzeugnisses mit STCW-Gültigkeitsvermerk durch das BSH nachgewiesen.

Registriernummer / Number of registration: BSH-2006-94-002

15-55 Nummer der Teilnahmebescheinigung / Number of Certificate of Participation 30.10.2015 23730 Neustadt Ausstellungsdatum / Date of issue Ausstellungsort / Place of issue

Stempel / Seal Name, Unterschrift / Name, Signature

11. International experiences:

FRONTEX missions (not exhaustive)

North Atlantic Coast Guard Forum

European Coast Guard Functions Forum

Academy Network 28

Bilateral cooperation giving trainings to:

- Tunisia

- Croatia (training how to establish a functioning training structure)

- Poland

- Quatar

- Azerbaijan

12. General comments and suggestions:

SQF should be easy to understand and easy to follow, so that all the participating countries are willing to follow the established rules.

The trainings at MaST are professional oriented and give lots of practical experience. It could be hard to compare these trainings to an academic framework, because as a result of its authority status, German Federal Police is not required to fulfil academic standards and qualification for maritime training. But due to quality and safety principles MaST complies with certain international qualification standards (STCW) on a voluntary basis.

For example: After module 2 of the basic training the participants´ qualification can be compared with that of a ship mechanic in merchant shipping.

It would be good to adapt an already existing framework instead of creating a totally new one.

The MaST creates and sets up each course according to 4 levels of learning outcomes (German Federal Police standards), which is part of the methodology.

Level 1: Reproduction of knowledge

Level 2: Reorganisation of knowledge

Level 3: Transfer of knowledge

Level 4: Analysis, Synthesis and Evaluation

REPORT FOLLOWING THE STUDY VISIT IN ITALY

Name of expert(s): Mr. Giovanni Gravina

Institution(s)/National authority(ies): Comando Generale del Corpo delle Capitanerie di Porto - Guardia Costiera - 1° Reparto – Personale - Guardia Costiera

Function(s): Capo Ufficio Scuole e Formazione

Italian Coast Guard staff involved: Mrs. Giulia Gaetani dell’Aquila d'Aragona

CIMEA staff involved: Ms. Manuela Costone and Ms. Vera Lucke

Date: 22 October 2015

Duration: 1 day

Language: Italian

1. Responsibilities within the institution:

The Italian Coast Guard – ITCG (Corpo delle Capitanerie di porto – Guardia costiera) is a military Corps of the Italian Navy. The ITCG carries out tasks on behalf of the Ministry of Infrastructure and Transport, Ministry of Environment and Ministry of Agriculture and Fisheries. Its head office is in Rome.

The personnel involved in the implementation of the Coast Guard Functions is composed by 10.607 persons (1410 Officers, 4337 Petty Officials and 4991 Troops & Volunteers).

Italian Coast Guard Headquarters:

Peripheral Structure:

2. National legislative act(s) that defines the architecture, roles and responsibilities of the national training system:

At national level, D.Lgs 15 marzo 2010, n.66 defines architecture, role and responsabilities for basic training, in Navy Training Centers.

For the specialistic training, which regulation descends from international rules, all these training aspects are detailed in directives of ITCG General Commandant (i.e. VTS 007 directive for VTS personnel training, PSC Directive for PSC Inspector and DAO training). It is about to be enacted a directive on Specialistic Training Centers functioning, defining roles, responsabilities and the different training programming stages.

3. Description of the national education and training system for Coast Guard Functions

The ITCG Headquarters – first department –oversees the training for all the personnel of the Italian Coast Guard (recruited by a public competition).

The Italian education system for Coast Guard Functions is structured in basic and specialistic training.

The basic training is functional to personnel’s rank:

Basic training:

- for Officers: a 5 years course (final Degree in Maritime Governance Science -Pisa University)

- for Petty officers: a 3 years course (final Degree in Maritime Science Management - Bari University).

- for Troops and Volunteers: a 6 months course (Official qualification - la Maddalena training centre)

A shorter basic training is provided for personnel recruited with a first or second cycle degree and for some special positions (engineers, chemicals, biologists).

After the basic training, the recruited personnel has to follow a specialistic training, on the basis of the identified needs of the personnel in each area.

During the careers some perfection and updating courses are foreseen for the personnel of the Italian Coast guard.

The specialistic training courses are implemented - on the basis of the identified training needs – considering the available budget.

4. National educational and training providers (i.e. training centres, institutions and academies) that organise courses and/or issue qualifications for the following functional activities:

The Italian training providers for Basic Training of Guardia Costiera personnel are:

- Livorno – Naval Academy: officers attend a 5 years course obtaining a degree in Maritime Governance Science (issued by Pisa University)

- La Maddalena – Mariscuola: a 6 months course for Troops and Volunteers

- Taranto – Mariscuola: petty officers attend a 3 years course obtaining a degree in Maritime Science Management (issued by Bari University).

The Italian training providers for Specialised Training of Guardia Costiera are:

- The Specialistic Training Centre “C.A. (CP) A. De Rubertis” in Genova carries out functions of specialized training in Safety and Security (Port State Control, Flag State, Port and Ship security);

- The Specialistic Training Centre "M.A.V.M. Bruno Gregoretti", in Livorno carries out specialized training in Environmental, Fishing and CG functions;

- The VTMIS Specialistic Training Centre and operational activities, based in Messina, performs training on VTS, VTMIS, SAR and advanced manoeuvre for conduct of naval units.

5. Educational and training programmes/opportunities available in this sector:

All training courses are available for IT CG personnel. Ad hoc training courses should be organized ad hoc for foreign personnel.

6. Official qualifications6 available in this sector:

At the end of the specialistic training course an official qualification authorizes the personnel to work in the field.

For VTS personnel at the end of the course a certification is released and it is IALA compliant.

For fishery inspector, as well, it is awarded a certificate, and after a period of training on the job, personnel employed in fishery controlling and monitoring becomes EU inspector.

National legislation, in compliance with EUu regulations, award PSC inspector and DAO, too.

7. System of quality assurance (national and institutional, internal and external):

The Centre VTMIS Specialistic Training Centre and operational activities, based in Messina, has been accredited by the IALA quality accreditation system in 2012.

The Specialistic Training Centre “C.A. (CP) A. De Rubertis” in Genova provides training to personnel in order to comply with the requirements of ISO 9001 certification of the Italian Coast Guard acting as Flag State Administration .

Every year the calendar of the specialistic courses is developed on the basis of a detailed procedure, in order to guarantee some high quality standards of the course, in respect of the identified training needs. In details, every autumn the ITCG HQs collects the actual training needs from other ITCG departments and drafts the calendar for the next solar year, considering the existing priorities and the available budget. The ITCG HQs gives the final approval for the planned calendar.

The curriculum for each training course is checked and approved by the ITCG HQs.

At the end of each training course a final report is drafted for an eventual request of change or integration for the next edition of the course.

6 Any diploma, degree, certificate, document awarded by an official institution (accredited or recognised) that officially attests or certifies the learning outcomes achieved (skills, competences and abilities), according to the national legislation. 34

In some cases, in order to evaluate the efficiency of the courses, a report after one year of work is asked.

In order to harmonize the training activities at national level, every year the ITCG Headquarters organises a coordination meeting with the training centres.

8. Official database/website with learning opportunities (training programmes):

Work in progress.

ITCG is developing its web site with a page dedicated to training Centers and Training Courses. An intranet instrument (only in Italian and available for ITCG personnel) contains detailed description about each course.

9. Database of accredited/recognised training institutions:

Not available at a national level

Italian VTMIS Training Center, as well, is mentioned in IALA Data Base of accredited Institutions.

10. Samples of documents attesting a qualification:

11. International experiences:

There are no structured international activities but during the last years several exchanges for staff were organised with Coast Guard Authorities in the framework of the training activities.

By EU Triton initiative some Italian Coast Guard resources went abroad to work on foreign ships.

The recognition of foreign qualifications is easily feasible in the framework of the countries that signed the IALA accreditation system.

At Guardia Costiera training Centres some general training courses are available for foreign personnel in the following areas:

- Maritime Search and Rescue courses;

- Safety of navigation (Port State Control) course;

- Maritime Security course;

- Environmental protection course;

- Training courses on V.T.S. (Vessel Traffic Services);

- Maritime fisheries courses;

- Conduct of Naval units courses;

IT Coast Guard is highly investing in English training courses for personnel.

In details, English courses are available for trainees, trainers and staff, with the possibility to obtain a final international qualification on the language knowledge.

In the future from the basic training courses, at least one module will be held in English.

In specialist training courses - for VTS operational personnel - a module is already held in English.

12. Other comments:

The existence of a common background should facilitate the detection of minimum training standards that could be "imported" and used by each institution/academy/training centre in different countries. This is the way to learn from each other.

In those sectors/areas in which the reference standards are generic and with a fragmentation of national and local regulations (such as the protection of the marine and coastal environment), the development of joint training courses could become the preparatory common goal to the following study and development of common regulations.

The implementation of the Sectoral Qualification Framework will develop a sense of common identity among the National Coast Guard Authorities and enhance the interoperability. At the same time, the quality of training will increase, thanks to the mobility of trainers.

A permanent office for the management of the Sectoral Qualification Framework for Coast Guard Functions will be necessary for its functioning and updating.

REPORT FOLLOWING THE STUDY VISIT IN SPAIN

Institution(s)/National authority(ies): Instituto de Istudio Fiscales Name of expert(s): Ms. Ana de la Herran Pinar, Mr. Ignacio Corral Guadano

Institution(s)/National authority(ies): Spanish Customs (Departamento de Aduanas) Name of expert(s): Mr. Rafael Sopuerta Cabrito, Mr. Armando Luis Sarasola

Italian Coast Guard staff involved: Mr. Andrea Meloni and Mr. Paolo Majoli CIMEA staff involved: Mr. Luca Lantero Date: 13 October 2015 Duration: 1 day Language: English and Spanish

Institution(s)/National authority(ies): Centro Jovellanos - E.P.E Sociedad de Salvamento y Seguridad Marítima (hereinafter also “SASEMAR”) Name of expert(s): José Manuel Díaz Pérez Function(s): General Training Manager

Italian Coast Guard staff involved: Mr. Andrea Meloni and Mr. Paolo Majoli CIMEA staff involved: Ms. Manuela Costone and Ms. Vera Lucke Date: 14 October 2015 Duration: 1 day Language: English

1. Responsibilities within the institution:

Spanish Customs is a Department of Tax Authority (Departamento de Aduanas). 2000 resources are employed (800 in the air and sea sector). Customs is mainly involved the struggle against: contraband, illegal trade and banknotes forgery. The Department is organized in Territorial Districts and it is equipped with airplanes and ships. (Armada supporting means) for operative activities. The main seat is in Madrid.

JOVELLANOS (Centro de Seguridad Marítima Integral Jovellanos), launched on May 1993, is a Department of Sociedad de Salvamento y Seguridad Marítima –SASEMAR- (Ministry of Development, Merchant Navy Directorate).

CESEM I POSITION IN THE SPANISH M ARITIM E ADM INISTRATION

Ministry of Development C E State Secretary of Infrastructures, N Transport and Housing T

R Transport General O Secretary

J Merchant Navy Directorate O V E General Subdirectorates: E.P.E. SASEMAR (Public L • Safety, Marine Pollution and Maritime Inspection Entity Maritime Safety Agency) L • Maritime Regulations and International Cooperation A · Coordination and Administrative Management

N Logistic bases Centro O and SAR units Jovellanos (CESEMI) S MRCC/VTS Maritime Capitaneries Centres 4

2. National legislative act(s) that defines the architecture, roles and responsibilities of the national training system:

There is no specific legislation for Jovellanos Centre itself, The centre is under the legislation that applies to SASEMAR that is: Real Decreto Legislativo 2/2011, de 5 de septiembre, por el que se aprueba el Texto Refundido de la Ley de Puertos del Estado y de la Marina Mercante.

3. Description of the national education and training system for Coast Guard Functions

In Spain the management of the Coast Guard Functions is achieved by several authorities (Ministry of Development, Navy, Civil Guard, Spanish Customs, Ministry of Agriculture, Fisheries and Food). They cooperate for the implementation of their functions and oversee the fulfilment of the related training system for Coast Guard operators.

In this framework, SASEMAR is the training body for the following Coast Guard functions: Pollution Combat, Search and Rescue and Vessel Traffic Services.

4. National educational and training providers (i.e. training centres, institutions and academies) that organise courses and/or issue qualifications for the following functional activities:

The Customs officials are recruited and trained at the Fiscal Studies Institute, linked to the Ministry of Public Administration.

At the Fiscal Studies Institute all the Tax Agency Officials are trained, except for some of them (Level A2) who are trained by an on job training.

The training activities are planned in a schedule (Plan de Formacion), which is drafted by a specific office of the Department and endorsed by a Training Committee at Tax Agency.

The courses are fulfilled at: the seat of the Institute, the Territorial Districts, Armada, Spanish Police, Society for Maritime Rescue.

SASEMAR offers training for coast guard operators, for the maritime industry and for the general industry.

Designed from an integral perspective of service, it is equipped with modern facilities and amenities. It has a staff of highly qualified technicians and specialists who work in the thematic areas of security, maritime and environment.

It manage the training centre Jovellanos and coordinate 20 Maritime Rescue Sub-Centres, all equipped with air and sea facilities

The Jovellanos center with 143,000 square meters is located in the town of Gijon, Asturias, located on a hill overlooking the city and the port of El Musel.

5. Educational and training programmes/opportunities available in this sector:

1. Pollution Combat: regulated by the National Navy Directory, Ministry of transport.

3 levels: basic (3 days), advanced (4 days) and management (5 days), The officers can attend the courses on a voluntary basis; the courses can be delivered on the ground.

2. Search and Rescue: training on how to use Software SARMAP (SAR operations planning) to assist the decision making process: to make better decisions to deploy the unit in due time (50 hours course on-line), OILMAP software (pollution combat operations planning and monitoring), to face pollution at sea, taking into consideration some variables.

3. Vessel Traffic Services: courses accredited by IALA (Model Course 103).

Different Educational backgrounds and training requirements are asked for each course.

6. Official qualifications7 available in this sector:

Every course releases a final official qualification. The specific content of the qualification awarded is inserted in a standard format (see annexed sample).

7. System of quality assurance (national and institutional, internal and external):

SASEMAR constantly develop new courses on the basis of the identified needs or asked by industry.

Every two years, a survey is submitted to the heads of the different centres and departments, in order to identify the actual needs and draft the training plan for the next 2 years, on the basis of the financial availability.

ISO 9001, the quality management system, is foreseen for SASEMAR training courses. Every year there is an audit procedure to check the quality process.

For official courses the procedure to introduce new courses is based on the requirements asked for IALA accreditation (The International Association of Marine Aids to Navigation and Lighthouse Authorities).

IALA is a non-profit, international technical association. Established in 1957, it enables marine aids to navigation authorities, manufacturers, consultants, and, scientific and training institutes from all parts of the world to exchange and compare their experiences, achievements, and technical and operational policies via participation in IALA Technical Committees. The Committees work to create IALA Recommendations and Guidelines which are recognised worldwide as the international standards for the implementation and operation of aids to navigation. These standards help to ensure that the movements of vessels are safe, expeditious, cost effective and harmless to the environment. IALA’s scope and expertise extends to e-Navigation and Vessel Traffic Services.

7 Any diploma, degree, certificate, document awarded by an official institution (accredited or recognised) that officially attests or certifies the learning outcomes achieved (skills, competences and abilities), according to the national legislation.

8. Official database/website with learning opportunities (training programmes):

The Maritime Training Centre shows its public training offer on a web page (in Spanish). Coast Guard staff is internally informed about the existing courses for them, by e-mail messages.

A SASEMAR web page, with job opportunities and call for applicants, is available (in Spanish).

9. Database of accredited/recognised training institutions:

Not available

10. International experiences:

There are not structured international activities. Some private initiatives are organised for mobility of staff. The exchanges are structured on individual basis. Many people are interested in mobility opportunities.

The recognition of foreign qualifications is possible in principle, especially for EU qualifications.

For non-EU applicants it is much more difficult.

The main existing obstacle for internationalisation is the need of competence to train in English.

On the basis of the emerged need to easily communicate internationally, a module in “Standard marine communication phrases in English” was organised (50 hours).

European Projects C E • Leonardo (GMDSS 1994) N • Leonardo (Flash-Over and fire-fighting, 1997) T R • Leonardo (Crisis management, 2004) O • MarNIS (2004-2008)

J • Tosca 2012 (Decision making in case of O maritime accidents) V E • Virtual Reality Game Lab 2013 (Vlab, TIC Nicer L & Centro Jovellanos) L A • MonaLisa2 (2013-2015) N • Coastguard Academy (2014-2015) O S • STM (2015-2018) • CORE-LNGas (2016 – 2019) 23

Last international events • Marine simulators users (September 2011) th C • 14 NAMRCC Meeting, October 2011) E • Last Fire Seminars (May 2012) N T • Paris MoU inspectos training seminar (April R 2013) O • SAR Rescue Swimmers Conference (June J 2104) O V • Firefighting Foam Use Workshop (October E 2015) L L A N O S

24 11. Other comments:

All the activities with an international dimension provide a plus of strength, prestige and visibility to SASEMAR, therefore the staff involved is honoured to take part in the ECGFA- NET project and open a new line of work and cooperation with the EU sister organizations.

The general knowledge about SQF is weak within the institution.

Most of the people involved in the training for Coast Guard Functions heard about the European Qualifications Framework but there is not awareness of Qualification Framework yet; training is provided to satisfy the actual needs.

It would be very useful to have a sectorial qualifications framework.

Coast Guard Functions Sectoral Qualification Frameworks

European Coast Guard Functions Academies Network Project Work Package 4

ANNEX 5

COMMON PRINCIPLES FOR QUALITY ASSURANCE IN HIGHER EDUCATION AND VOCATIONAL EDUCATION AND TRAINING IN THE CONTEXT OF THE EUROPEAN QUALIFICATIONS FRAMEWORK

(Annex III, Recommendation 23.04.2008)

6.5.2008 EN Official Journal of the European Union C 111/1

(Resolutions, recommendations and opinions)

RECOMMENDATIONS

EUROPEAN PARLIAMENT COUNCIL

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning

(Text with EEA relevance)

(2008/C 111/01)

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE (2) The Lisbon European Council in 2000 concluded that EUROPEAN UNION, increased transparency of qualifications should be one of the main components necessary to adapt education and Having regard to the Treaty establishing the European Com- training systems in the Community to the demands of munity, and in particular Article 149(4) and Article 150(4) the knowledge society. Furthermore, the Barcelona thereof, European Council in 2002 called for closer cooperation in the university sector and improvement of transparency Having regard to the proposal from the Commission, and recognition methods in the area of vocational education and training. Having regard to the opinion of the European Economic and Social Committee (1),

Having regard to the opinion of the Committee of the (3) The Council Resolution of 27 June 2002 on lifelong Regions (2), learning (4) invited the Commission, in close cooperation with the Council and Member States, to develop a frame- Acting in accordance with the procedure laid down in work for the recognition of qualifications for both educa- Article 251 of the Treaty (3), tion and training, building on the achievements of the Bologna process and promoting similar action in the area Whereas: of vocational training.

(1) The development and recognition of citizens' knowledge, skills and competence are crucial for the development of individuals, competitiveness, employment and social (4) The joint reports of the Council and the Commission on cohesion in the Community. Such development and the implementation of the ‘Education and Training 2010’ recognition should facilitate transnational mobility for work programme, adopted in 2004 and 2006, stressed workers and learners and contribute to meeting the the need to develop a European Qualifications Frame- requirements of supply and demand in the European work. labour market. Access to and participation in lifelong learning for all, including disadvantaged people, and the use of qualifications should therefore be promoted and (5) In the context of the Copenhagen process, the conclu- improved at national and Community level. sions of the Council and the representatives of the governments of the Member States, meeting within the (1) OJ C 175, 27.7.2007, p. 74. Council of 15 November 2004 on the future priorities of (2) OJ C 146, 30.6.2007, p. 77. enhanced European cooperation in vocational education (3) Opinion of the European Parliament of 24 October 2007 (not yet published in the Official Journal) and Council Decision of 14 February 2008. (4) OJ C 163, 9.7.2002, p. 1. C 111/2EN Official Journal of the European Union 6.5.2008

and training gave priority to the development of an open translation device between different qualifications systems and flexible European Qualifications Framework, founded and their levels, whether for general and higher education on transparency and mutual trust, which should stand as or for vocational education and training. This will a common reference covering both education and improve the transparency, comparability and portability training. of citizens' qualifications issued in accordance with the practice in the different Member States. Each level of qualification should, in principle, be attainable by way of (6) The validation of non-formal and informal learning a variety of educational and career paths. The European outcomes should be promoted in accordance with the Qualifications Framework should, moreover, enable inter- Council conclusions on common European principles for national sectoral organisations to relate their qualifica- the identification and validation of non-formal and tions systems to a common European reference point informal learning of 28 May 2004. and thus show the relationship between international sectoral qualifications and national qualifications systems. This Recommendation therefore contributes to the wider (7) The Brussels European Councils of March 2005 and objectives of promoting lifelong learning and increasing March 2006 underlined the importance of adopting a the employability, mobility and social integration of European Qualifications Framework. workers and learners. Transparent quality assurance principles and information exchange will support its implementation, by helping to build mutual trust. (8) This Recommendation takes into account Decision No 2241/2004/EC of the European Parliament and of the Council of 15 December 2004 on a single Com- munity framework for the transparency of qualifications and competences (Europass) (1) and Recommendation 2006/962/EC of the European Parliament and of the (13) This Recommendation should contribute to modernising Council of 18 December 2006 on key competences for education and training systems, the interrelationship of lifelong learning (2). education, training and employment and building bridges between formal, non-formal and informal learning, leading also to the validation of learning outcomes (9) This Recommendation is compatible with the framework acquired through experience. for the European Higher Education Area and cycle descriptors agreed by the ministers responsible for higher education in 45 European countries at their meeting in Bergen on 19 and 20 May 2005 within the framework of the Bologna process. (14) This Recommendation does not replace or define national qualifications systems and/or qualifications. The European Qualifications Framework does not describe The Council conclusions on quality assurance in voca- (10) specific qualifications or an individual's competences and tional education and training of 23 and 24 May 2004, particular qualifications should be referenced to the Recommendation 2006/143/EC of the European appropriate European Qualifications Framework level by Parliament and of the Council of 15 February 2006 on way of the relevant national qualifications systems. further European cooperation in quality assurance in higher education (3) and the standards and guidelines for quality assurance in the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen contain common principles for quality assurance which should underpin the imple- (15) Given its non-binding nature, this Recommendation mentation of the European Qualifications Framework. conforms to the principle of subsidiarity by supporting and supplementing Member States' activities by facilitating further cooperation between them to increase (11) This Recommendation is without prejudice to Directive transparency and to promote mobility and lifelong 2005/36/EC of the European Parliament and of the learning. It should be implemented in accordance with Council of 7 September 2005 on the recognition of national legislation and practice. professional qualifications (4), which confers rights and obligations on both the relevant national authority and the migrant. Reference to the European Qualifications Framework levels on qualifications should not affect access to the labour market where professional qualifica- (16) Since the objective of this Recommendation, namely the tions have been recognised in accordance with Directive creation of a common reference framework serving as a 2005/36/EC. translation device between different qualifications systems and their levels, cannot be sufficiently achieved by the Member States and can therefore, by reason of the scale (12) The objective of this Recommendation is to create a and effects of the action envisaged, be better achieved at common reference framework which should serve as a Community level, the Community may adopt measures, in accordance with the principle of subsidiarity as set out (1) OJ L 390, 31.12.2004, p. 6. in Article 5 of the Treaty. In accordance with the prin- 2 ( ) OJ L 394, 30.12.2006, p. 10. ciple of proportionality as set out in that Article, this (3) OJ L 64, 4.3.2006, p. 60. (4) OJ L 255, 30.9.2005, p. 22. Directive as amended by Council Directive Recommendation does not go beyond what is necessary 2006/100/EC (OJ L 363, 20.12.2006, p. 141). in order to achieve that objective, 6.5.2008 EN Official Journal of the European Union C 111/3

HEREBY RECOMMEND THAT MEMBER STATES: (c) providing access to information and guidance to stakeholders on how national qualifications relate to the 1. use the European Qualifications Framework as a reference European Qualifications Framework through national tool to compare the qualification levels of the different quali- qualifications systems; fications systems and to promote both lifelong learning and equal opportunities in the knowledge-based society, as well (d) promoting the participation of all relevant stakeholders as the further integration of the European labour market, including, in accordance with national legislation and while respecting the rich diversity of national education practice, higher education and vocational education and systems; training institutions, social partners, sectors and experts 2. relate their national qualifications systems to the European on the comparison and use of qualifications at the Qualifications Framework by 2010, in particular by referen- European level. cing, in a transparent manner, their qualification levels to the levels set out in Annex II, and, where appropriate, by devel- ENDORSE THE COMMISSION'S INTENTION TO: oping national qualifications frameworks in accordance with national legislation and practice; 1. support Member States in carrying out the above tasks and 3. adopt measures, as appropriate, so that, by 2012, all new international sectoral organisations in using the reference qualification certificates, diplomas and ‘Europass’ documents levels and principles of the European Qualifications Frame- issued by the competent authorities contain a clear reference, work as set out in this Recommendation, in particular by by way of national qualifications systems, to the appropriate facilitating cooperation, exchanging good practice and testing European Qualifications Framework level; — inter alia through voluntary peer review and pilot projects under Community programmes, by launching information 4. use an approach based on learning outcomes when defining and consultation exercises with social dialogue committees and describing qualifications, and promote the validation of — and developing support and guidance material; non-formal and informal learning in accordance with the common European principles agreed in the Council conclu- 2. establish, by 23 April 2009, a European Qualifications sions of 28 May 2004, paying particular attention to those Framework advisory group, composed of representatives of citizens most likely to be subject to unemployment or inse- Member States and involving the European social partners cure forms of employment, for whom such an approach and other stakeholders, as appropriate, responsible for could help increase participation in lifelong learning and providing overall coherence and promoting transparency of access to the labour market; the process of relating qualifications systems to the European Qualifications Framework; 5. promote and apply the principles of quality assurance in education and training set out in Annex III when relating 3. assess and evaluate, in cooperation with the Member States higher education and vocational education and training and after consulting the stakeholders concerned, the action qualifications within national qualifications systems to the taken in response to this Recommendation, including the European Qualifications Framework; remit and duration of the advisory group, and, by 23 April 6. designate national coordination points linked to the particu- 2013, report to the European Parliament and to the Council lar structures and requirements of the Member States, in on the experience gained and implications for the future, order to support and, in conjunction with other relevant including, if necessary, the possible review and revision of national authorities, guide the relationship between national this Recommendation; qualifications systems and the European Qualifications 4. promote close links between the European Qualifications Framework with a view to promoting the quality and trans- Framework and existing or future European systems for parency of that relationship. credit transfer and accumulation in higher education and The tasks of those national coordination points should vocational education and training, in order to improve citi- include: zens' mobility and facilitate the recognition of learning (a) referencing levels of qualifications within national qualifi- outcomes. cations systems to the European Qualifications Frame- work levels described in Annex II; Done at Strasbourg, 23 April 2008. (b) ensuring that a transparent methodology is used to reference national qualifications levels to the European Quali- For the European Parliament For the Council fications Framework in order to facilitate comparisons between them on the one hand, and ensuring that the The President The President resulting decisions are published on the other; H.-G. PÖTTERING J. LANARČIČ C 111/4EN Official Journal of the European Union 6.5.2008

ANNEX I

Definitions

For the purposes of the Recommendation, the definitions which apply are the following: (a) ‘qualification’ means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards; (b) ‘national qualifications system’ means all aspects of a Member State's activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil society. This includes the development and implementation of institutional arrangements and processes relating to quality assurance, assessment and the award of qualifications. A national qualifications system may be composed of several subsystems and may include a national qualifications framework; (c) ‘national qualifications framework’ means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society; (d) ‘sector’ means a grouping of professional activities on the basis of their main economic function, product, service or technology; (e) ‘international sectoral organisation’ means an association of national organisations, including, for example, employers and professional bodies, which represents the interests of national sectors; (f) ‘learning outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence; (g) ‘knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifica- tions Framework, knowledge is described as theoretical and/or factual; (h) ‘skills’ means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); (i) ‘competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. 6.5.2008 ANNEX II

Descriptors defining levels in the European Qualifications Framework (EQF)

Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications EN

Knowledge Skills Competence

In the context of EQF, knowledge is described as In the context of EQF, skills are described as In the context of EQF, competence is described in theoretical and/or factual cognitive (involving the use of logical, intuitive terms of responsibility and autonomy and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) fiilJunlo h uoenUnion European the of Journal Official

Level 1 basic general knowledge basic skills required to carry out simple tasks work or study under direct supervision in a struc- The learning outcomes relevant to Level 1 are tured context

Level 2 basic factual knowledge of a field of work or study basic cognitive and practical skills required to use work or study under supervision with some The learning outcomes relevant to Level 2 are relevant information in order to carry out tasks autonomy and to solve routine problems using simple rules and tools

Level 3 knowledge of facts, principles, processes and a range of cognitive and practical skills required to take responsibility for completion of tasks in work The learning outcomes relevant to Level 3 are general concepts, in a field of work or study accomplish tasks and solve problems by selecting or study and applying basic methods, tools, materials and adapt own behaviour to circumstances in solving information problems

Level 4 factual and theoretical knowledge in broad a range of cognitive and practical skills required to exercise self-management within the guidelines of The learning outcomes relevant to Level 4 are contexts within a field of work or study generate solutions to specific problems in a field work or study contexts that are usually predictable, of work or study but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

Level 5 (*) comprehensive, specialised, factual and theoretical a comprehensive range of cognitive and practical exercise management and supervision in contexts of The learning outcomes relevant to Level 5 are knowledge within a field of work or study and an skills required to develop creative solutions to work or study activities where there is unpredictable awareness of the boundaries of that knowledge abstract problems change 111/5 C review and develop performance of self and others 1/ fiilJunlo h uoenUnion European the of Journal Official 111/6 C Level 6 (**) advanced knowledge of a field of work or study, advanced skills, demonstrating mastery and inno- manage complex technical or professional activities The learning outcomes relevant to Level 6 are involving a critical understanding of theories and vation, required to solve complex and unpredict- or projects, taking responsibility for decision- principles able problems in a specialised field of work or making in unpredictable work or study contexts study take responsibility for managing professional development of individuals and groups

Level 7 (***) highly specialised knowledge, some of which is at specialised problem-solving skills required in manage and transform work or study contexts that

The learning outcomes relevant to Level 7 are the forefront of knowledge in a field of work or research and/or innovation in order to develop are complex, unpredictable and require new stra- EN study, as the basis for original thinking and/or new knowledge and procedures and to integrate tegic approaches research knowledge from different fields take responsibility for contributing to professional critical awareness of knowledge issues in a field knowledge and practice and/or for reviewing the and at the interface between different fields strategic performance of teams

Level 8 (****) knowledge at the most advanced frontier of a field the most advanced and specialised skills and tech- demonstrate substantial authority, innovation, The learning outcomes relevant to Level 8 are of work or study and at the interface between niques, including synthesis and evaluation, autonomy, scholarly and professional integrity and fields required to solve critical problems in research sustained commitment to the development of new and/or innovation and to extend and redefine ideas or processes at the forefront of work or study existing knowledge or professional practice contexts including research

Compatibility with the Framework for Qualifications of the European Higher Education Area The Framework for Qualifications of the European Higher Education Area provides descriptors for cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and abilities associated with qualifications that represent the end of that cycle. (*) The descriptor for the higher education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level 5. (**) The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 6. (***) The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 7. (****) The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 8. 6.5.2008 6.5.2008 EN Official Journal of the European Union C 111/7

ANNEX III

Common Principles for Quality Assurance in Higher Education and Vocational Education and Training in the context of the European Qualifications Framework

When implementing the European Qualifications Framework, quality assurance — which is necessary to ensure account- ability and the improvement of higher education and vocational education and training — should be carried out in accordance with the following principles: — quality assurance policies and procedures should underpin all levels of the European Qualifications Framework, — quality assurance should be an integral part of the internal management of education and training institutions, — quality assurance should include regular evaluation of institutions, their programmes or their quality assurance systems by external monitoring bodies or agencies, — external monitoring bodies or agencies carrying out quality assurance should be subject to regular review, — quality assurance should include context, input, process and output dimensions, while giving emphasis to outputs and learning outcomes, — quality assurance systems should include the following elements: — clear and measurable objectives and standards, guidelines for implementation, including stakeholder involvement, — appropriate resources, — consistent evaluation methods, associating self-assessment and external review, — feedback mechanisms and procedures for improvement, — widely accessible evaluation results, — quality assurance initiatives at international, national and regional level should be coordinated in order to ensure over- view, coherence, synergy and system-wide analysis, — quality assurance should be a cooperative process across education and training levels and systems, involving all relevant stakeholders, within Member States and across the Community, — quality assurance orientations at Community level may provide reference points for evaluations and peer learning.

Coast Guard Functions Sectoral Qualification Frameworks

European Coast Guard Functions Academies Network Project Work Package 4

ANNEX 6

WRITING AND USING LEARNING OUTCOMES: A PRACTICAL GUIDE

Implementing Bologna in your institution C 3.4-1

Using learning outcomes and competences Planning and implementing key Bologna features

Writing and Using Learning Outcomes: a Practical Guide

Declan Kennedy, Áine Hyland, Norma Ryan

Abstract Given that one of the main features of the Bologna process is the need to improve the traditional ways of describing qualifications and qualification structures, all modules and programmes in third level institutions throughout the European Higher Education Area should be (re)written in terms of learning outcomes. Learning outcomes are used to express what learners are expected to achieve and how they are expected to demonstrate that achievement. This article presents a summary of developments in curriculum design in higher education in recent decades and, drawing on recent practical experience, suggests a user-friendly methodology for writing modules, courses and programmes in terms of learning outcomes.

Content Page

1. Introduction 2 2. What are learning outcomes? 3 2.1 Defining learning outcomes 4 2.2 What is the difference between aims, objectives and learning outcomes? 5 2.3 Learning outcomes and competences 6 3. How can one write learning outcomes? 7 3.1 Writing learning outcomes in the cognitive domain 8 3.2 Writing learning outcomes in the affective domain 13 3.3 Writing learning outcomes in the psychomotor domain 15 3.4 Practical advice for writing learning outcomes 17 4. How are learning outcomes linked to teaching and assessment? 19 4.1 Linking learning outcomes, teaching and assessment 20 4.2 Assessment criteria and learning outcomes 23 5. Towards the future with learning outcomes 24 5.1 Advantages of learning outcomes 24 5.2 Potential problems with learning outcomes 27 5.3 Some concluding points 28

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1. Introduction

Learning outcomes are important for recognition … The princi- pal question asked of the student or the graduate will therefore no longer be “what did you do to obtain your degree?” but rather “what can you do now that you have obtained your degree?” This approach is of relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning, and other forms of non- formal educational experiences. (Purser, Council of Europe, 2003)

In June 1999, representatives of the Ministers of Education of 29 European countries convened in Bologna, Italy to formulate the Bolo- gna Declaration, aimed at establishing a common European Higher Education Area (EHEA). The overall aim is to improve the efficiency and effectiveness of higher education in Europe. The Bologna process spells out a number of “action lines” in which learning outcomes should play an important role (Adam, 2004, 2006). One of the logical consequences is that, by 2010, all programmes and significant con- stituent elements of programmes in third level institutions throughout the European Higher Education Area should be based on the concept of learning outcomes, and that curriculum should be redesigned to reflect this.

At the follow-up meeting in Berlin in 2003, the Ministers for Educa- tion issued a communiqué regarding the state of implementation of the Bologna process. They emphasised the creation of a common model for Higher Education in Europe, and encouraged national higher education systems to ensure – through the development of national frameworks of qualifications – that degrees (Bachelor and Masters) would also be described in terms of learning outcomes, rather than simply by number of credits and number of hours of study:

Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area. (Berlin Communiqué 20031)

It is worth noting that defining courses in terms of learning outcomes is not unique to Europe. Gosling and Moon (2001) have indicated that the outcomes-based approach to teaching is becoming increasingly popular at an international level:

1 http://www.bologna-bergen2005.no

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Using learning outcomes and competences Planning and implementing key Bologna features

The outcome-based approach has been increasingly adopted within credit frameworks and by national quality and qualifications authorities such as the QAA (Quality Assurance Agency for Higher Education) in the UK, the Australian, New Zealand and South Afri- can Qualification Authorities. (Gosling and Moon, 2001)

This article draws on the work of the higher education institutions involved in the European University Association (EUA) Quality Cul- ture Network IV – Teaching and Learning2 – during 2004/5, and of academic staff from different faculties in University College Cork, Ireland who rewrote all or part of their courses in terms of learning outcomes during 2005/6.3

2. What are learning outcomes?

The traditional way of designing modules and programmes was to Moving from a teacher- start from the content of the course. Teachers decided on the content centred approach… that they intended to teach, planned how to teach this content and then assessed the content. This type of approach focussed on the teacher’s input and on assessment in terms of how well the students absorbed the material taught. Course descriptions referred mainly to the content of the course that would be covered in lectures. This approach to teaching has been referred to as a teacher-centred approach. Among the criticisms of this type of approach in the literature (Gosling and Moon, 2001) is that it can be difficult to identify precisely what the student has to be able to do in order to pass the module or programme.

International trends in education show a shift from the traditional … to a student-centred “teacher centred” approach to a “student centred” approach. This al- approach ternative model focuses on what the students are expected to be able to do at the end of the module or programme. Hence, this approach is commonly referred to as an outcome-based approach. Statements called intended learning outcomes, commonly shortened to learning outcomes, are used to express what it is expected that students should be able to do at the end of the learning period.

The outcome-based approach can be traced back to the work of the behavioural objectives movement of the 1960s and 1970s in the United States. One of the advocates of this type of teaching was Rob- ert Mager, who proposed the idea of writing very specific statements about observable outcomes. He called these statements instructional

2 http://www.eua.be 3 Copies of the UCC staff handbook on Learning Outcomes are available on request from Dr Norma Ryan ([email protected]).

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objectives (Mager, 1975). Using these instructional objectives and performance outcomes, he attempted to define the type of learning that would occur at the conclusion of instruction and how that learning would be assessed. These instructional objectives later developed into more precisely defined learning outcomes.

2.1 Defining learning outcomes

A survey of the literature on learning outcomes comes up with a number of similar definitions of the term:

• Learning outcomes are statements of what is expected that the student will be able to do as a result of learning the activity. (Jenkins and Unwin, 2001)

• Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills or attitudes. (American Association of Law Libraries4)

• Learning outcomes are an explicit description of what a learner should know, understand and be able to do as a result of learning. (Bingham, 1999)

• Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. (ECTS Users’ Guide, 2005)

• Learning outcomes are explicit statements of what we want our students to know, understand or be able to do as a result of completing our courses. (University of New South Wales, Australia5)

• Learning outcome: a statement of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning”. (Gosling and Moon, 2001)

• A learning outcome is a statement of what the learner is expected to know, understand and/or be able to do at the end of a period of learning. (Donnelly and Fitzmaurice, 2005)

• A learning outcome is a statement of what a learner is expected to know, understand and be able to do at the end of a period of learning and of how that learning is to be demonstrated”. (Moon, 2002)

• Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills and attitudes upon completion of a programme. (Quality Enhancement Committee, Texas University6)

• A learning outcome is a written statement of what the successful student/learner is expected to be able to do at the end of the module/course unit or qualification. (Adam, 2004)

Handout C 3.4-1-1 Some definitions of the term “learning outcomes”

4 http://www.aallnet.org/prodev/outcomes.asp 5 http://www.ltu.unsw.edu.au/content/course_prog_support/outcomes.cfm?ss=0 6 http://qep.tamu.edu/documents/writing_outcomes.pdf

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Thus, we can see that the various definitions of learning outcomes do not differ significantly from each other. From these definitions, it is clear that:

• Learning outcomes focus on what the learner has achieved rather than the intentions of the teacher; • Learning outcomes focus on what the learner can demonstrate at the end of a learning activity.

The following definition (ECTS Users’ Guide, p. 47) of a learning outcome may be considered a good working definition:

A working definition Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.

The process of learning could be, for example, a lecture, a module or an entire programme.

2.2 What is the difference between aims, objectives and learning outcomes?

The aim of a module or programme is a broad general statement of Aims teaching intention, i.e. it indicates what the teacher intends to cover in a block of learning. Aims are usually written from the teacher’s point of view to indicate the general content and direction of the module. For example, the aim of a module could be “to introduce students to the basic principles of atomic structure” or “to provide a general introduction to the history of Ireland in the twentieth century”.

The objective of a module or programme is usually a specific state- Objectives ment of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover in a block of learning. For example, one of the objectives of a module could be that “students would understand the impacts and effects of behaviours and lifestyles on both the local and global environments”. (In some contexts, objectives are also referred to as goals).

Thus, the aim of a module gives the broad purpose or general teaching intention of the module, whilst the objective gives more specific information about what the teaching of the module hopes to achieve.

One of the problems caused by the use of objectives is that sometimes Confusion they are written in terms of teaching intention and other times they are written in terms of expected learning, i.e. there is confusion in the literature in terms of whether objectives belong to the teacher-centred approach or the outcome-based approach. The situation is nicely summarised by Moon (2002) as follows:

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Basically the term ‘objective’ tends to complicate the situation, because objectives may be written in terms of teaching intention or expected learning… This means that some descriptions are of the teaching in the module and some are of the learning… This general lack of agreement as to the format of objectives is a complication, and justifies the abandonment of the use of the term ‘objective’ in the description of modules or programmes. (Moon, 2002)

Advantages of learning Most teachers who have worked on the development of objectives for outcomes modules or programmes have encountered the above problem. One of the great advantages of learning outcomes is that they are clear statements of what the learner is expected to achieve and how he or she is expected to demonstrate that achievement. Thus, learning outcomes are more precise, easier to compose and far clearer than objectives. From one perspective, learning outcomes can be considered as a sort of “common currency” that assists modules and programmes to be more transparent at both local level and at an international level.

2.3 Learning outcomes and competences

In some papers in the literature, the term “competence” is used in association with learning outcomes. It is difficult to find a precise definition for this term. Adam (2004) comments that “some take a narrow view and associate competence just with skills acquired by training”. The EC Tuning project7 which was initiated in 2000 used the term “competence” to represent a combination of attributes in terms of knowledge and its application, skills, responsibilities and attitudes and an attempt was made to describe the extent to which a person is capable of performing them.

Lack of clear definition The lack of clarity or agreement in terms of defining the term competence is apparent in the ECTS Users’ Guide (2005), which describes competences as “a dynamic combination of attributes, abilities and attitudes”. The Guide goes on to state that “Fostering these competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. They may be divided into subject-area related competences (specific to a field of study) and generic competences (common to any degree course)”.

7 Tuning Educational Structures in Europe, http://tuning.unideusto.org/tuningeu/

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Since there does not appear to be a common understanding of the term competence in the literature, learning outcomes have become more commonly used than competences when describing what students are expected to know, understand and/or be able to demonstrate at the end of a module or programme. For that reason, the terms “competence” and “competency” are avoided in this article.

3. How can one write learning outcomes?

The learning outcome approach is, above all, a perspective and a mode of thinking in order to develop valid programmes. While being an essential part of the implementation phase, writing learning outcomes is of course only the visible surface of this perspective, or a conse- quence of its implementation. Having stated that, this article intends to use "writing" as the key word, but the intention is of course that the writing of these learning outcomes should be preceded by the thinking necessary for this change in approach.

The work of Benjamin Bloom (1913 – 1999) was found by the staff of Benjamin Bloom University College Cork, Ireland, to provide a useful starting point when writing learning outcomes. Bloom studied in Pennsylvania State University, USA, and graduated with bachelor and master degrees from that institution. He then worked with Ralph Tyler at the Univer- sity of Chicago and graduated with a PhD in Education in 1942.

Bloom was a gifted teacher who carried out research on the develop- Three domains of ment of a classification of levels of thinking during the learning proc- learning ess. He believed that teachers should design lessons and tasks to help students to meet stated objectives. Bloom identified three domains of learning – cognitive, affective and psycho-motor – and within each of these domains he recognised that there was an ascending order of complexity. His work is most advanced in the cognitive domain where he drew up a classification (or taxonomy) of thinking behaviours from the simple recall of facts up to the process of analysis and evaluation. His publication Taxonomy of Educational Objectives: Handbook 1, the Cognitive Domain (Bloom et al., 1956) has become widely used throughout the world to assist in the preparation of curriculum and evaluation materials. The taxonomy provides a framework in which one can build upon prior learning to develop more complex levels of understanding.

In recent years, attempts have been made to revise Bloom’s Taxonomy (Anderson & Krathwohl, 2001; Krathwohl, 2002) but the original works of Bloom and his co-workers are still the most widely quoted in the literature.

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Bloom proposed that the cognitive or knowing domain is composed of six successive levels arranged in a hierarchy as shown in figure C 3.4-1-1.

6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge

Fig. C 3.4-1-1 Hierarchy of cognitive domain

A hierarchy of thinking Bloom’s taxonomy was not simply a classification – it was an effort processes by him to arrange the various thinking processes in a hierarchy. In this hierarchy, each level depends on the student’s ability to perform at the level or levels that are below it. For example, for a student to apply knowledge (stage 3) he or she would need to have both the necessary information (stage 1) and understanding of this information (stage 2).

When talking about teaching, Bloom always advocated that when teaching and assessing students one should bear in mind that learning is a process and that the teacher should try to get the thought processes of the students to move up into the higher order stages of synthesis and evaluation.

3.1 Writing learning outcomes in the cognitive domain

Using correct verbs Bloom’s taxonomy is frequently used for writing learning outcomes, since it provides a ready-made structure and list of verbs. It can be argued that the use of the correct verbs is the key to the successful writing of learning outcomes. Bloom’s original list of verbs was limited and has been extended by various authors over the years. The list of verbs given in this article has been compiled from a combination of Bloom’s original publication and from the more modern literature in this area. It is not claimed that the list of verbs suggested for each stage is exhaustive, but it is hoped that the reader will find the lists to be reasonably comprehensive.

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In the following section, each stage of Bloom’s taxonomy is considered Action verbs and the corresponding list of verbs relating to each stage is proposed. Since learning outcomes are concerned with what the students can do at the end of the learning activity, all of these verbs are action (active) verbs.

3.1.1 Knowledge

Knowledge may be defined as the ability to recall or remember facts Assessing knowledge without necessarily understanding them. Some of the action verbs used to assess knowledge are as follows:

Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat, re- produce, show, state, tabulate, tell.

Some examples of learning outcomes for courses in various disci- Demonstrating evidence plines that demonstrate evidence of knowledge include the following: of knowledge

• Recall genetics terminology: homozygous, heterozygous, pheno- type, genotype, homologous chromosome pair, etc. • Identify and consider ethical implications of scientific investigations. • Describe how and why laws change and the consequences of such changes on society. • List the criteria to be taken into account when caring for a patient with tuberculosis. • Define what behaviours constitute unprofessional practice in the solicitor – client relationship. • Describe the processes used in engineering when preparing a design brief for a client.

Note that each learning outcome begins with an action verb.

3.1.2 Comprehension

Comprehension may be defined as the ability to understand and inter- Assessing pret learned information. Some of the action verbs used to assess comprehension comprehension are as follows:

Associate, change, clarify, classify, construct, contrast, convert, de- code, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalise, identify, illustrate, indicate, infer, interpret, locate, paraphrase, predict, recognise, report, restate, rewrite, review, select, solve, translate.

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Demonstrating evidence Some examples of learning outcomes that demonstrate evidence of of comprehension comprehension are:

• Differentiate between civil and criminal law

• Identify participants and goals in the development of electronic commerce.

• Predict the genotype of cells that undergo meiosis and mitosis.

• Explain the social, economic and political effects of World War I on the post-war world.

• Classify reactions as exothermic and endothermic.

• Recognise the forces discouraging the growth of the educational system in Ireland in the 19th century.

3.1.3 Application

Assessing application Application may be defined as the ability to use learned material in new situations, e.g. put ideas and concepts to work in solving problems. Some of the action verbs used to assess application are shown as follows:

Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, examine, experiment, find, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use.

Demonstrating evidence Some examples of learning outcomes that demonstrate evidence of of application application are:

• Construct a timeline of significant events in the history of Australia th in the 19 century.

• Apply knowledge of infection control in the maintenance of patient care facilities.

• Select and employ sophisticated techniques for analysing the effi- ciencies of energy usage in complex industrial processes.

• Relate energy changes to bond breaking and formation.

• Modify guidelines in a case study of a small manufacturing firm to enable tighter quality control of production.

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• Show how changes in the criminal law affected levels of incarcera- tion in Scotland in the 19th century.

• Apply principles of evidence-based medicine to determine clinical diagnoses.

3.1.4 Analysis

Analysis may be defined as the ability to break down information into Assessing analysis its components, e.g. look for inter-relationships and ideas (understanding of organisational structure). Some of the action verbs used to assess analysis are as follows:

Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deduce, determine, differentiate, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, investigate, order, outline, point out, question, relate, separate, sub-divide, test.

Some examples of learning outcomes that demonstrate evidence of Demonstrating evidence analysis are: of analysis

• Analyse why society criminalises certain behaviours.

• Compare and contrast the different electronic business models.

• Debate the economic and environmental effects of energy conver- sion processes.

• Compare the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching experience.

• Calculate gradient from maps in m, km, % and ratio.

3.1.5 Synthesis

Synthesis may be defined as the ability to put parts together. Some of Assessing synthesis the action verbs used to assess synthesis are the following:

Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, manage, modify, organise, originate, plan, prepare, propose, rearrange, recon- struct, relate, reorganise, revise, rewrite, set up, summarise.

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Demonstrating evidence Some examples of learning outcomes that demonstrate evidence of of synthesis synthesis are:

• Recognise and formulate problems that are amenable to energy management solutions.

• Propose solutions to complex energy management problems both verbally and in writing.

• Summarise the causes and effects of the 1917 Russian revolutions.

• Relate the sign of enthalpy changes to exothermic and endothermic reactions.

• Organise a patient education programme.

3.1.6 Evaluation

Assessing evaluation Evaluation may be defined as the ability to judge the value of material for a given purpose. Some of the action verbs used to assess evaluation are:

Appraise, ascertain, argue, assess, attach, choose, compare, conclude, contrast, convince, criticise, decide, defend, discriminate, explain, evaluate, grade, interpret, judge, justify, measure, predict, rate, recommend, relate, resolve,

Demonstrating evidence The following are some examples of learning outcomes that demon- of evaluation strate evidence of evaluation are:

• Assess the importance of key participants in bringing about change in Irish history Evaluate marketing strategies for different electronic business models.

• Summarise the main contributions of Michael Faraday to the field of electromagnetic induction.

• Predict the effect of change of temperature on the position of equilibrium.

• Evaluate the key areas contributing to the craft knowledge of expe- rienced teachers.

Note that the verbs used in the above six categories are not exclusive to any one particular category. Some verbs appear in more than one category. For example, a mathematical calculation may involve merely applying a given formula (application – stage 3) or it may involve analysis (stage 4) as well as application.

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3.2 Writing learning outcomes in the affective domain

Whilst the cognitive domain is the most widely used of Bloom’s Tax- Emotional component of onomy, Bloom and his co-workers also carried out research on the learning affective (“attitudes”, “feelings”, “values”) domain (Bloom et al., 1964). This domain is concerned with issues relating to the emotional component of learning and ranges from basic willingness to receive information to the integration of beliefs, ideas and attitudes.

In order to describe the way in which we deal with things emotionally, Five major categories Bloom and his colleagues developed five major categories:

1. Receiving. This refers to a willingness to receive information, e.g. the individual accepts the need for a commitment to service, listens to others with respect, shows sensitivity to social problems, etc.

2. Responding. This refers to the individual actively participating in his or her own learning, e.g. shows interest in the subject, is willing to give a presentation, participates in class discussions, enjoys helping others, etc.

3. Valuing. This ranges from simple acceptance of a value to one of commitment, e.g. the individual demonstrates belief in democratic processes, appreciates the role of science in our everyday lives, shows concern for the welfare of others, shows sensitivity towards individual and cultural differences, etc.

4. Organisation. This refers to the process that individuals go through as they bring together different values, resolve conflicts among them and start to internalise the values, e.g. recognises the need for balance between freedom and responsibility in a democracy, accepts responsibility for his or her own behaviour, accepts professional ethical standards, adapts behaviour to a value system, etc.

5. Characterisation. At this level the individual has a value system in terms of their beliefs, ideas and attitudes that control their behaviour in a consistent and predictable manner, e.g. displays self reliance in working independently, displays a professional commitment to ethical practice, shows good personal, social and emotional adjustment, maintains good health habits, etc.

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Major affective catego- The major categories of the affective domain and some active verbs ries and active verbs commonly used when writing learning outcomes for this domain are shown in Fig. C 3.4-1-2. Some examples of learning outcomes in the affective domain are:

act, adhere, appreciate, ask, accept, 5. Characterisation answer, assist, attempt, challenge, combine, complete, conform, cooperate, 4. Organisation defend, demonstrate (a belief in), differentiate, discuss, display, dispute, 3. Valuing embrace, follow, hold, initiate, integrate, justify, listen, order, organise, participate, 2. Responding practice, join, share, judge, praise, question, relate, report, resolve, share, 1. Receiving support, synthesise, value

Fig. C 3.4-1-2 Hierarchy of affective domain and some action verbs

Bloom and his colleagues (and subsequent authors) have linked the various levels in the affective domain to specific verbs. However, this level of detail will not be explored in this article.

Examples of learning Some examples of learning outcomes relevant to the affective domain outcomes are as follows:

• Accept the need for professional ethical standards.

• Appreciate the need for confidentiality in the professional client relationship.

• Value a willingness to work independently.

• Relate well to pupils of all abilities in the classroom.

• Appreciate the management challenges associated with high levels of change in the public sector.

• Display a willingness to communicate well with patients.

• Resolve conflicting issues between personal beliefs and ethical considerations.

• Participate in class discussions with colleagues and with teachers.

• Embrace a responsibility for the welfare of children taken into care.

• Display a professional commitment to ethical practice.

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3.3 Writing learning outcomes in the psychomotor domain

The psychomotor domain mainly emphasises physical skills involving Physical skills co-ordination of the brain and muscular activity. From a study of the literature, it would appear that this domain has been less well developed in the field of education than either the cognitive or affective domain. The psychomotor domain is commonly used in areas like laboratory science subjects, health sciences, art, music, engineering, drama and physical education. Bloom and his research team did not complete detailed work on the psychomotor domain as they claimed lack of experience in teaching these skills. However, a number of authors have suggested various versions of taxonomies to describe the development of skills and co-ordination.

For example, Dave (1970) proposed a hierarchy consisting of five Five levels levels:

1. Imitation: Observing the behaviour of another person and copying this behaviour. This is the first stage in learning a complex skill.

2. Manipulation: Ability to perform certain actions by following instructions and practicing skills.

3. Precision: At this level, the student has the ability to carry out a task with few errors and become more precise without the presence of the original source. The skill has been attained and proficiency is indicated by smooth and accurate performance.

4. Articulation: Ability to co-ordinate a series of actions by com- bining two or more skills. Patterns can be modified to fit special requirements or solve a problem.

5. Naturalisation: Displays a high level of performance naturally (“without thinking”). Skills are combined, sequenced and performed consistently with ease.

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This hierarchy and some examples of action verbs for writing learning outcomes in the psychomotor domain are shown in figure C 3.4-1-3:

5. Naturalisation Adapt, adjust, administer, alter, arrange, assemble, balance, bend, build, calibrate, choreograph, combine, construct, copy, 4. Articulation design, deliver, detect, demonstrate, differentiate (by touch), dismantle, display, 3. Precision dissect, drive, estimate, examine, execute, fix, grasp, grind, handle, heat, manipulate, 2. Manipulation identify, measure, mend, mime, mimic, mix, operate, organise, perform (skilfully), present, 1. Imitation record, refine, sketch, react, use.

Fig. C 3.4-1-3 Hierarchy of psychomotor domain and some action verbs

Other taxonomies Subsequently, Simpson (1972) developed a more detailed hierarchy consisting of seven levels:

1. Perception: The ability to use observed cues to guide physical activity.

2. Set (mindset): The readiness to take a particular course of action. This can involve mental, physical and emotional disposition.

3. Guided response: The trial-an-error attempts at acquiring a physical skill. With practice, this leads to better performance.

4. Mechanism: The intermediate stage in learning a physical skill. Learned responses become more habitual and movements can be performed with some confidence and level of proficiency.

5. Complex Overt Responses: Physical activities involving complex movement patterns are possible. Responses are automatic and proficiency is indicated by accurate and highly coordinated performance with a minimum of wasted effort.

6. Adaptation: At this level, skills are well developed and the individual can modify movements to deal with problem situations or to fit special requirements.

7. Origination: The skills are so highly developed that creativity for special situations is possible.

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Other taxonomies in the psychomotor domain have been developed by Harrow (1972) and Dawson (1998). Ferris and Aziz (2005) developed a taxonomy in the psychomotor domain specifically for engineering students.

In general, all of the various taxonomies in the psychomotor domain describe a progression from simple observation to mastery of physical skills.

3.4 Practical advice for writing learning outcomes

Fry et al (2000) when giving practical advice for writing learning out- Unambiguous action comes recommend the use of “unambiguous action verbs” and list verbs many examples of verbs from Bloom’s Taxonomy. In order to show the differences between the vocabulary used in writing aims and learning outcomes, the authors listed some examples of verbs as shown in Table C 3.4-1-1.

Table C 3.4-1-1 Examples of verbs used in writing aims and learning outcomes. (Fry et al., 2000 p. 51)

Aims Outcomes Know Distinguish between Understand Choose Determine Assemble Appreciate Adjust Grasp Identify Become familiar Solve, apply, list

The following guidelines may be of assistance when writing learning outcomes:

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• Begin each learning outcome with an action verb, followed by the object of the verb followed by a phrase that gives the context.

• Use only one verb per learning outcome.

• Avoid vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, and be aware of. These terms are associated with teaching objectives rather than learning outcomes.

• Avoid complicated sentences. If necessary use more one than one sentence to ensure clarity.

• Ensure that the learning outcomes of the module relate to the overall outcomes of the programme.

• The learning outcomes must be observable and measurable.

• Ensure that the earning outcomes are capable of being assessed.

• When writing learning outcomes, bear in mind the timescale within which the outcomes are to be achieved. There is always the danger that one can be over-ambitious when writing learning outcomes. Ask yourself if it is realistic to achieve the learning outcomes within the time and resources available.

• As you work on writing the learning outcomes, bear the mind how these outcomes will be assessed, i.e. how will you know if the student has achieved these learning outcomes? If the learning outcomes are very broad, they may be difficult to assess effectively. If the learning outcomes are very narrow, the list of learning outcomes may be too long and detailed.

• Before finalising the learning outcomes, ask your colleagues and possibly former students if the learning outcomes make sense to them.

• When writing learning outcomes, for students at levels beyond first year, try to avoid overloading the list with learning outcomes which are drawn from the bottom of Bloom’s taxonomy ( e.g. Knowledge and Comprehension in the cognitive domain). Try to challenge the students to use what they have learned by including some learning outcomes drawn from the higher categories (e.g. Application, Analysis, Synthesis and Evaluation).

Handout C 3.4-1-2 Guidelines for writing learning outcomes

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4. How are learning outcomes linked to teaching and assessment?

When writing learning outcomes, it is important to write them in such Assessing learning a way that they are capable of being assessed. Clearly, it is necessary outcomes to have some form of assessment tool or technique in order to determine the extent to which learning outcomes have been achieved. Ex- amples of direct assessment techniques are the use of written examinations, project work, portfolios, grading system with rubrics, theses, reflective journals, performance assessment, etc. Examples of indirect assessment methods are surveys of employers, comparison with peer institutions, surveys of past graduates, retention rates, analysis of curriculum, etc.

The challenge for teachers is to ensure that there is alignment between Aligning teaching, teaching methods, assessment techniques, assessment criteria and assessment and learning outcomes. This connection between teaching, assessment and learning outcomes learning outcomes helps to make the overall learning experience more transparent. Student course evaluations show that clear expectations are a vitally important part of effective learning. Lack of clarity in this area is almost always associated with negative evaluations, learning difficulties, and poor student performance. Toohey (1999) recommends that the best way to help students understand how they must achieve learning outcomes is by clearly setting out the assessment techniques and the assessment criteria.

In terms of teaching and learning, there is a dynamic equilibrium between teaching strategies on one side and learning outcomes and assessment on the other side.

It is important that the assessment tasks mirror the learning outcomes Assessment must mirror since, as far as the students are concerned, the assessment is the cur- learning outcomes riculum: “From our students’ point of view, assessment always defines the actual curriculum” (Ramsden, 2003). This situation is represented graphically by Biggs (2003b) as follows:

Teacher Perspectives: Objectives DLOs* Teaching Activities Assessment

Student Perspectives: Assessment Learning activities Outcomes

* Desired Learning Outcomes

Fig. C 3.4-1-4 Teacher and student perspectives regarding assessment

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Link between curriculum In stressing this point, Biggs (2003) emphasises the strong link be- and assessment tween the curriculum and assessment as follows:

To the teacher, assessment is at the end of the teaching-learning se- quence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, as indicated by the downward arrow, the teaching activities of the teacher and the learner activities of the learner are both directed towards the same goal. In preparing for the assessment, students will be learning the curriculum. (Biggs 2003)

One cannot over-emphasise the importance of assessment in the teaching and learning process. As already stated (Ramsden, 2003) as far as the students are concerned, the assessment is the curriculum. They will learn what they think will be assessed, not what may be on the curriculum or even what has been covered in lectures! The old adage that “assessment is the tail that wags the dog” is very true.

4.1 Linking learning outcomes, teaching and assessment

Formative assessment Assessment is often described in terms of formative assessment or summative assessment. Formative assessment has been described as being assessment FOR learning. It has been described as assessment that “refers to all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black and Williams, 1998). In other words, formative assessment helps to inform the teacher and the students as to how the students are progressing. Formative assessment is usually carried out at the beginning of a programme or during a programme. The students’ performance on the assessment tasks can help the teacher to make decisions about the direction of the teaching to help the learning process. It has been clearly shown (Black and Williams, 1998) that by giving feedback to learners, formative assessment can help improve the learning and performance of students.

Main characteristics The main characteristics of formative assessment include:

• Identification by teachers and students of the learning outcomes and the criteria for achieving these. • The provision of clear and rich feedback in an effective and timely fashion. • The active involvement of students in their own learning. • Good communication between teacher and students. • The response by the teacher to the needs of the students.

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In short, formative assessment is part of the teaching process rather than the grading process.

Summative assessment is assessment that tries to summarise student Summative assessment learning at some point in time – usually at the end of a module or programme. Summative assessment has been described as “end-of-course assessment and essentially means that this is assessment which pro- duces a measure which sums up someone’s achievement and which has no other real use except as a description of what has been achieved” (Brown and Knight, 1994).

Thus, the use of summative assessment enables a grade to be generated that reflects the student's performance. Unfortunately, summative assessment is often restricted to just the traditional examination paper and does not involve other areas like project work, portfolios or essays. Because of the nature of summative assessment, not all learning outcomes can be assessed at any one time. Assessment of just a sample of learning outcomes is common.

In theory, continuous assessment is a combination of summative and Continuous assessment formative assessment. In practice, continuous assessment often amounts to repeated summative assessments with marks being re- corded but little or no specific feedback being given to students.

Clearly, it is important that the method of assessment that we use should attempt to test whether or not the learning outcomes have been achieved. Interestingly, it has been found that the range of assessment of students is very limited, with approximately 80 % of assessment being in the form of exams, essays and reports of some kind. (Brown,1999). For example, a study of assessment practices in Uni- versity College, Dublin, Ireland found that a random sample of 83 teaching staff used a total of 256 assessments when asked to describe one of their courses, i.e. approximately 3 assessments per course. Of these assessments, the majority were summative (84 %) and a minor- ity were formative (16 %).

Developing links between learning outcomes, teaching strategies, student activities and assessment tasks is very challenging for the teacher. The following table may be of help in developing these links.

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Table C 3.4-1-2 Linking learning outcomes, teaching and learning activities and assessment

Learning outcomes Teaching and Learning Assessment Activities Cognitive Lectures End of module exam Demonstrate knowledge Tutorials Multiple choice tests Comprehension

Application Discussions Essays Analysis Synthesis Laboratory work Practical assessment. Evaluation Affective Clinical work Fieldwork

Group work Clinical practice Integration of beliefs, ideas Seminar Presentation and attitudes

Peer group presentation Project work

Psychomotor Acquisition of physical skills

There may not be just one method of assessment to satisfy all learning outcomes and it may be necessary to choose a number of assessment methods.

Constructive alignment The curriculum should be designed so that the teaching activities, learning activities and assessment tasks are co-ordinated with the learning outcomes. Biggs (2003) refers to this type of process as involving constructive alignment. (The constructive part refers to the type of learning and what the learner does. The alignment part refers to what the teacher does). Biggs points out that in a good teaching system, the method of teaching, learning activities and method of assessment are all co-ordinated to support student learning.

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When there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective than when it is not (aligned)… Traditional transmission theories of teaching ignore alignment. (Biggs 2003a)

It is clear from the above that there are three basic tasks involved in Three basic tasks the constructive alignment of any module:

1. Clearly defining the learning outcomes.

2. Selecting teaching and learning methods that are likely to ensure that the learning outcomes are achieved.

3. Assessing the student learning outcomes and checking to see how well they match with what was intended.

4.2 Assessment criteria and learning outcomes

Learning outcomes specify the minimum acceptable standard to enable Grading criteria a student to pass a module. Student performances above this basic threshold level are differentiated by applying grading criteria. Grading criteria are statements that indicate what a student must demonstrate to achieve a higher grade. These statements help to differentiate the levels of performance of a student. By making these criteria clear to students, it is hoped that students will aim for the highest levels of performance.

Giving a bare grade to a student does not provide adequate feedback on their performance since the grade simply indicates an overall level of competence. This overall grade does not identify strengths and weaknesses on specific learning outcomes. However, if the grading system is tied to some form of scoring guide, it can be a very useful way of identifying areas for improvement that need to be addressed.

A scoring guide that is used in assessment is often referred to as a rubric. Grading tool A rubric is a grading tool used to describe the criteria used in grading the performance of students. In general, each rubric consists of a set of criteria and marks or grades associated with these criteria. Thus, rubrics help to define the criteria of the system of assessment by describing performance at different points on a rating scale. Further information on creating and using For example, a scoring rubric used for one of detailed rubrics for various types of student the learning outcomes in module ED6001 of assessment can be found on the website of the the Master’s Degree in Science Education at University of Monmouth, USA: University College Cork, Ireland, is as follows: http://its.monmouth.edu/FacultyResourceCenter /rubrics.htm

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Table C 3.4-1-3 Linking learning outcomes and assessment criteria

Learning out- Assessment criteria come Grade 1 Grade 2 : 1 Grade 2 : 2 Pass Fail On successful Outstanding Very good use Good use of Limited use of Poor use of completion of use of literature of literature literature literature literature this module, showing ex- showing high showing good showing fair showing lack of students should cellent ability to ability to syn- ability to syn- ability to syn- ability to syn- be able to: synthesise thesise evi- thesise evi- thesise evi- thesise evi- Summarise evidence in dence in ana- dence in ana- dence to for- dence to for- evidence from analytical way lytical way to lytical way to mulate conclu- mulate conclu- the science to formulate formulate clear formulate clear sions. sions education lit- clear conclu- conclusions. conclusions. erature to sup- sions. port development of a line of argument.

5. Towards the future with learning outcomes

Key characteristics As already indicated, international trends in education show a shift from the traditional “teacher-centred” approach to a more “student- centred” approach. While traditionally the focus was on what the teacher did, in recent years the focus has been on what students have learned and can demonstrate at the end of a module or programme. Among the key characteristics of outcome-based education listed by Harden (2002) are:

• The development of clearly defined and published learning outcomes that must be achieved before the end of the programme.

• The design of a curriculum, learning strategies and learning opportunities to ensure the achievement of the learning outcome.

• An assessment process matched to the learning outcomes and the assessment of individual students to ensure that they achieve the outcomes.

5.1 Advantages of learning outcomes

Whilst there has been some criticism of outcome-based education in the literature, a learning outcomes approach to teaching and learning has received strong support at an international level. For example, Jenkins and Unwin (2001) assert that learning outcomes:

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• Help teachers to tell students more precisely what is expected of them.

• Help students to learn more effectively: students know where they stand and the curriculum is made more open to them.

• Help teachers to design their materials more effectively by acting as a template for them.

• Make it clear what students can hope to gain from following a particular course or lecture.

• Help teachers select the appropriate teaching strategy matched to the intended learning outcome, e.g. lecture, seminar, group work, tutorial, discussion, peer group presentation or laboratory class.

• Help teachers to tell their colleagues more precisely what a particular activity is designed to achieve.

• Assist in setting examinations based on the materials delivered.

• Ensure that appropriate teaching and assessment strategies are employed.

When writing about the embracing of learning outcomes in medical Learning outcomes in education, Harden (2002a) comments that “where it has been imple- medical education mented, outcome based education has had a significant and beneficial impact. Clarification of the learning outcomes in medical education helps teachers, wherever they are, to decide what they should teach and assess, and students what they are expected to learn”. In another paper, Harden (2002b) describes how learning outcomes have been used to develop a model for use in medical training:

Learning outcomes can be specified in a way that covers the range of necessary competences and emphasises the integration of different competences in the practice of medicine. An important feature of the three-circle model of learning outcomes is that it does just that. In the inner circle are the seven learning outcomes relating to what a doctor is able to do, i.e. the technical competences expected of a doctor (‘doing the right thing’); in the middle circle the learning outcomes relating to how the doctor approaches his or her task with knowledge and understanding and appropriate attitude and decision-making strategies (‘doing the thing right’); and in the outer circle the ongoing development of the doctor as an individual and as a professional (‘the right person doing it’). Harden, 2002b, p. 153

Adam (2004) summarises the advantages of learning outcomes under 4 main headings:

BH 1 02 06 12 25 C 3.4-1 Implementing Bologna in your institution

Planning and implementing key Bologna features Using learning outcomes and competences

1. Course and module design

Learning outcomes can:

• Help to ensure consistency of delivery across modules and programmes.

• Aid curriculum design by clarifying areas of overlap between modules and programmes.

• Help course designers to determine precisely the key purposes of a course and to see how components of the syllabus fit and how learning progression is incorporated.

• Highlight the relationship between teaching, learning and assessment and help improve course design and the student experience.

• Promote reflection on assessment and the development of assessment criteria and more effective and varied assessment.

2. Quality assurance

Learning outcomes:

• Increase transparency and the comparability of standards between and within qualifications.

• Possess greater credibility and utility than traditional qualifications.

• Play a key role by acting as points of reference for establishing and assessing standards.

3. Students

Learning outcomes provide:

• Comprehensive sets of statements of exactly what the students will be able to achieve after successful study.

• Clear information to help students with their choice of module and programme. This can lead to more effective learning.

• Clear information to employers and higher education institutions on the achievements and characteristics associated with particular qualifications.

26 BH 1 02 06 12 Implementing Bologna in your institution C 3.4-1

Using learning outcomes and competences Planning and implementing key Bologna features

4. Mobility

Learning outcomes:

• Contribute to the mobility of students by facilitating the recognition of their qualifications.

• Improve the transparency of qualifications.

• Simplify credit transfer.

• Provide a common format that helps promote lifelong learning and can assist in creating multiple routes through and between different educations systems.

For further development of the advantages of using learning outcomes, particularly in an educational reform context, please see Adam, S. (2006) An introduction to learning outcomes, Article B.2.3-1 of this Handbook.

5.2 Potential problems with learning outcomes

One of the main concerns about the adoption of learning outcomes is the philosophical one that academic study should be open-ended and that learning outcomes do not fit in with this liberal view of learning (Adam, 2004). This need not be the case if learning outcomes are written with a focus on higher-order thinking and application skills. However, if learning outcomes are written within a very narrow framework, this could limit learning and result in a lack of intellectual challenge to learners.