IOP/'J!EaH./79/ 33 Teolmioal Paptllr No. 33
INTRODUOmG FISHP!RY EDUCATION mro Saff.OOLS SERVING FISI:IING OOMMJNITIES
by
Ro Ruppin FAO Senior Fishery Industry Offioer (Education and Training) Acting as consul tent to the International Indian Ocean Fishery Survey and Denlopm$nt Programme
FOOD AND AGRICUL'IURE ORGANIZATION OF THE UNITED NATIONS
UNITED NATIONS DEVELOPMENT PROGRAMME:
Rome 1979 The designations ®mployed mid the preo®ntation of material in this publication do not imply the expression of l!IDY opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations oonooming the l®gal status of any country, territory, oity or a:Nia or of its 11Utho:ri tiea, or oonoorning the delimitation of its frontiers or boundariell3.
'11he oopyr:l.ght of thh book is vested in the Food and Agt.iou.lture Organization of the UniteQ, Nations. Tho 1Jook me,y not be :Nlproduoed, in whol® or in part, ~'&nY method or prooooo 1 without written permission from 'hho oopy;.'ight holder. Applications for woo lNlll"Wr13!13ion, with a atate~t of the purpl)lii!e and erlent o:!:' tha ~:«:•p:roduotion dHired, should be addr®l!IHd to th@ Dir®otor, Publications Division, Food and Organization of thl!I United Hatic:mo, Via
FiBhli!lrili!ls topios mtd :fisheriH vocational oourses an being taught in schools serving fishing col!Fm muniti®s in eom& oountri®s !!Ind in others a programme of fisheries eduoation has beli!ln in exieten00 for deoadHe However, vecy little information about the nature, organization and ourricula of these pro grammes iB availablli!I. Thie Teohnioal Paper lill!!lll!IWS to be a first attll!lmpt to provide information on this subjll!lot in a oompreheneive runner. Having been commiBSioned by the Indian Ocean Progr~, the Paper refers morli!I speoitioally to IOP member oountriH. It h oonf!lidered however that moat of its contents oould ee.sily be modified to apply to othli!lr r®gions as well.
Thli!I present attempt should oo reg&rded only u a pr®liminacy Paper, that should oo irupplemented, elaborated and revised in the light of reviewing oomments, that are herewith solicited. 'I'1tb 'I'eohnic&J. Papor io a first !\l.tt1J1mpt to Mlllrl /50V(!):rttl!!'<'lnts in the Indian Ocllen Region ·to th® poa!libilitie£J of introducing fifr:lherifla e1duoation into 11ohool!I eerving fifihing coimmniti@1J. It oon'rnilH'I d~rtaibid proposals for introduoing fishl'lri®B l'®lated ·topic11 into the aohoole1 curricula to suit V&,riouEI !lmd level!! without nqu.iring basic ohangos in the offioially approved curricula. I·t alf;lo featurH a detailed propoll!al for an optional vocational fishing oourH to 'M offeri!ld at the high sohool levd.
'I'hs Papor offere euggestiona for uidn.g schools to provifuli continuing fisheries education for adnHs i refera to the organization and wpor'Vision of th 'I'he Appondi:ioot> contain further information, giving Hats of equipment, reference materials and teaohing aidB 1 as well as detailed oontents of oour1>es for the training of teaohers for this programme. TABLE OJ.l' CONTENTS 1 • Background and Rationale 2. Objectives 2 3. The Programme 2 4. Introducing Fisheries-Related 'I'opios into the School's C.'urriculum 3 5. Introducing a Vocational Fishine Course into Secondary Schools 9 6. Providing Cont:Umoua Education for Adults 19 7. Training the Teachers 20 8. Organization, Financial Aspects and Supervision 22 9. Notes on Outside Assistance for Getting t.he Programme Started 24 Appendix 1: Lista of Equipment, Reference Material and Teaching Aids 26 .Appendix 2: Upgrading Courses for Teachers in Fisheries-Related Topics 30 Appendix 3: Course Outline for Training Fishing Teachers 34 Appendix 4: Detailed Unit Topic on Fish Preservation and Processing 57 1. BACKGROUND AND RATIONlll.E Spreading general eduoation has long been a high p1•iority prograrnme in most developing oountrios. Thie ie Cl(lrtainly true of most, if not all, countries oord®ring th® Indi&n Ocaim. Ev11m remote fishing oommunitiee initially bypas1Jed by modern eduoation 9 e:r·e now being !Hfirved at leaet by primary school!.1 0 Larger fil!lhing villagM imd urban fishing oorrummities a:t~ usually 3erv0d by secondary school!.I as well. Generally, the ourrioulum of schools fiohing oomm1lllitiee (with a few notable exceptions) is ioontioal to that of all othlllr li'Jooools in the ootmi:t\Y'v irrHpeotive of location or the oalli11g of the population it eervee. Exoeptione ~ oo sohoolLJ l!loyvqing rural 0011u:mmitiee featuring an u:ridel' liitandable bi- toward agrioulture. IloW'l!lver 1 thb 0ame logio h rarely The impact of general educt:l.tion on a fhihing oom1u11ity1 asl!leHed in fioheriee terms, ha!ill not alwa;re ooen an unmixed bl®lill!illing. True, education i11 a beneficial 11md in iteelf and, therefore, ite Ncipients - the filf!he:riiam' 0 childr~:m - ar-e by oofini tion and f$0neral co1111enm1s, beneficiaries. On the other hand, an education that tench to °bypaH the fioh®nMin 1s environment, vocation and way of life, mq convince the youngeterB1 and often ·their ao wdl 1 'that th0ir lifutyle Md vocation h irrelevant to the !ll.Ooom world; that filf!hing a calling o>ttly wi ted to th0 Ull.®duo11:ted 1 the illi tare.ta and the backward; therafore, it might seem to thl!l1n logical that th0 intE>lligent 1 the industrioue, the ambitious should make th0 moBt of their education, not by ooooooing better firnhermen or otherwi"e contri buting to the well-being of their community, but by having it and seeking better opportUll.ities elae wheN. General ecllolastio eduoation, oono0ntrating on readiug~ writing ~d reckoning, oarrie1.1 with it the image of some office job in govem!Mlnt or in commerce. It followe that the impaot of thia type of education on a fieh®ry 001nmunity' El future prospects ~ actually be negative 8inoo it contributes to the "brain-drain" from that oof!lll'mli ty. The detrimental raiml ta of rrucll a brain-drain on many a fishing community throughout the Indi!llll Oc0an Region oe.n hardly oo exaggerated. Suoh a brain-drrdn oftan generatee a multiplier effect, al'!I thoae eduoated few, who have laft their oommunity and mL ,'.'.'JOd 0ls0- wh0re 1 entice or help others to follow in their foo,tatepa. The oommuni ty is ·thus deprived of 1 \,,... , edu cated, forward looking and intelligent few who would be capable of mastering the relatively sophh:'.:'~· oated tecllniques required in modern fili!herias, leaving oohind hthargio tradi tionaliate whose attitude oould be winmed up in the eaying ttWhat WH good 0nough for my fonfathars iffl good enough fo1• me". A fishing oonlllll.l.llity edttoational syetam that is completely divorced from fisheries topics !lllld imbjaotl!l ie oound to impair and do nothing to ®nhanoe the fieharm~m' l!i eooial at!llllding in tho general oommunity. In a naturalistic "primitive" society, the fishermen, lik® hllilten"'e 1 aN providers of needed pro tein-rioh food and would oo ®et valued !lllld respect0d msmoor11. '!'ha courage, intelligence, skill and know-how required of a wooeel'!Jful fhherman would further <1mh!lllloa his pNetige. Unfortunately, the picture in most Indian Ocet:l.ll oountri®s (and fox• that matter in mol'!Jt developing countries) h very much the raverea. The fioherman'e etanding in the OOlllmlmity is low, sometimes at the bottom of the social soale. This faot cannot always be axplain On the other hand, the introduction of filf!heries wbjeots and topioe into the sohool'a curriou lum and, ootter ""till, offeri11g an optional filf!hing course introducing modem tacllnology appropriate to the fiehing situation, ma;r be instrumental not only in retaining within the fishing collll!Wlity the young educated intelligenhia1 but would aot-ually train ih tutµre leade:re: the !'!kippers, onginears, tecllnioians and o:rgeinhers of social t:l.lld <11aonomio coope:i.•ation and progreel!l. ThHe would oo the people who make the difference ootwean stagnation The influence of a !llohool that identifies with and ie trying to serv0 the interest of a fiehing oommunity can raacll beyond the young generation by offering 0Qntinu9us eduoation to the adnlt filf!her men and their wives. Through !!Noh an erl®nsion of its fhhery eduoational progra.mma, the tiroo required for buic ohanges of attitude from lethargy to prOgNiiB ~be lessened, and or<>Bsing the bridgeia over the generation gap ~ smoother, lesB painf\ll and hazardous. In lll1JJlllllacy 1 th0 school serving a fhhing OOlm!Wlity has a vital role to pla;y in lf!haping i ta tutuN. :rt could fill thh role by offering an appropriate fhheriee •duoational programme to pupils and parents alike. 2 o OBJ]iJC'l'IVlTIS \tlhi!!n in'crod1toing fil!hc:u:•ies edu.oation into Blll<§Jo'Gllltl ( 1} to inform e.rtucl!?nte about th<11i1' mil:rine environll'.l!!lnt 9 in·troduoe them to the ooJ.entifio ex:pl ( 2) to inll!truot students in aome firmeri®tW=relatad skills 1 ouoh as lilWimming, morkeling1 life~ E1avh1g 1 rowing, roading a oh.art and1 &t a high0:i:· level, ooaat&l navigation, oonstruotion of fishing glll&l' 1 p:raotioal fioo handling1 P'°~fHlrVe,tion and i;:t.ftlparation; (3) to in'Gerel':!t ealeoted groups of @enio:r etud®nh in following prograoeiv0 l!IOphistioated fishing as a Olll'EH~:r and to prepare them for ·thilll purtmi t; ( 4) to provide oontinuing adJJ.cation to adult fil!ha:rman and their familioa in fil:lhari®e-related 1 subjaotB1 meJcing uae of th© aohool e fiwilitiaa for thia purpoBe; (5) to U.PgY·llMi (6) ·to oontribut0 to th® vit&J human factor in meeting the country 1 B gonoral fil!herieile objectives 1 of makil1g the mo11rt of the oountry e erirrling fisl:u1ri~ui resources 1 raising the earninglll, well~ being and quality of life of the fili!hing population, increasing the availability of batter q11&Ji ty fish and~ other aquatio prodllots at raw;onable prioo0 and improving the oountx~y 1 13 b&Janoo of p~llWt11ts; (7) to holp Boourei the i:ntelliglll:n,G ooopera.tion of tho fil!harmen in fil!herio111 I'€1sourooe mmage mant; ( 8) 'by 11rh·ength011ing the fil!hing indllst:r7, to improve eoonomio opportunitiea, aooial etend.ing 001d qu&Ji ty of lifQll of th0 rux·al fishing population and thuo to help stem the e:rodll111 of th(!lir young L1to the oiti0111, and partioula:rly the flight of potential lellMi A.El mantion®d above, only ra:M!lly would all these objootivol!I apply to a given situation but eom(!! of thHe obj11rntiv0B would apply to ll!Ot!it oountriM bordering the Indian 00(!!all with traditional fil!'!l&Jl-soale fiehing oommunities in need of dav®lopment. 3 • 'FBE PROGRAMME To acl1ievo th11i above-rnentioned ob,je.otivee, or at least 1JOme of them, a thrae-prongllld fisheriee educational progi'Mll'OO aim!!d at threo leveb of ednoation i111 reooi:M11:mdad. Theeo levels are: (a) The riitudante in the schools' middle grades. Fil!horieB l!lduoation at this lev0l will oon!'lht of adding fisheriotW=related ·topioe to various ~ubjeote featurod in the establiehed ourrioulum but not requiring any basio ohallglll!I in the rorrioulum. Thei;e add®d topics are to bo taught to the oll\tas as a whole, as any other part of tho approv0d ourrioulum. (b) Soleoted gr·oupa from the senior grades of s®oond&ry aohooh to be offer®d an optional vooa. tional~·tnie oourlll'l in fil!hing. ( o) Adult fiehe:r·men lilld their wives to be offered ad hoo botures and olaaaes dapendi11g on inte1'Ht, but with the additional view of k0eping p.a,rentsabmst of fisheries subjeoh with their l':!ohool=attending ohildr~n. ~pendir1g on the situation a.nd the govemment•o objectives, emphas:l.a could be placed on one educa tional lave1l or anothcx·. Son10times oiroumstanoos will limit thG need or the pol':!aibilitiea to dat>.J.ing with one or two leveh only. However, as will ba ex:plained later, there exists a definite relationship between the varioull! levels of people whO are the ta:rget of this ednoa:tion&J programme. If the programme if! to rmooeed, every 0ffort ooould be rt'll:ll,ti® to make i·t aa oomprohensive as oonditiona po:rmit. Different oountriea have widdy differing eduoational syert 4. INTRODUCING FISHERIES-RELATED TOPICS IRTO THE SCHOOLS' CURRICULA Most Bohool ourrioula from Grade V or VI and above feature woh subjects aa general eoienoo,arith metio (mathematios) 1 social etudiea (geography), arts and oraftB1 pb.ysioal eduoation and home economics. All these wbjeote lend thelll$lves to the introduction of fhheriefl!-relahd unit topics. To be more epeoifio, the following unit topios lll'O recoflll'OOnded to be introduced into these 1rubjecta, without neooa s!ll'ily changing thl!I nWllber of Wl!lekly poriods devoted to ea.oh eubjMt in the approved curriculum. Teachers would be required to aooord these unit topics appropriat® priority so that they are not left out for lack of time. Some of the topics should be taught more than once, in a simplified form in a lower grade 1 and then again in greater W:lpth in a higher grade. 4.1 Fishery-Related Unit 'l'opioa to be Inoluded in the General Science Curriculum 4.1.1 'lhe marine environment This unit topic is 1rui table in simplified form for Grade V or VI md then to be repe9;~ed in depth in Grade VIII or IX. Objaotivee: To be able to explain the food ohain in bodies of water; To be able to explain what is 1110an.t by Mology an.d an ecosystem; To be able to describe the following environmental zonee: The Seashore - where the sea meets the land - the area between high and low tide. The Shallow Banke - the continental ah.elf - shallow water - sand, sea, grass and reefs. 11 ( c) Ocean Depths - the "drop off 1 deep water, the deep ocean floor. (d.) Surface water - the upper la,yer of the sea that spreads over the ocean, on to the shallow banks and up to the aea!ilhore. To be able to describe the following physioal factors aoting on or influencing these zones: Phyeioal factors Associated iW:las (a) Light - wpplies energy for photo·synthesis to plan.ta (plankton and algae) - plant distribution related to light - penetration is neoeseary for sight underwater - is responsible for colour - colours absorbed with W:lpth - can affect behaviour and movement of imimalf:I (b) Temperature - deponde on latitude and depth, constant at 35°F below 1 OOO ft - affeote density of water - warm water floats on cold., cold water ei:uke ( o) Pressure - increases with depth at a constant rate; limiting factor to man's activities under the sea (d) Slillinity - 11 wtin0s11111 of th0 we.t111r - l!!ain 111&1 te are Mloium ohloriW!l 1 sedium, ohloriW!l md ohloriW!l in water - average 1111i!lini ty of ooeene 35 parh per 1 OOO - evap~ration (i.e. 1 on banks) causes increase of siillinity; rain oausee d111oreiwe in slillinity - high lll&linity • high d®n.111ity • greater buoyancy (e) Bottom oonditio11111 - natun of bottom - ro~ 1 Bimd;r 1 grawl 1 mud1 vegetation - 1. Currenh: oaul'lled by - action of wind varying density of water masses 2. TiW!l1u crmsed by - gravi tationlill attraction of the sun and moon - wind &md waves affeot the seashore To be able to Wilaoribe the influ111noo of th111 following ohEllmical end biological factors on the marine environment: Chemioal fa-0to:r11 O:x;ygen Carbon dioxiW!l Hydrogen ion oonoontration Inorga:nic aal b - required traoo elemant11 Orgmio oompounds Biological factors Food Crowding Disperslill Predation Al though only physical factors have been introduood up to this stage, ch4!1miolill and biologioal faotore &'0 also important. Very often it iB the interaction of multiple faotors whioh Wiltermine where a particular orgenilllll!I lives. Rook;r shore - most exposed to wave action - few small partiolee are able to settle Smey shore - slightly more sheltered - medium shed partioles (send) settle and acowmlate ( o) Mlldd;y shore - very sheltered areas typified by mangroves - very little water move ment - fine partioles settle and ar'0 stabilized by plants To be able to explain t!llld m3ke intelligent ooW!lmlts on the following ohart featuring t;ypee of orgeniwia by habitat and by physical features. '!'lra of Org;aniama b;r Habitat and b;y Ph;ysical Features ~ Habit ate Important Physical Factors Adaptation of OrganiSllls The Sea Shore Sand Light Tough shells to resist heat and Mud md lllSngl'.'OVe s Heat drying out, ability to stick Rock 81ll'faces Wind firmly to surfaces to resist wave Cracks and crevices Wave action action, ability to bllrrow into Rock pools rock, lllUd or sand to resist light' Under stones heat, drying out and wave action The Shallow 1'alr!ks Sand Heat Physiological adaptations to Sea grass Ws.ve action varying temperatu.rea and aali.:.. Coral reefs Salinity nities, anatomical adaptations to resist turbidity in shallow ss.ud areas, ability to stick to the bottom to resist waves, ability to resist l>ave action by flexibility or by massive construc tion (mainly corals) \J1 Ocean Depths Deep water Heat (low temperatures) Large eyes to see in low light The deep sea floor Pressure (high) conditions, development of other Light (low or dark) sensory organs, 1.uminescence The Surface Water The lflll"fa.ce film Heat Swimming a.bili ty to move awa Note: The basic life "styles" of organiSlllS in the sea reflect adaptations to the effects of physical, chemical and biological factors in a variety of habitats, and they could be classified loosely as swimmers, crawlers, burl-owers, floaters and attachers. 'I'hiH mi.it ·topio oould wall lJ{; uiti1plifif:1tl for111 in Grade VI or \ITJ: n11d.f.l!' thlt) heading t!Jn lJ:U; imal;r~ 1/11;1..rino Pl:'€H.l1:1:\;ox''1 h1 tl€lpth iu fiT.!l.dYll lX or x. 3 "!'hio urai'i; t.opio rsl.v:mlll F!.t'~Wi:' un:i:t °i'.·or1i(1 mr1ho iill'J.'ine l£:i,vi1'l.1m;11Yntn.) 'l~) 1J<:) t1J>l1:i ·to 11am<1 the mtJlil!'6 i10C1po:t~tmrt. nor.1fil;;Jt;'oi!'lc"1 n);i<1oios :i.11 wor·ld 'l'o bo ·to an cl. dl'lffilo:ri h;, 1;hlil fliosf. oowlll®roili!. 1:10.Alo orna·taoeano m1d filOllUl'!OO in th0 ",;h@h• <'ll..G1h"i.'bi:rtion, hel:ii $#.Jld oohe:lfiour; 'I'o hXJ< 1Y.hl1,1 ·~o EiXplain thi11 v 11 fiooeri0s I ''@'"'imuJn Rl1M'rt11,U:u1ibl® 'ohe no:wtl. fo:'' f:i;AA\"l:Y:1ie0 (;C•HGJ'1l.Y."\71~;Uot1 J.gwra u!'.Hl. veJ.Hlil ·to the) To abl•:i to d.QlClO'.i>i.hn !ll!:!'thoda uo@d fO:i.' ·i;k1e oiu'.U;i;l)a;!;fon Of fin:h l:;;JHl 1Jhrilllpl!l in fI'®roth imd kc11okir!h wat0•' horli00 i To 1)1'< mhlo 'to dtJGor:U;a method~1 'ltfilcHl fox" ·\;ho r1ultiw1,t;:\,m1 of nm1111.fJO!l rmcl r:iponget!! in ba;vs t?0f!(\ 1@{{0011,fj 0 abou,c, li 'l'o b.zil p,'bl0 to ®xpli;;;i\1 me.1i£l of h0c1:11i®r ·than we;ter materil!lti; 'f,, b<:i abl0 'i:;o d:rBH a a V®t1s01 1 ~ stability. 'I'h:'w "~opio 1Jould 'fm iu:trot1.uc'3cl :ixi B l!lill'lplif:lod for;m in a lowa:r grsdo whoo ·teaching the :ix1dntt1 of ·the eiOff(iJl?M:ll\lo It ohcmld oo depth in h:Lg'a€ft' gratl€l when. m~e- ·ii~~~l ill At tM"lil l@ni'®l a unit oo MMd wi:th ·the following objectives: 1 10 clr11w 1;1ntl 1J.0rio:t'ioo a marina oomp1:<~t:i :point11 an1:l d1~greea; 'l\i is mMn·~ lry ·l;)J() following terrniH pointa (of the oompaBB) 1 :north, p-0le 1 Thi!il mi:!:h ·l;opio Blwnld bn t">dils~('l to the or 'Ghe so:i.encrugh'(; e,\Jout ('Jli01'gy t hoat @d g 'l\'.1 ll'fl ;;;bJ.o to 0n:>lm:l.u the prinoipl®<1 till.~\ maiu fo:'l:tuJ:' '1'<1 ·~o OJ:.J;ilt1.ill ·the funotim1g of' basio pa.:r"tio of the p:;;·b:i:ol To 'lJ'1 r1ul(~ ·to 2implo explnmvtion of ·tha priuoipla;~ of the 'Po 1w &IJ'.hi to the ;t\mcrtions of p1'inoipal parta of thei diemil nulpJ,> ~:e:f\\Jl'fl!J.(}:J ·i•o w11to1"°~ooolo1:l ma.:!':i_ne dieael1:1; 'l'o )Jo i;>,hle to expla:l.n the pril1oiplea of hyd:l.•aulj.o pumpa and motorri. q'i:' "'~h~1 p:r•:iJ1oipci,l oom1K1ne>r~s o:f :i. 4o2 Fisher;y-Ralated Units_to be Inoluded in the Social Studies (Geog:rapb,y) Course 4.2.1 The weather Thh unit topio maur be taught in a lllimplified form in Grade V or VI and then aga.in at great®r depth in Grade VIII or IX. At the later stage it !lllhould oo twght with the following objectives: To observe and oo knowledgeable about looal temporaturH 1 :rainfall, humidity, presimre, wind force end direction d!lrin&( the various seasons; To understand the reasons for winds, oloud fo1'!ll&tion ~d p:NJoipitation; To oo knowledgeable about the use of ther-momehr1:1, barometers, hygrometers, anemomete:n imd rainfall gauge; To observe the eff®ot of wind upon the sea (waves, surf, curN!llh); To oo fuiiliar with radio imd television Wlilather foroO!lSts and lmdf:lre1amd their meaning. {Note: For t&aohing this topic properly the Bchool lllhould po1u1e11s and install the above- mentioned rooteorologiool inetl'Ulllellts. A trip to the seashore during a storm lllhould also feature as part of this unit topio.) · 4o2o2 The oountry8 S fi!lllhery gf!Ogl'apDy llmd potontial ThirJ topic inevr oo taught in a simplified form in Gr!ld.e VI or VII and thM1 again at greater df:lpth in Grade IX with the following objeotivesx To bMome familiar with thllil main fishing ooalWli ties 1 filllhing ports, landings, oNleke and other ru.n-lllade or natural boat sh®l ters as wdl u landing and Hrvioo facili tiH, markets, eto.; To beioome feiliar with the oountry1 s !iilllhflr:l.H etatiatios, flllaturing buio data regarding qu.111.11titiH of filllh limded at various ports, prices, speoiH, seaeons, eto.; To beoome f&miliar with the W:ipth and natuN! of the bottom of the adjacent oontinenhl shelf, the prinoip&l bimks and re111f111, location of prinoip&l fishing groundf:l, by species oaught1 fishing methods utilized !Ind fishing seasons; To be aware of the country's fishing potential on the shelf 1 l!llopo and the deep ooean floor within the country's erlend®d eoonomio zone 111.B Wllilll as inland and estuarine bodies of water; To oo !!War® of the country's fishing conservation l11Ms 1 Ngulations and their justifica tion. 4.3 Fi!lllhecy-Related Topics that oould be taught under 11.Arts and Crafts" or under 'lllooational Edll.oation11 The following unit topics oould oo inoludf:ld when teaching the above-mentioned im.bjeots, in any g:rad.t!l that maur be oonvM.ient for the ourrioulum and df:l~ding on the school's 11I1:d111ting faoilitiu. NeedleH to add th0 complexity and quality of the fishing gear to be pro&l.ood would dllilpend on the gradf:l level im.d the school's facilities, as well as fishery oons:l.d@lrations: 4.3.1 It is rt!IOOl!!l!ll:lnded to inoludllil 11net ors.ft" uiong the activities taught undf:lr 11 arts and crafts". 1'Het oraft11 would inoludf:l knowledge of the varioul!l lllaterials from which filllhing im.d oth0r nets are ooing oonstruoted, the braiding and shaping of a ha!llll!Ook, the braiding and oonstrnotion of imy other :relatively dmplfl gear used in the local fishery. Stud.ants inevr be encouraged to take home i hms of exoell@noe for their 01'111 uH, donating to the student!!! the gear'e constituent materials, or alternatively charging them a nominal sum for materials used. 4,3.2 It b reoo111m~md.0d to inoludf:l 11 ropo oraft11 among the 111.0tivitiee taught under "arts and crafts"• HRope craft" would inolude various knots, bends 111.11d splices used by mariners, as well as for decorative purposes. 4 .. 3~3 It is reoo~nded to inoludf:l "fishing gear models" among activities taught as m!lntioned above. Modl!lls oould oo oonetrnoted from twine, rope, wood and wire and made to soale, following particular designs. 4.;h4 The full scale oonst:ruotion of several typos of fi!lllhing gear used in the country could ~ partly or wholly aohieved in the school' s engineering worklllhop and the carpentry imd joinery workshops ussd in vocational education ooursH. These typos of gear oouldposBibly inolude various pots, tra.pe, and other gear as approp:ria:te. 4.3.5 For EJoho•>lll3 ®q:ttipIM:id wi·th SWi!!Wing - to oo a.bl@ to Pim at leut 20 m in ¥itllJi stylo. 4.4.2 For Grad@ VII Sllorlooling and ewiming with fins; lifer111iving. 4.4.4 SmU.ling, rowing md !llailing. (Not®: Sob.ooh ohottld oo ®quipIM:id with mork111ling ®quipment (maw, 11mork®l111 imd ru'boor fins) for 1:1, swiming olaH of at 1111ut 10 11tudlmt11. When tGnohing maning, provision ohould oo made for part of tho Physical Eduoation ola111s to oo brought to a quiet oove, llltke, pool or b®aoh wherOM.) b i·t illl as~d that schools d.o not usuLl.ly J>OlllfllHG boats on which l!loolling, rowing im.d ii!.11,iling could oo taught, arrangement oould possibly oo m&dlll lfith oome privat® boat omior111 (fiah®:rmen) to toach those BkillG. This topio ma;v oo taught in a simplifiod form in Gradlll111 VI or VII. At thilll level only running ooets of enoh fi!lh:l.ng operation ohould be attGmpted1 the !lb.are system GJ:Plained oo:i.d earnings of fili!lhe:n'Mm oaloul11.t<11d. Data for this topio ohould oo given out by the t®aoher but pup:Ua !i!hould be ®nOOlll'&ged to que11tion fiohel"llml for :relevant data and thon do thil!I ®:!!Jllroise. At a higher lerv@l 1 poeeibly in Grad@ IX or X1 the O&loulation of ooeb and earnings of fhhecy OJ> Thei objeotivH of teaohing thie wit topio &Nl To enable etudanb to do the aooounting fOr a fishing OIM:iration; To W&ble l'!ltudontfl! to oLl.oulate fiohermon• e oha.rH; To enable iJtud!!lnte to d.o the accounting for a fishing unit' e operation over a given period and to unde1'0tand Ha usefulness for better management; To oo f&miliar with aooounta, undor1Jtand their use end content and deiteot flaws and mis takes. OporationLI. ooste, investment coats, owner's equity, net worth, reoorrent costs, dlllpre ciation, 0xpon1u~s, receipts, profit, gross profit 9 or To be able to oolcmlate truo bearing, given magnetic bearing, variation and deviation and vice verl!!la; To be familiar with sea charts pertaining to local waters; To convert a abip' s position, given true bearing and distanoo from a light, to latitude and longitude and vioo versa; to fix a ship's position on a ohart, given bearings and transit, taking into account given oompaes error, drift, current and the vessel's speed; to fix position on chart through dead reokoning. (Note: To teaen this unit topio on ohartwork, the school l!iliould poasHll a number of identical iJea oh&rts (at le1M1t one chart for FmY two students in the olaiJs) ae well as an equal number of dividers and parallel rull!lrs. Out-dated oharts, or cheaper special training charts, dividers and parallel :rulcU'l!!l would do for the purpose. Ohartwork requires larger tl!l.bhl!!I them thofl!e useid in ordinary olaHroome. But tables used for teohnioal drawing would be iru.itablei for chartwork.) 4.6 Fishery-Related Topics to be included in Home Economics 4.6.1 It is reooll!lllended that a spooial unit topic on "Fish Handling, ProHrvation and ProoHsing" be added to the Home Eoonomice curricula in Grades VIII, IX and x. If preferred this unit topic could alternatively be nan»d "Applied Fish TeohnologyScienoo". Objectives would be: To explain the main feature11J and l!Jtruotures of commercially importlilllt l!IOOle fiab, crul!Jta;- oeans and mollusosi To explain the nutritional value of eea products; To explain the reasons for fish spoilage; To be able to rooogni:Mi spoilage in fiab; To explain methods of p:reeervation; To be able to o~ out ll!Ome l!limple preservation proooss; To be able to prepare and cook looally-fe.voured fish diabes. A detailed unit to pi o developed by Mr. D. Harrison of the United Kingdom Ovoreeas Development Minili:ltry is attached as Appendix 4. 5 • INTRODIJOINO A VOCATIONAL FISHWG COURSE INTO SECONDARY SCHOOLS Logically there ehould be a direct relationship betweein the government's objeotives and the fisheries education prog:ral!D9 offered, as thifll has a bearing on the oontents of any fishing course to be offered. Obviously if the government's policy is to introduce MW techniques, 01' to get fiehe:rmen to form cooperatives, the oourse should be programmed to meet these objectives. It is so1Mtimee asrmmed that all boys attending seoond&:ry schools serving fishing communities have had fiehing experience by working with their parents or relatives, an 1M1sumption which is not neoessarily true. Mori larger fishing communities likely to be served by a secondary school would also have a non fishing population, probably engaged in farming, artisanal indulriries1 . commerce and various trades and services. Baca.use of a higher rate of attendance, non-fishermen's children mey- form the bulk of the seoond&:ry school's population, or at le&at a sizeable part of it. It il!!l not lillggested that only students who have had a fishing baokground and experience should be allowed to opt for the vocational fishing course. The very fact of students from a non-fishing back ground opting to study fishing for their future career would enhance the prestige and image of the fishing profession in the eyes of the community and thus .serve an important objective of the programme. Suoh students of course should be otherwise qualified to join the fishing course. Their ability to adjust to life on board a fishing oraft should be tested before their final aooeptanoo to the vocational fishing course. Suoh test trips could be arranged either on the school's training vessel (if appli cable} or on a looal comn:ieroial fishing oraft. When encouraging students to apply for the fishing course 'l;lv~ ~w·riool 1 ~vxthor•iti!'ls 0®le~-T~lort,'J i1tG0 11 poo:r.•cn' F3tudonta to ;johi.. W'aen COl.Ult»Olli;r13 arid 121l10uld kc1vJp hi mind that eoJ.loato 1 Qly;yioJ.rnJ,y 1 :i;i;.~s=cou.ri;io f'i0hing experience should influ.ono1'l 1;hl', onm.>&10 s pro15rwlilne £-!l'J.d !?lqUiIY~!4ID'~ o 'f".ae dJHlignfld m'.ld equipp.sd b..~ tm~.if\11 1'01· Dx1y court¥.'l while for >JUch a volllsel would he If th® educe;t'lone,l 1 11 objective is to :i.ntroducXJ innovation and progresaivo fishing ·tenhniques imd a, wndte,ble V€l£1!1!iil bii:Jcomel!I e>. f!ll,urt. oo effooti,V® 1 ~Jhould t!lk11i up at ll!liwt 30 peroont of the l@arn:i.11g tifll"£1 in the t~.10 ~condar'Y school. upon oountry and looat:ion1 those gr<1,d.oe ma;r b€I S"md.ont13 rm:d:toipatil It io no'G within the frlil!Mwork of thh Teohniw Paper to propose programrooe for fiohing cour1:H1!'! ·that would fit ewrif oonooivable !Ji tuaticrrt. in the IOP Rog.I.on. Jm ox~ple p:r-ogramil'le however ma,y be tu10ful. The asf:lmnea an ed:uMtional eohool f>Y®tem strongly influenoed by Bri tioh eduoational thinking <«Ati H further aswmea that th(ll eeoond&t'y Bohoob featuring this program!!'~ !'each up to G~-ade x:II 9 th.. '6 they oorve a population oompoBod of fishermen and non-fiehermen, that they are eitue;ted 11011.l' a fiohin.g port or eizE'!lable landing plaoe 1 that the fiehery ifil predominantly amall E1oal0 ( , U!!ling t:i:ad.itional fishing oraft mid methods md that underexploited or u.nexploi tl!ld fishing 1"l'l!!l0Ul:'M!ll1 l>lhioh oould be harvHted by proven and fe!UJibl@ modem technologies, actually ®xiet. Additional a!!!Emmptions are ·that tho gov(!lrruoo11t espou!lleB all ( 01• at least mo11t) objootivee listed unt'l.Jn' Seerbion 2 9 ab()'\f!I} !'.Ind th&t ·the aohoolt:B seleotod for thh pz•ogr~ a~ provided with tho required fMilities1 equi);}rr~rd;~ a mnall tra.ining vessel end, above all 1 trained fiohing teachers. Other• fi1:1h0ri01F0 related voo&tional oou..rBes could also be offe~d, for example, a course in vessel oomri;ruotion or a oou1~0e :l11 marine engines. However, as application of these di1;1oiplinoa would roe.oh beyonrl the fiBhi11g indlrntry t4lld the ekilll!l to be learnt are only marginally related to actual fishing, their place ia oonaide:rod to be outeid.e this Teohnioal Paper. 'I'ho Voca:timu The> oom'flo ie to 'be introd.uood 1',t!J an option to a reBtrioted nuruber of male students who voice an in·l;e:r"01!!t in fiaherioon. 'l'hie oourse iB to oo!lillence in the beginning of Grade XI in a nm11001' s®u:i.or fAeoondaey eohoola !!llld continue for two oone0cu·tiv111 years through Grades XI and XII. The numlM:i:r of students in eaoh oouree ehould not exceed 10. It iiR1 fu1'ther w.ggestad that in Eiaoh grild.e the stud.ante who take thi.B oourea will oo divided into two for !l:S01ne other oompel~ ling reaB One@ the stn.dillntl'l &re rercwonably Wtilled in and hav€l acquired their "mHJ. l®gs•1 1 longer two- or threo-dey fiMing tripl.! oonld b Thie weekly progrll.!llfil9 1 transl&tod into a work load for the fishing taaoher would moan a full fivo d1'V woak 1 of whioh about half and sometimes more will oo Bpl!lnt 011 the training vassal at e0a. 5.1.1 Faoilities and equipment requi:Mid for ®&oh !Slchool 1) Ona rmltipurpoti1a fishing tr&ining ve0Bel power®d by an inboard dia11al engine. The vassal 1 B size . and 'Gype l'Jhon.ld not bo too diffaront frorn what tho etudonte could e~ct to be working on after graduation. In oo,ea tho:N! ia a gova:m.ioont=racollllOOnded type for the relevant fiehacy and locality 1 the training voHal ehould conform to thie type. In any oasa 1 howava:r 1 the vosEJel should aooomrooda;to at lea.at one toacher/ekipper &Jld five trainees. It ehould have epaoa ·to allow ohartwork practice &J.d oo equipped with a marina compass and binnacle, eoho=sounder1 radiotelephone 9J1d pollsibly V1lF and other appropriate instruments used for navigation. It ahould be fitted with an inBUlated hold ae well a.a mast !llld sails. 2) A net loft, whioh could be aooommodated in an open ahed, having a oonorete floor, with a total surface area of about 100 m2 ( 12.5 x 8). A pilfer-proof gear store rooaauring about 12 m2 should be attached to the Mt loft. 3) A small, speoialized ol&aaroom for the theoretical aoesions. This olaeeroom should e,coorruoodate up to 10 students pra.otiFJing ohartwork (using tables me3fl'llrinp: 1 x 2 m - each table to accommodate two atudenta.) Thus, thie classroom surface area should be a.bout 40 m2. Thh olasaroom will be ueed by the fishing oourae on an aver1J,ge of no more than four periods per week. 4) Assorted items of equipm9nt for the teaching of navigation, chartwork1 aeamanahip and fi!!l1ing (to include an outboard motor) • 5) Toole and mat0riala for vasaal and engine maintenance and minor repairs. 6) Tools and materials for the construction of fishing gear. 7) A seoond radiotelephone for oommunioa.tion with the training veesel when out at sea. 8) Assorted books and training manuals on fisheries and fiaheriee--related m1bjeote. 9) Audio..viBUal training materials (film strips, elide aequencee, films, eto.). A detailed list of equipment and refer~ooa ia included in Appendix 1. 5.1.2 Course content The CoMneroial FiMing Course to be off€lred. M a two-year option in Gradea XI and XII ia part of the widor ed.uca.tione,l programme introducing fhhecy-relatad topics into the middle grades of the eohool system. Once that progrsw!!lle haa bel!ln eetabliahed and implemented for several years, it can oo e~oted that etud.ente opting for the oommeroial fiMing oouree will be well grounded in fishery-related mibjeote, so that more time oan be devoted to praotioa.le &ShOI".'!1 and at s0a. However, during the firBt years of the programme thh baclc ground knowledge !llld ex:pari.enoe cannot be expected and teaching fishery su.bjMts should start from soratoh. The oouree is oompos<11d of the following unite: 1) Introduction to oollllneroi&l fisheries; Safety at sea and first aid; ~~ Selillillllnilhip end meteorology; 4) Swimming, lifo-li!laving, diving ood morkeling; 5) Fishing materials, ne'G repair and oonstruotion; 6 Fil!ili:ing with poh 7 Fil!iliing -.r.i th 8 'l'rawl fil!iliing; 9 Soining; 10 Fbh:ing with handlin®av . pob !Ind longlinoe and trolling; 11 Oth Unit topic 1 ~ Introcluotion to oo-roial fishing To oo able to explain the food ohain in bodiH of water; To be able to ~eoribo thf!} ll.'lOl!lt ii!!jportcmt oollllm!lroial mai•ine enimal epooiH in the country; 'I'o oo able to ~eoribe various p11;tt111me of fii!!h oohaviour; To bo able to deeoribo the various fil!iliing vt:iHds 1 goar and t:MJthode employed in the oountr-y; To bo able to reoognize the f!IOl'e irirportcmt fil!iliing methods of the world; To be able to ~eorioo and identify on a chart the m&in fiehing grounde within the country' e oxten~d jurhdiotion. Phytoplankton, zooplankton, algae, orustaoewie, mollusos 1 polagio, ~mersal, ecology, eoo aysteme, overfiahing, biOMH 9 goar seleo'Givity1 :r-t1souroo l!lall!l,glllt:Mlnt. 5.1.2.2 Unit topio 2 - Safety at sea and first aid To be able to understand end explain the nature of sa.f'ety and the various porils aboard a fishing vessel suoh as stranding, sinking, burning, oollision, as well as contamination and spoilage of catch (cargo) end dangers to orew from injury 1 illness, abandonment and drowning; To be able to recognize oau.see of fire aboard a vessel, be familiar with the operation of fire extin~iahing eauipment 1 the pro~duN for fire prevl'mtion and dewatering and oleaning~p procedures; To be familie,r with prooedur®e and ohooklists for avoiding aooi~nte; To be able to oporate the radiotolephono and bo familiar with distress signals and procedures; To be familiar with all life-saving appliances on board and their use; To bo familiar with firet aid and praotioal care procedures appropriate aboard fiElhingvessola, inoluding mouth-to-mouth resuscitation. Int@rnational ood0 of signals, Morse oode, ron.ltot flares, floats, banners, life rings, life jan.lcots. 5.1.2.3 Unit topio 3 - Seamanship and meteorology OhJeot:l.V!;t!!,! To reoognize the general la;yout and seotiona of a. fishing vessel; To oo familiar with the marin111 oompaH and i b use; To oo able to stoor the vessel on a given course; To reoognizfll varioue typaB and makes of roLrH imd wire ropos; To oo able to rig a fishing vessel; To bo ablo to anoho1• a vHad and be familiar with ~icrue typee of anchors; To bo famili!U' with the intl!lmatim::ial r'Ules of the :road at sea ao well as the country' B rules and regulationo; 'I'o be able to handle the ve11l!ld docking and from lji. qu~ or jetty, turning l!lhort around, making fMt; To be able to l!lplioe fibre rope and wire; To be able to ha;ndle properly and UH fibre IL'md wire rOJ:lllllllii To be able to maintain the vee101 9 s hull whon drydookil;tg; To be able to row md ocull; To be able to sail a small boat, dinghy or oanoo; To bo able to :rig a filhing vo111Hil for 111ailing in an Hl•n·~cy .and sail the veHd to aafoty; To be able to eonst:ruot and U!M a drift or Ha anohor; To be able to conotruot end uoe offootively an ome:r~cy ,te~:ring devi08; To under11rtand th® reasons fo:r wind, wav;:is, wr:r«1nte; To be familhr with types of wind md wind :N'lgil!M onoo~tered in the country; To be familiar with the Beaufort Wind Soal11; To be familiar with the use of th@:rmometers, barom@tor111, Mol!IOmetere imd their application to weather forecasting; To bo able to forecast wea'Gher on the buis of r!!dio lijld television bro!!dcasts and other data available onboard veeaol. Nautical terminology, terminology of Met and boom 1fiY11JhfilHJ $11d terminology ueed in meteoro.. logy mid weather forecaeting. (Note: Quite often epecifio local t@riainology ii used 'by the fiehermen for the above. Thio terminology should be taught.) 5.1.2.4 Unit topic 4 - Swilll!!ling, life-saving, diving, enorkeling ObjeotivH: To bo able to swim 100 m u11Jing breut-atroke, back-stroke, side-stroke and free-style; 'I'o be able to dive without maek and :retrieve an object from a depth of up to 5 m; To bo able to l!!Wim under water for up to one minute; To bo able to use maek 1 imorkd md fine for swil!!llling $11d for diving 'Whil@ ob119rving objects on the bottom and for making better progress than in free ewimming; To bo able to come to the rHoue of a drowning perBon and swim with him to safety while holding his face above water; To explain how to deal with a drowning person during and after ruoue operations. Vooabulary: Mouth-to-mouth :rosuscitat ion. Objeotives: t.1"9 recognize the materials from which fiehing gear is mad$ (vegetable fibres, synthetic fibrH, etc.); To underetend the oharaoterietics of various net materials (bnaking load, elongation, i!illaotioity, knot stability, ohange of length in water, diamBter1 abrasion, finenees, Unknottod netting) and factors determining choice of 11mterial for various uses; To under111tand net design; To Jll!'llke netting from twine following a given design; To -lhEl!pe netting from straight to tapering, ui!J€1 of baiting and creasing, selvedge mHhes; fJ'o mmid a hole in a net; 'l'Q c11.Pply a pat oh to a net; ·1·0 oaj;. net aeotiona mid prepare them for joining; To a1'taoo framing lines to the not; 'l'<> Wl>rit with monofilament twine; To bon9t:ruct a gillnet; To construct a tanglenet; ~Q ~l!itniot a section of longlinee for bottom and eurf'aoe sets; 11'0 oonotr'Uot El, !!!!1!lll~i:m1;1l oonwn.Uonal and t€\lx ®ysteme of netting oree.sing1 eelvodga 11111uiliea, 11 dog ears", 'I'o lieooro..J> farniHar w:i:th ·tho and oonst>:"UoUon of variouB types of poh and traps used in the oou.ntryi To r®oognilllo ot!un• typoa of pota and trapa UHd elraowhere; •ro idelntify wHable1 e.ro1u1 for fbhing with pota OJ.' trapa for 'lra.rioue apooiee; 'l'o f'ish acrHvely with pota !Ind with t1·apf!l for finf'ish ood oruertaO!ilan11; To ho ttbl 'I'o 'bGooms familiar with thlll prinoiplH and u1Hi of w.rfaoo, wbw.rfaol!l 1 bottom, drift an To ux1 Objective!: To understand the baeio principles and use of J;JUrao seining, be acquainted with the various types of seine a used in the country lil4ld elsewhere, not excepting the standard tuna seine, herring seine, mackerel sein111, menhaW:ln seine, lampara seine, ringnet, salmon seine, sardine and anchovy seine, bait seine and be ooh eeine; To understand the effect of various W:leigne: ®ffeot of hanging, length-depth ratio, weightir1g1 tension, rigging, einking rates, th® iW:lntifioation of inefficienoiee in a net and the corrective aotion to be applied; To be able to read varioue aoine W:laigna and oonat:ruot those doaigna that are applicable to the oountry; To be adapt in the operation of seinH in use in the country: setting, hauling and p~ piu•ing tho seine for resetting; To be able to identify fish oonoen·trations by birds, colour of water imd other sign.a and, particularly (if applicable), by echo-sounder end sonar; To be adopt in the use of hauling equipment, such 11.l!l the winch imd power blook, as'wll al!l the brailer (if applicable). 5.1.2.10 Unit topio 10 - Fishing with handlinea, pole and line, longlinee and trolling Objectives: To understand the principles and use of handlining for the principal apeoies caught by this method in the country; To be able to locate the edge of the shelf for h001dlining for snappers and groupers; To be able to locate other fishing ~M Md speoiea euitable for fishing with handlinea; To be able to u~ mechanical reels for line fishing; To be adept at fishing with hand.lines and adjusting to different si tuationa and speoiea; To unW:lretMd the principles of pole and line fishing with lirle bait; To be familiar with the vessel layout and equipment for fishing with live bait 1 such as platforms, bait storage tanks; To be familiar with the deeign 1 oonat:ruction l!lld operation of the bait n111t and the holding of live bait; To bo familiar with pole l!lld line fishing ueing live bait: grounds, spotting fish, fish behaviour, chumming, use of poles, hendling fish on board; To unoorstand the principlee imd uae of su.rfaoe, eubsurfaoo Md bottom longlines; To be able to oon11truot longlirlea, given a ooeign; To be able to assemble and la;y out the gear for operation on board vessel; To be able to determine eui table locations' and grounds for longlining operation, havirlg irl in view fish behaviour (of the speoiH sought), the ourrantB and the nature of the bottom; To be able to set 1 haul end clear the gear; To understand the principles of trollirlg and epecies of fish for which this method is suitable; To be able to oosign and construct trolling lines imd assemble equipment for operation on bo1U•d vessel; To be adept at fishing with trolling lines. 5.1.2.11 Unit topic 11 - Other fishing methods :relevant to the country Objeotivea: To understimd the application of various fishing methods Md gear to suit various fishing situations ai.nd speoiaa of fish; To oonat:ruot and operate fishing go/ii.I' (other than thoH mentioned above unoor Unit Topics 6-10) in actual use in the country; To be aware of the poesi bilities inherent in other fishing gear Md methods that are suooeeefully operated elsewhere and could oonoeivably be introduced into the country. 16 To lilA:ihiev6 eJl m1de:NJtanding of tha ba1rd.o of olectrioi ty: oleotrio charge, laws 1 of attraction anrl :rep,ileion, vol·t 1 Watt, Ohm s law1 the olf~crh'io oircuit; To aohiove an unrlere'G (Note i The eohool' a training VHHl will probably not oo fi'tted with radar but the u11e a11d operation of radar could oo demonstrated to atudenta on a vi11it to another veeeel featuring a radu f!l(ljt.) 5.1.2.13 Unit topio 13 ~The marine compaee To 1mderBtand the prinoipl 5.. 1.2.14 Unit topio 14 - Cha,:rtwork and the u11e of eoho-aounder for 11iwiga.tion To become families with eoa oharts, in pa:rtioular with charta of different aoa.les of the oountry~s waters; To t.\l'ld.JS11'etand wha·t is meant by maintenanoe of ohartm; •ro oo t\ble to interpret chart symbol a and abb:Niviations; To be able to oonvort a poeition by tru.e bearing and distenoe from a light to latitude and longi'tude and vica verel!.; To be able to fix a poeition by bearinge and transits, taking into account oompaea error, 1 drift 1 ourrent and veeBel o apaed; To be a'bl® -to use ·the eoho-eounder as m aid to navigation; '110 aocr1.1ir0 an untleratanding of the principlee of radio direction-finding and ita application; To be able to fix poai tione at sea through dead reckoning. 5.1.2.15 Unit ·topio 15 - Nautical and fishing inst:rurnenta'tion and equipment To mlilke the students aware of the principles and use of the more sophisticated equiprll0llt designed for improved navigation, mechanization, cormt!W1ioation and fishing but whioh may not be used at present by the country's fishermen. These instruments ma,y be: serlarrt, pelo:rus, radar, loran, H.H.P. radio, c.B. radio, fish finder, winch, power blook, hydraulic anapper reel, roochanioally-opsrated oapotan 1 wtomatio pilot, live bait wells, auxiliary generator. (Note: The above-mentioned instruments and equipment will probably not be available on the school's training vessel. However arrMgeroonts could be made for either a well equipped government controlled vessel ·to visit each seleoted senior secondary school once a year to demonstrate the use of 1ts sophisticated equipment and instruments to the students taking the fishing course or1 alternatively, for the students to visit such a vessel.) 5 .1 .2 .16 Unit ·topio 16 - Introduction to vessel oonst:ruotion and stability Ob,jeotives: To be able to recognize the major components of a vessel; To underst911d whe,t is meant by floatation balance of a vessel, stability,tonnage, ballaat 1 list and trim, the nature of forces working on the hull, mast and rigging and propulsion mechanism; To be aware of the various materials Md methods used in vessel construction and some of the advantages and drawbacks of the differant ma;terials; To be familiar with the various types of fishing oraft and their construotion used in the country; To be familiar with procedure and activities for the maintenance of the hull, superstructure, rigging, etc., with particular reference to materials used in the country for constructing fishing vessels; To be familiar with maintaining a vessel's hull when out on a Fllipwa,y. Terminology used for various components of a fishing vessel. 5.1.2.17 Unit topio 17 - The marine diesel engine, its operation and maintenance Objectives: To understand the principles of the marine diesel engine, its main oharaote:ristics, struo ture and the funotions of the various component systems (main engine, air system, fuel supply and injection system, lubrication system, exhaust, starting, speed governor, marine engine drive, clutch, eto.); To understand what is maant by engine installation, foundations and alignmEmt; To be familiar with the vessel piping system, valves, seacooks1 pumps and h.vdraulic motors; To be familiar with the care and use of tools in the vessel 1 s tool kit: To be aware of the importance of cleanliness, tidiness, order and safety regulations and devices when dealing with the engine and allied systems and materials; To be able to operate the engine and maintain it in accordance with the engine's instruction book; To be able to read the engine 1 s trouble-shooting ohart and overcome minor malfunction; To be able to keep the engine log book; To be able to do minor fitter• s jobs, maintaining and repairing the vessel's piping and hydraulic system. Vocabulary: Names of various parts and components of marine die.eel engines, line hauler, the hydraulic systems, propulsion system and other mechanical systems, as well as materials and tools commonly used on fishing vessels. 'l'o oo familiar with the principlea1 oh1:i,1•aot€lristioa and construction of the marine outboard patrol ongino; '110 oo familiar with the ca:re and use of 'tools provid(!ld in the engin<:il tool ldt; To oo able to operate and maintain Nexnea of the variouB component parts of outboanl engines. 5.1 e2o19 Unit topic 19 ~ The country0 a fhhery geography end potential Q.Ejeotiv.!,!!2 To oooom!l familiar with tho main fiahing oomm1mitie0 1 fishing ports1 landings, creoka and o,Gher rrum-madJ!I or natural boat shelters as well as landing and service facilities, markets, eto.; To oooome familier with the oountry• a fishl!lrie!J atatia'Gios including basic data regarding quantitiea of fish landed at various porta 9 prices, specioo 1 seasons, eto.; 'l'o become familiar with the depth end nature of the bo·ttom of the country's continental ahelf 1 the principal banlrn and reefs; location of principal fishing grounds by species caught, fishing methods utilized and fishing seasons; To be !Vo'lere of the country' a fishing potential on the shelf, the slopes, the deep ocean floor within the country's extend.ad economio zone, as well as inland and estuarine bodies of water; To be familiar with the country's fishing conservation laws, regulations and their justifi cation. (Noteg 'I'hh unit topic should oo introduced in the c1Msroom 9 with the aia or maps 1 onaros 1 pio·tu:res and slid.as. Hm•1ever, much of it oould oo learnt at sea during fishing trips on board the training vessel. It is suggested that fishing trips during the course should be plexurnd to cover as many fishing grounds imd locations in the vioini ty as feasible. When sailing further afield, particularly on multi-da,y trips, attempts should be made to meet local fishermen and discuss fisheries problems with them. Once friendly relations have been established, useful fishing information could be gleaned from these encounters.) 5.1.2.20 Unit topic 20 - Fish preservation and processing (a detailed unit is attached as Appendix 4) Objectives: To explain the main features and structures of commercially important scale fish, crustaceans end molluscs; To explain the nutritional value of sea produc·ts; To explain the reaao11e for fish spoilage l 'I'o be able to :recognize spoilage in fish; •ro oxpl a:!.n methods of p:reservat ion; To be e,ble to c&rcy out some simple preservation processes; To oo able to ~pare and cook locally favoured fish disheB0 5.102021 Unit topic 21 - Fisheries economioe 1 aooounting for fishing operations 91?1!~; 'l'o he familiar with the principles and practice of basic accounting; To w1ds1•atand what is meant by investment, interest, depreciation, inBUrance, running costs, fixed costs and eat'nings of a fishing operation; To be able to foreoaat (assess) the expenditure 9 earnings and profit of a planned fishing trip; to account for the aotual expenditure, earnings end profits and compare the two; - 19 - To be abl@ to account for a vesael's fiehing operations over a given period (fishing season, sohool term, annual); To understand varioue syeteme of fishing lf!'eW remunera'Gion; To be able to oalculate individual orew member remuneration, given appropriate data. To underf!ltimd thG philosophy and prinoiples of ooopera-tivee; To unde1•stand the b!Ulio etruoture and function of cooperatives and the country' e laws regarding the formation and oonduot of oooporativee; To be acquainted with d.ifhr1:mt typos of cooperatives: supply, marketing, credit, produotion oooporativee; To understand the reasons for the euooess or failure of oooporativoe; To be able to understand, Ellld possibly do, cooperative aooountingJ To undC11rstand the organization, funotions 1 hgal statue, Md shortcomings of various typos of fishermen's aseooiations. (Note: Thie topio oould boat be learnt by doing. It ia euggeoted that the studente taking the fishing oouroe 1 or at least some of them, will be encouraged to form a cooperative of their own under the guidance of the fishing teaoher, and possibly assisted by an agent of the Cooperatives Department. This "cooperative in formation" need not be a legal entity, but rather an educational vehicle. The cooperative should have a definite purpose and form, members, officers, a. proper accounting systE'.lm and generally be modelled on any cooperative formed under the country' a law. The participants would be encouraged to pool any earnings 11 and resouroee together to make their coopera.t ive" into a working reality, If E111ocessful 1 thie 11 cooptirative in formation" could be turned into a fully-fledged and legally-based fishery ooopora.tive after their graduation.) It maor be ueoful to emphasize that the fishing course programme detailed above is probably too heavy and elaborate to be te:ught in the limited time allotted to it. It is a maximum programme designed to oover aJJ.y posai ble fishing situation. But in any particular Bi tu& tion it Cllll reasonably be a.saumsd that parts of the proposed programme will not apply, or oould at least be dealt with aumma.rily through a few lectures, and omitting the time con suming practicals. Thus the programme ahould be modified, not only to adapt to the existing situation, but also in view of the constraints imposed by the time factor. 6. PROVIDING CONTINUING EDUCATION FOR ADULTS Once a school has been equipped aJJ.d staffed to follow the eduoational programmes deaoribed under Sections 4 and 5 above, it is in a position to provide continuing education to adults - particularly to the fishermen, their wivea, and fish traders and prooesaors. Such an eduoa.tional programme, besides contributing to attaining objectives liated under Section 2 above 1 maor alao serve the purpose of bridging the cultural and teohnological gap between the two genera tions. No 0.ddi tional investment in faoili ties and equipment is advocated 011 account of this programme for adults. The additional costs ahould be limited to remunerating teachers for their additional work, as well as for additional materials used. It is suggested that this educational programme be as flexible aa poasible. No minimum qualifi cations, no formal enrolment prooodures, no examinations and no certification beyond a certificate of attendance, if that is specifically :required. It ia to be delivered in the form of lectures, film shows, classes, workshops, practical teohnioal sessions, exhibits and demonstrations. Tho contents should be adjusted to cover any fisheries-related topic of interest to the community. In planning the oontents of eaoh educational aotivity1 however, the sohool could apply muoh of the subject matter content listed under Seotions 4 tind 5 above. Programme planners and teaohers should bear in mind that the reci pients are likely to be experienced and motivated adults, who could not and should not be treated as sohool children. It is further suggested that the continuing fishery education programme should be planned for a year in advance by the aohool 1 a prinoipal in close consul tat ion with the eohool' s supervisor, with his subject-matter teaohers, Fisheries Department officers, and representatives of the target population, suoh as offioe:rs of the fishermen's aasooiation, fishery cooperatives, fish traders, processors, etc. J)1 ple;rm frig th0 prog.N1rnme 1 full oondderat ion should '00 giv;m to th® working time and habi te of '~roe-get popula'tiom:i 1 fir~hing ueaoons 1 roonaoon <'lto. 9 as well al'.I the availability of the school' a faoilitios e;nd teaohere. Sorootimes an aotivity hQli! be r;;ipoated to onable thoao i11tor0Btod to attend, without diorupting their work. 'I'he p:rogre.mme 0hould be posted in the school !!Xltl in other public ph,,oes frequenterl by the potential reoipiento 1 FJ'G!l,ting elates, hours and themes of lootures ond. other plelmed e.otivities 1 au well as the nain~Hi E•nd poai tions of toaohere and instructors to 'lm :tnvolved with the programme. For the be11efi t of 'GhOFJe who are unable 1 o:i' not in the habit of re12.ding posters 1 the plan could be orally explained at a meeting of the Fisherl!W!n 1 s Aesooia.tion, or other auita.blo occe,aiona. BeA:iioally, the oon'tinuing fisheries education prograrrune for adults would be expected to render a service 1 which urmally falls w1 thin the orbit of fishe1•ies extension work. . In case the country already has vio,ble extension services covering adult fisheries education needa 1 there is no need for the schools to duplioato those efforts. In most Indian Oooan oountri.:111 1 however, the fear of' duplicating existing efforts iu this particular field need not arias. In soma countries there ia no fisheries exte11sion sel' vice at all i in others, where auch a aervioo e:idsta, ita effor'l;a in developing artiaanal fisheries com munities could well be augmented and strengthened by the schools. A school featuring this p:rogrrunme could probably serve e~ a better be,ae for fisheries extension work than any other office or institution in the locality. The problems that require solving ·to pave the wa,y to rmch an arrangement are mainly admj.niatrative: the aohools ma;y come under the Ministry of Eduoation 1 while fisheries extension me,y come under the Department of Fisheries or of Agri~ilture. It is not considered impossible, however, to achieve inter-departmental cooperation in this matter. 7. TRAINING THE 'I'EACHERS H oan be e.Beumed that no country intereated in introducing a fisheries educational prog:i•arnmo into aelooted schools oan do so without first training the required teachers. In fact it will be ill-advised to attempt ouch a course of e.c..-tion. 7.1 ~a.ding or Refresher Courses A series of relatively short upgrading or refresher courses for teachers specializing in science, geog-.t•aphy 1 phyaioal education, mathematics, home economics and arta and crafts. During these coursE?Si teachers would learn to deal with the additional unit topics listed in Section 4 above. The teachers/partioipa.11ta are to be recruited from the schools selected to participate in this educational progre.J!lrOO. Sinoe teaohers/partioipants would probably bo :Nloruited from a geographically wide area, arrang0menta will have to be made to oonduot the courses in some euitable institute or teachers training college where the required facilities exist or, alternatively, are specially made available. It does not follow, however, that all the seven proposed courses detailed in Annex 2 are all oonduoted at the aaroo facility. Other considerations, such as the existence of specialized work shops, equipment, or teachers ma;y outweigh th& administrative arlvantage of using the sa.me venue for all theae ooursas. It ie proposed that theae ooureea be h®ld mainly during school vacations ( tht:1y could partioularly fit into the rmrmoor vacation) so that the Bchool' B teaching schedule is not disrupted. To induce teachers to attl!lnd courses during vaoatione 1 the government ma;ir consider using various inoontivas. Induoe1oonts could include 1 besides raimbursemont of expena(lls incrurred1 a small ;\.ncrement in salary in reoogrii·tion of a.dded qualifioe;~ions on satisfactory completion of the course. '7 .2 ~ensive Courses for Fishing Teachers This would be an intensive 1Q-.month oouree ror fishing teachers. These teachers are to be assigned after the euooaesful completion of the course as specialized fishing teachers to secondary schools offering the optional fishing course de1rn1'ibed under Saotion 5 above. Ostensibly candidates for this course could come f:rom two recognized backgrounds: masterfisherman/ skippers, or practising qualified teachers. Obviously, these two groups would require different training courses to qualify them for the position of a specialized fishing teacher. The first group, because of their low level of basic education (in most Indian Ocean developing coUlltries) 1 me;y not be e,ccapta'Qle as tee.ohers/candidatea to the coUlltry•a education authorities. Even if they conour, their requirements would proba,bly include upgi'ading in language, me,thematica, general soienees, social science and then attendance ln a teaohers training college - requirements that would make the participation of this group = 21 - rather doubtful. The second group1 composed of practising qualified teach0rs, would have little diffi culty in gaining aoooptanoe by ·their employers, the education authorities. But not being fisherman, they will have to undargo intensive training and gain experienoo in actual fishing. As can be seen from the fiahing course programroo 1 dataibd under Section 5 above 1 the teacher is the skipper of the school's training vessel. He muet be in full oontrol of his vessel, be responsible for the training and safety of hie ~w of stud.ants - end catch fish. The recommend.ad course for these teachers, detailed under Appendix 31 is planned to last one acer damic year, which will include 10 months of intensive theoretical and practical training, both at sea. and on shore. To make it feasible to train skippers (even of the relatively small ci•aft recommended) 1 candidates with a fishing background and experienoo should be given preference. In many an IOP member country there are teachers who hail from a fishing community imd have gl)ne out fishing with their elders as children or young adults. Later, becwse of erudition imd drive they acquired further education and beoa!OO teachers. Thelle would probably be a most promising group of oondidates from which to seleot. Besides being experienced, qualified and fairly irucoessful t€1ach€1rs with previous fishery (or at least nautical) experienoo 1 the selection committee (or wthority) should look for the following quali fications: - relatively young (in their twenties or. It is suggested that, besides advertising the course by the ministry of education, wporvisors and principals are to be thoroughly briefed about this progrMlme and requested to identify qualified teachers and encourage them to apply for this course. Applications should be sent to the officer aupervising the fishery education programme in the appro priate ministry. Applicants are to be interviewed by a panel composed of officers from the ministry of education, and the department of fisheries. The panel ma;y recorruoond a boat trip for some or all candidates to test their adjustability to a seafaring voca-tion. Such a test boat trip is considered essential for any can didate whose maritime experience and consequent adjustability to seamanship is in doubt. It is suggested that the number of teachers to be admitted to the fishing teacher course or courses would exceed by about 30-50 poroent the number of vacancies for fishing teachers. This is to allow for attrition during and after the course. The possibility that some of the successful graduates from these courses will opt awa;y from teaohing to enter the fishing industry should not be discounted. This even tuality, though not serving the interests of the fishery education programme, ma;y have beneficial effects on the fishing industry and should be viewed in this light by the authorities. Since not all teachers undergoing training as fishing teachers can be guaranteed a job as fishing teachers, some healthy competition ma;y arise during the course. In any event course participants cannot lose, since they will be guaranteed reemployment in their former discipline and given consideration to be employed as fishing teachers when additional vacancies become available. In case employment opportuni t iea in the fishing industry for successful course graduates are attrao t ive to the point where inacceptable wastage rates ma;y be anticipated, the government mccy consider a bond system whereby course participants ma;y be required to serve a certain stipulated number of years as fishing teachers after completion of the course. It follows that the success of the fishing teacher training programme hinges on the participant 1 s strong motivation to become fishing teachers. Such a motivation oould be a sizeable salary difference in favour of the fishing teachers. It is therefore strongly recommend.ad that fishing teacher's salaries be increased to compensate them for the increased responsibility, the longer hours of work required of them, the increased risks, hazards and inoonvenienoo of teaching end training at sea and the need to sta;y out at night on rnul ti-d.ay fishing The candidates' integrity should be spocially scrutinized. It should be realized that the fishing teaoher, in his role as skipper of the school's training vessel 1 ma.y be handling substantial aums of money realized from sales of catch, or used to buy fuel 1 food, ice and other supplies - 22 = t:cips,, A:n addHional juetif':i.oation for the inoreai'~H'l in salru:~y ia the l><>Bsibility impli®d above that a auoo~;fl1;Jful fhhing teaohe:r could easily beoo!llS a iruooeesful fishing skipper earning mor" than he could malni iw a t Teaohe:NJ attending tho fiehing oourCJo will ocm.tinui'J to dr A full two-year a.asociate degree course for fishing teachers is not wggeated, however, fo1' finlm cial l'e&,aons aa well a.a having to postpone the introduction of the fishing option into the secondary schools by an a.dd.Hiond yea:r. It is considered feasible however that the more matur® and experienced (and hopefully better moti vated) teachers would cover in 'Gen months work moat of the ground covered in the above-mentioned asso ciate degree coursea 1 which require 13-14 months work. In case these assumptions are not validated by the facts and the course progress falls behind aohedule two alterna:tives are suggested: the theoretical subjects could bo dealt with more briefly the course could be extended by a month or two Naturally these alternatives are not nutually exclusive. 8. ORGANIZATION, FINANCIAL ASPECTS AND SUPERVISION 8.1 The auooeas of any educational programmo in moat countries all too often depende on the education officer responsible for ita planning, implementation and supervision. It is considered advi sable that a suitably qualified officer be appointed to ouperviae the fishery education programrf\a as soon as the government decides to introduce it. Ideally the wperviaor"Y officer should be highly qualified in both education as well as in fisheries. But people so qualified are hard to come by and the IOP Region ia no exception. It ia therefore suggested that a team of two officers supervise the fishery education programme and be accountable for i ta imple mentation: one officer from the ministry of education and the other from the fisheries department. Besides recruiting to the service of this programme the combined qualifications and experiences of two officers repreoonting the two complemetrtacy disciplines req\lired, there is an additional reason for this devia tion from regular procedure. As mentioned Qbove, there ia a need for cooperation and a massive input from both departments to implement and wstain this programme. The fisheries department could better be expected to BUatain such an input on a. continuing basis when it formally shares reaponaibility for the implementation and supe1'viaion of the progri!lflll\e. '!"11.e basic rules for BUch interdepartmental cooperation may differ from country to country and need not be discussed hero. But it is reoomm&nded that woh ground rnles, ensuring good cooperation and minimizing interdepartmental conflicts, be in faot worked out right from the programme's inception. Upon appointroont, a basic task for the tl!larn of aupervisere is to work the details of the eduoa 'Gional progr!lll1ll'!e to be ill'troduol!ld !illld the teaoher!il' training programmes to be embarked upon, a.a well as the organization, administration, finanoial a:nd other aspeots of the programme. It ia hoped that this Technical Report may guide them and facilitate their task. In caao they would require additional out side assistance, please refer to Section 9. 8.2 Choice of Schools Assuming that the type of educational progra,mme advocated in this paper ia adopted by the govern ment and that curricula fitting the country• s partioular need.have been developed1 it would be the task of the officers supervising the programme to aeleot the participating schools. - 23 - Two categories of schools ~ to be selectedi (a) middle or j\lnior schools, whose highest grade is IX or below; (b) high aohools 1 whose highest grade is X or above. The eduoational programme detailed in Section 4 above is to be introduced into both oategories1 while the vocational fishing couNrn des cribed in Section 5 above is to be introduood into the second (b) group of schools. Priorities set for aeleoting appropriate sohools to participate in this programme would probably depend on political, social and economic considerations. However the supervising officers (whopreBUmably would have a role to plo,y in the seleotion prooosa) should oall attention to the following technical considerations: The existence of fisheries development opportunities in the locality; Support and interest in the prOgr8lll!OO by key looal poreons 1 such as the achool 1 a prinoipal, the mo,yor 1 the president of the fishermen's assooia'tion 1 the ohai:tman of the parenta teaohera association, etoei ( o) Existence of a well-developed, well-run school, endowed with essential facilities, that could conceivably be able to support and manage this programme. Such facilities would include classes equipped for home economics, carpentry or a mechanical workshop. Additional con siderations should be kept in mind when aeleoting participating high schools; ( d) The existence of a fishu1g port, with safe mooring possibilities for the school's training vessel, within easy reach of the school; (e) The existence of a spare classroom, shed and ato:N) (to be used as a net loft) or the feasi bility of constructing these; ( f) The existence of promising potential fishing teachers (or teacher). 8.3 The organizational aspects of training teachers to serve the progrEl)11IMI was discussed under Section 7 above. It is suggested however that the meticulous planning and implementation of all a.speots of the teacher training programme will be the responsibility of the offioors auporviaing this programme. If possible, these officers should take an active part as lecturers and· instructors in the teachers' courses. Such personal oontaots with the teaohera would be an important asset when supervising their work later on. When organizing teachers' training course!! one should consider the need for future expansion of this educational programme, which mo,y require training additional tea.chers in the future, or1 in the oase of major fishing nations, a continuing fishery teachers' training programme. This consideration ma;y- entail the development of a permanent facility to be spocifically equipped for training teachers in fisheries subjects and particularly the training of fishing teachers. Such a facility could be estab lished in either a ·teachers training oollege, or in a fisheries training institute. Planners have to keep in mind that training fishing teachers requires a training vessel and a net loft, besides all the other facilities and equipment listed under Section 5 above. This would mean that the venue to be selected for teacher training should be within easy reach of a port or harbour, where the vessel could be safely moored and operated. It should also have the apace needed to construct the additional faci lities required. 8.4 Timing The time required between the government's decision to introduced such a fishing educational programme into selected schools and the actual implementation of the programme in the schools would be about one year for the introduction of fisheries-related topics and two years for introducing fishing courses. The first year would be required for developing detailed c:iurrioula, planning, solving orgalti zational problems, getting funds, ordering training vessels and other equipment, constructing facilities, planning teacher training and implementing the teaohere'upgrading oouraes listed under Section 7 above. At least another year mo,y be required to get the fishing courses started, since it would take a yea:r or longer to train the fishing teachers. 8.5 Investment Requirements It is not possible to assess with any aocuraoy the investment required to get such a programme going. Such investment would depend upon the nature and size of the prograrnioo, 'as well as prices and salaries prevailing in each country. However, some estimates oan be made by using the facilities and equipment listed under Section 4 above and again under Appendix 1 below as a base for such calculations. It mo,y be helpful to note that in a country where such a programme was recently introduced, the invest ment coats for equipping each school featuring the programme listed under Section 4 above was between U.S.$ 500 and 1 OOO; while the investment coats per school featuring the programme listed under Seotion5 above was around U.S.$ 30 ooo, of which the training vessel made up the major share. ~ 24 This investment did not include the cona·h't1.ction of fe.oUitiea, mrnh R'1l net loft, store or olas& room. Neither did it include coats of teacherB 1 '~r!.iinine; arid equipping e11 institute ·to htmdle auoh training. These ooata should be added to the total inveatroont coS"ta to provide a clearer pio·ture of the finanoial outl~ requix'ea.• 8.6 Recurrin_g Coate The raomo/ring COErte of keeping the progranima gojng would deponrl on looal conditions 1 and parti cularly local fishing conditions. It is recol11!00l'1decI '~h&:t each school featuring a fishing com'so should operate it£~ training vassal in a ma1t1i tho training vessel for Y.6 months. Under fair fishing conditions and a good teaoher/skippor1 such a boat should generate a suffioient income through ce,tch of fieh to cover their operating coats. It is further recommended that all income ganerated through this educational activity will acorue to the school and be paid into the above-mentioned imprest account 1 for which the school principal is to be accountfi!.'l:jle. Likewise ell :running expenses (excepting th•!l teacher's salary) are to be paid from this aocount .1/ Fur-ther income could be generated through this eduoat:i.onal progri\J11lile ))y ·the student a' constructing fishing gea,r or proooeeing fish for ea.le. Plenne:ra ahould b~ oau:tioned however that generating income from o.n educational programme is not possible under all oi:rculllfltanoos end anywey should not be allowed to interfere with the main objective of tl'.laohing. Programme planners should aim at striking a balance between financing recurring coats by income gm1e:N1,ted and proper teaching considerations by introducing suitable incentives QY1d cheoka. For example tho teacher mey receive overtime p~ in lieu of time spent 1 at f.lea. 1 as well ae a. share in the training vessel a incoroo from salea of fiah. On the other hand he should be closely supervised to ascertain that this motivating factor does not become the prime consi deration in the conduct of the course. The principal of the school or his deputy would do well to be present each time the training vessel is baok in port to supervise the sale of the catch. The presence of the officers suporviuing the programme on suoh occasions at irregular intervals m~ alao be advisable. 8. 7 Safety at Se a !my sea training incurs some risks. Needless to s011 every reasonable atop should be taken by those responsible and accountable for the minimization of BUch risks. Before accepting students to the vocational fiahing course, parenta should be notified that this course entails training at sea. Obtaining their written ag"reement should be a condition of their son 1 s acceptance to the fishing course. PrograJlll1WJ planners should consider whether special ineurance should not be arranged for the course students and teachers. The programme BUpervisors should prepare a list of safety regulationa for the training vesael, which ahould be strictly adhered to. They should also prepare a note defining the reeponaibilities of the principal and the fishing teacher concerning every aspect of this programme. The school's princi pal, hie deputy and the fishing teaoher should be thoroughly briefed on these regulations and respon sibilities by the BUpervisor. Every school featuring the fishing course should be equipped with a pair of two-way radiof.l 1 one to be installed on the training vessel and 'Ghe other in the principal 1 s office. It should be the prin cipal' s respom1ibility to oontaot the vessel at regular intervals when at aea to ascertain ita position tmd that all is well. He should be in a position to aot when an emergency ariaes. 9.. NOTES ON OUTSIDE ASSISTANCE FDR GETTING THE PROGRAMME STARTED While it is hoped that some oountriea in the IOP Region possess the expertise :required to implement euch a fiahery eduoational prograJ!lTOO (possibly u~i,ng this Teohnical Report) 9 it is realized that other countries n~ require outside expert aesiatanoe..Y Such aasistanoo mey be :required at three different stagea: 1J It ie realized that in many countries in the IOP Region and eleewhl!lre all income generated through government activity has to be paid into the treasury department and all expenses met through the approved budget. However such procedure would not be practicable when running a ·training vessel. Experience hliW unmistakably shovm ·that wherever euoh procedures were adhered to the vessel soon became inoperative and aometimee inoperable Y Obtaining outside financial assistance is beyond the scope of this report 1 ( 1) A't the planning stage for curriculum davelopl)l(mt, planning the tea.oh.era training programrooa 9 preparing lists of faoilitiea end. equipmant, safety I"t!.be and rooasuree and other technical &nd organi zational rnatterB; (2) At thl!I teaohera 0 training atage - to asaia·t with the implementation of these courses. In pal' 'ticultu' countries ma,y require a highly qualified masterfishl!lrman/inat:ruotor to teach fishing to the fishery teaohera 1 course. (3) At the implementation atage - to MeiBt in the implemantlil.tion of the educational programme and i ta supervision until these tasks can aal'ely be handed over to the national superviBorth For Btage ( 1) &n expert 1 a conaul'tenoy of 1-2 mm1thB ma,y BUffioo in moat cases. For stage ( 2) &.12 mo would be required. It is not possible to give any estimate on expert's time required for stage (3) 1 as this would depend entirely on the situation and personalities involved. - 26 - Appendix 1 LISTS OF ER.UIPMENT 1 REFERENCE MATERIAL AND TEACHING AIDS Following are two euoh lists. The first applies to schools featuring the integrated fisheries topics in the general educational programme proposed under Section 4 of the report. The second list refers to additional equipment, reference material and teaching aids required by schools offering the optional fishing oourse 1 as elaborated under Section 5. Some schools ma;y already have some of the equipment or teaching aids required. The most obvious equipment found in any school worthy of the term, such as chairs, tables, blackboards or the kind of equipment used in any phyaics or biology laboratory, home economica laboratory, carpentry shop1 etc., are not specifically mentioned. Neither are various audiovisual teaching aids used for teaching any other subject, suoh as slide and film strip projectors, overhead projectora, epidiaacopes, film pro- jeotors, tape recorders, felt boards, magnetic boards, etc. In faot 1 the following lists refer only to the s~cifio equipment required for the fiahery educational programme and not usually available in ordinary schools. It mavr be useful to add that the following lists are maximized to cover any possible part of the programme. Planners are reminded that, whenever equipment is actually to be ordered, liats have to be revised to fit in with the actual programne decided upon and the existing inventory of the sohoola seleotetl. to participate in the programme. LIST I SJ?!cial Equipment Required for Fisheries Training in Regular Classes - Glass jara of various sizes for keeping specimens - Glass tanks and air pumps to keep live specimens - Preservative chemicals - A marine compass Ol't at least, a compass rose and a compass card with degree notations - Wall charts depioting at least one type of marine dieael engine and one type of a two--stroke petrol outboard - Individual engine parts (as many as could be retrieved from defunct engines). If possible, a whole engine or engines should be acquired for demonstration) - Barometers - Meroid and mercury - Thermometera (inoluding a fisherman's electronic thermometer with attached cable} - Anemometer (wind gauge) - Hygrometer - Rainfall gauge - Complete set of cha:rta covering the country's coastal waters and other areas of relevance to the country• a fishery reaouroes - Posters and wall oharts depicting the country's main commercial species, as well as fishery con servation laws and regulations - Netting materials, ropes, weights, floats, spikes, fishermen'a needles and other materials required for "net craft", "rope craft" and the construction of fishing gear and gear models relevant to the country - Materials for the oonatruotion of fishing craft modsls 1 full-aoale oars and1 if appropriate, a small canoe or dinghy - Snorkela, maska and rubber fins (at least 12 sets) - Safety belts, life ring Identical sea charts for chartwork exercises (at least one for every two students in the class) - Dividers and parallel rulera (one of eaoh for every pair of students in the oha:rtwork class} - Larger tables suitable for chartwork (tables used for teaching technical drawing could do for the purpose) - Oil drum smoker (for details of construction, see Appendix 4) - R.aoks for drying fish LIST II Additional Equipment Required for Vocational Fishing Course The equipment required would vary greatly with the contents of the fishing course, which would depend on the fisheries situation of the particular locality, the fishery development programme and other factora. Arrnumin~ that the vooe.tional fishil18' oour6e detailed under Section 5 abovo will be elosely followed 1 e,n appi'oximo;te list of e()uipment is given below. Attention ir:i dre,wa to i;ho liflt of faoili'bies and equipment, lis·ted under Section 5.1.1 in this report. 'l'hese e,re not repeated here but eome details are given l'egarding i tema refe1•red to in this section. The net loft (to be used. also to tee,ch aome practical aeM11inahip aJJ.d engine maintenance) should be aI'!'1"tllged for Ertoring netR 1 netting matori&ls, 1•opo0p wires, floats, weights, pe:i.nts 1 blocks, canvas and other lwutioeJ. and f:l.rJhing supplies. It should inolu~ a pai11t looker (fireproof with outside vant); v. lockable cupboard for toola e.nd appropria:te ehelves; horizontal pipee for the ato:r·age of rope and wire reel a end ·twine; rat-proof boxes for stowing nets and netting; spares and t1.ncho:rir1g hooks for hanging netting; bins end shelves for storing twine 1 netting and hardware. A working height in the net loft of e.pp:roxima:tel.y 5 rn is desirable to allow for the suspension of a wide range of model a of fishing gear, while pa1•mi tting unencumbe~d apace for wo1•k below• '!'he net loft-sev.manahi})=engine01•ing workohop should contain the following equipment and rnate:ria.l.EJ: wo1•l SomGJ aahoola would. poaB~:HHI a fitter' a workshop or a carpentry and joinery or both. However, when a sohoQl d.oEis not poaaesii a, wox•kahop of any kind, a section of the net loft should be aet aside for enginea:d.ng :p1·nctio'1!;, 'l!11ia section should be fitted with the following list of equipment, tools and me.terialfJ; 28 - ,,, Hall ohartB, film atripB, films Md ov0rhead projections if available = lJ ~· Propeller oheSt comple·te with bearings1 plumb@r blook Md guarded propeller (mookup) ~ He;ter uupply for water-oooled enginH1 dieoharging into open pit outside building •c· ~lnx>k:Lng <'lnginos to be fitted with a small <emator and linked through eimple regulators 'to b1~;tt0J>bs and eleotrio starter ~ lfaml etartElr Powo:r· takeoff arrangement on engin® .~ Gu:t=aW!IV' gearbox, alternator, pumpe ,, Ene;ine made of wood or plywood (to be made by tho students) ~ Bench with two vices ., Ifooksaw Spanners, open=ended and ring ~" 'l'orque epa:nner range = Soft nose hammers ~ Be,11 peen h!!JDlflSr = O'Gher hammeNJ of differing weight = Loni:;-noeed pliers ~· Circular pliers = Range of screw drivers = R1mge of wrenches "' Stud oxtraotors ~ Set of feeler gauges ~ Oil cans and funnels - Galvanized pail - PresBUre grease gun Hire gauze ·~ Pod able drill (preferably of the type that can be fitted into e. at and) ~· Ratchet drill (up to 1 in) ~ Exhaust arrangement for engines Baaio joiners' kit, including drills and braces ·-· Small forge with hand blower - Basio piping tools Blow torch for soldering - Eledric soldering unit, with bolts, 11old111rs, and e. lead pot Hand scrapers - Acetylene to}~Oh set - F'iro 00 fighting tools including soda wahr and 2 type extinguishers I·~ should 110 noted that many i terns listed above need not be bought. Old engines and parts could bf>· aocm.ired as gifts from engineering workshops or retrieved from wreaks of' cars or VEisselB; sol!llll rut awey engines <>x1d parts, as well as wall charts and other literature are often giv®n a111~ or sold at nominal prices by manufaoturers to schools upen application. In this connexion, Kelvin w!U.1 charts ma,y bo I001l'uioned am making an excellent displ~. •fi10 r1tora attaohed to the net left is to bo used to store paints, :ropes 111atE11ri!U.s end toob likely to be p:!,lfered. Wha;t particular itll!IFM should bo kept in the store rather than in th111 more wlnerable nt:it lof't should beat be judged on the spet. (N_. ot," g Some of the e-qu,ipment listed and particularly BorM of the w!U.l diapl~a (e.~. 0 knots and t1pliooa) could and should bo preparE1d by th111 atud®nts under th111 teacher1e guidance.) 'l'h:i~~ ole,aa:r·oom ia to be used for t111aching navigation, meteo:rology9 teohniool drawing 1nd reading Mt daaifSl'lB It oould !U.so be used for lectures on any of' the subjects featuring the fishing oours®. It ah'ould contain tha following: DJ'ai,ling tables, idemlly measuring 1 x 2 m - one for any two students - Chairs or a-tools for students - A lockable glass-fronted cabinet for navigational inetrwnanta A aet of a·tora@!I drawEira for charts {approxi111ately 1 x 11' m) W!U.l displ~ of charts featuring local waters and (if' availabll!I) local fishing charts end star :reoognition oha1"t ~, Wall diapla;y of ship oonstruction teohnology - Marine sextant or ootant - Marine oompass (suit!!.ble for fishing V®sHl) - Pelo:rus, azimuth mirrors, station pointer - set of standard hydrogr!!.phic office publications - Nautical almanac - Other equipment ( !!.S under List I above) Reference Materials 11 Attention is drawn to FAD Fisheries Technical Paper No. 184 1 Bibliography for Fishermen's 11 Training 1 compiled by Prof. A.v. Brandt (English version in 1978 1 French and Spanish versions to be published in 1979 or early 1980). This Technical Paper features lists of books and other publications in fisheries and fisheries related subjects and their contents. Only publioe.tione actually available at the time of compilation are listed. Fisheries Technical Paper No. 184 was compiled for the benefit of principals, teachers and librarians of fishery schools and training institutions and could serve as a useful guide when ordering text and reference books for schools offering a fishery educational programme. Technical Paper No. 184 can be made available by application to FAD 1 Rome. Particular attention is drawn to the booklet "Training Fishermen at Sea" 1 by B. Herman.aeon, pub lished by arrangement with FAD by Fishing News Books Ltd. of Farnham, Surrey 1 England. This booklet is particularly suitable to guide the fishing teacher on training aboard the vessel. A wider list of books in fisheries subjects (not annotated and availability in doubt) is given in FAD Fisheries Technical Paper No. 128 "Guide to Fishery Education and Training" by R.c. Cole and D.N.F. Hall, FAD Rome, 1973. Thie paper ma,y be available upon request from FAD, Rome. Teaching Aida Attention is drawn to FAD Fisheries Circular No. 707 (published 1978) 11 Annotated Catalogue of Fishery Films Available in the FAD Film Library" 1 by M. Lindemann and available in English, French and Spanish. This circular also contains a list of FAO fislu1ries film strips available from FAO, Rome. The films and film stripe are recommended as useful lecture and training aids. An additional list of films and film stripe (not annotated and not necessarily available) is given in the above-mentioned FAO Fisheries Technical Paper No. 128. UPGRADING COURSIDS FOR 'IEAO.HERS IN FISHERY-RELATED TOPICS The suggested course contents and the dura;tion planned for each course are based on the assumption that the teachers/pa:i.'ticipants are well versed in their respactive subjects but would need some refreshing or upgrading to enable them to effectively teach the particular fishery-related skills or topics to be added to the ourriculum. Seven short upgrading COlll'EHlB (10 deya to fou:c weeks) are being proposed for this purpose, 'Go be held m COURSE I Dura:tion - about 2 weelrn !lpgra4h1g Q~mrse for Biolo~ T_ea.chers in Fishery~Related 'l'opios Introdnotion to fisheries oceanography - Basic physical 1 chemical and biologica~l oceanography - Food cycle at sea Primary produotivi "!;y Marine botany and zoology, with pa;ctiou.lar reference to local waters - The local marine environment - Life cycle of the more important oornmercially valuable species of the country - Nature of tha botfom and its relation to fiah availability, with particular raferenoe to commer- cially important spaoiea of the country Fish behaviour patterns, fish b6haviour in relation to fishing gear - Fiah reao-tio11 to stimuli el1d fish attrac·tio11 methoclB Marine reaom'oes management, dangers of overfishing, maximum sustainable yield, the fisherman aa a preclator Fishery conservation laws of the country, the law of the sea, extended economic zone and the opportunities it offers to the country's fishermen Introduction to maricul"ture 1 culture of shl'imps1 molluscs Introduotion of aquaculture, fresh and brackish water species The course is to be delivered in the form of lectures, labore;tory and field trips. Time permitting groups of participants will be assigned short 11 projeots11 on a fishery or maritime subject. COURSE II Duration - about 2 weeks Upg;radinK.._Course for Science Tea_2[!ers in Fishery-Related ToEics These topics are to be te,ugh·b by the science teachers within the context of the physics course, with reference to their relevance to fishing oparations. Eoho-a.ooustio eg;uiEment - For fish detection - eohosounder, sonar, fishsoope 1 ne·tsonde Principles of sound in water, aoouatio waves, pulaes 1 eohoes 1 and papar speed used in depth recording and fish finding Details of aohograma and interpretation of the eohogram in fish finding and nature of bottom Sonar, its use in fish deteotion 1 principles of work in comparison with echosounders Interpreta,tion of eohograrna of echoaounde1'B and sonara - The fishaoopa - The netsonde Radio communication Principle a and use of the radiate le phone. Standard procedures 1 channels 1 the log Principles of radio telegraphy, the Morse code 1 distress signals Navigation ai.~ - Radar; principles, factors affecting performance, Consol 1 Deoce,, Loran, principles of - 31 - Vessel's stabili~y - Baaio floatation, weight buoyancy, centres of gravity and buoyancy - The floatation balence 1 oalculation and change of C.G. - Tonne.gee, definitions, use Practical control of stability, recongition and correction of list, pitch and roll Marine engines and ship's sys'Gems - Marine diesel engine, principles, principal engine systems, operation - Drive and stern gear, reverse and reduction gear1 shaft and propeller, the rudder and steering system - Outboard engines, principles, principal engine systems, operation Thie course ia to be delivered through lectures, in the laboratory, workshop and on board a training vessel or a fishing vessel. In case the same teachers are assigned to teach biology as well as physics, Courses I and II should be timed so that a teacher could attend both courses. COURSE III Duration - about 3 weeks Upgradin_g Course for Mathematics Teachers in Fishery-Related Topics Coastal navigation - The marine oompass, variation, deviation, compass error1 taking sights - The riie,rine chart, principles and practice of chart work, plotting a course, position fixing, loge, eoundinge1 dead reckoning Costa and earnings Principles and practice of basic accounting. Investment, interest, depreciation, insurance, coat and earnings of fishing operations: fixed coats; operating costs; crew remuneration systems - computation of orew earnings; earnings; profits, This course is to be delivered in the classroom and include lectures and practical exercises, as well as a trip or two on a training vessel for navigation exercises. COURSE IV Duration - about 10 da,ys Upgrading Course for Geography Teachers in Fishery-Related Topics Marine meteorology The atmosphere, oharaoteriatics,the troposphere, critical balance of water and heat in the atmosphere, heat transfer, temperature, evaporation, condensation, water vapour, hygroscopic nuclei Pressure and wind Seasonal changes over continents and oceans, formation of high and low pressure areas, warm and cold fronts, prevailing winds and local winds with particular reference to the country, thunder storms, tropical revolving storms, oause of wind, the Beaufort Wind Scale Cloude and preoipitation Types of cloude 1 formation of olouda, mist and fog - Ge.uses, principal surfaoe currents of the world1 pressure gradients in the ooean, deep currents, upwelling1 salinity, temperature and (lensity, effects of ocean circulation on weather - State of the sea, oauses of waves 1 shallow water and deep water waves 1 tides and tidal waves Principles and use of barometer, thermometer, prygrometer and anemometer Weather foreoasting This oourse is to be delivered me.inly through hotures, with a field visit to the meteorological station an11 time permi tting1 a trip on a training vessel or a fishing vessel. The country's fisheries geograph~ Fishing ports and landings; quantities and species of fish landed in main fishing areas; fishing seasons; types of vessels, fishing gear and methods used; the prinoipal fishing communities; fish markets; ~xports of marine products; the country's oontinental shelf or shelves and their fishery potential and opportunities; lakes1 lagoons and marshes and their fishing potential COURSE V Duration - about three weeks UpgTading Course for Horne Eoonomics Teachers in Applied Fish Technology Sciences Handling fresh fish and other ~atic products - Reasons for fish spoilage j effects of time and tempe1'ature; outward signs of fish spoilage; handling fresh fish onboard onboard the vessel - oleaning1 gutting, heading, icing, refrigera tion; live wells; handling mollusos, crustaceans; hygienic requirements Processing Smoking, types of smoke house, fuel; sal"t curing, dry and wet salting, preparation of salted products for oonaumption; drying, stockfish and other dried fish, vacuum drying, freeze drying, air drying and aocelerated drying; marinating; canning Preparing favourite fish and seafood dishes from local fishery products This course should be of a highly practical nature, with about 90 percent of the time spent in doing. One field trip to the fish market and wharf should be included. COURSE VI Duration - about three we19ks Upgrading Course for Arts and Crafts Teachers in Fishery-Related Topics gopework - Natural and synthetic fibre ropes; wire and combination ropes; knots, bends, hitches, whippings, servings; fibre rope splicing - baoksplice, eye splioe 1 short splice, long splice, tapering; wire rope splicing - eye splice, fisherman's splice handling and use of fibre and wire rope Constructing pots anrl. traps of types in use in the country Gear Construction - Making netting from twine, shaping netting from straight to tapering, increasing, decreasing, selvedgs mashes; knitting a hammock. Basic mending, patching. Hanging nets, attaching to framing ropes, attaching to floats, sinkers and other accessories. Constructing gillnets. Assembling hook and line 1 longlines Constructing models of fishing gear in use in the country, and the principal types of fishing gear used abroad This course is to be highly practical and spent almost entirely in the workshop. One fishing trip on board a training vessel or a fishing vessel should be u1oluded. COURSE VII Duration - three to four weeks ![Egrad.ing Course for Physical Education Teachers in Fisher;y-Related Topics Swimming - breaststroke, backstroke, diving, use of mask, snorkel and fins - Life saving - treating drowning persons, mouth-to-mouth resuscitation Rowing and sculling, boatman.ship Sailing - principles and practice of small boat sailing First aid 1 with particular reference to dealing with injuries suffered at sea The duration of this course would largely depend on the level of experience of the participants at the initiation of the course. It is assumed that physical education teachers can swim, If they can also scull and sail, the course could be shortened to a few da,ys, This course should be entirely practical. COURSE OUTLINE FOR TRAINING FISHING TElACHERS Duration ~ about 10 months The course could :coughly be divided into three main parts, according to venues with facilities necessary for oond:uoting this typo of training. For example 1 Part I could be conducted in a technical college 1·1ith appropriate faoilities, ~ would cover marine electricity 1i!lld electronics, marine engineering and refrigeration; ,Eart ll would cover the introduction to commercial fiaheries, seamanship, safety and meteorology, fiahing gee;i.' 1 navigation, fisheries oceanogi•aphy1 fish handling and processing, fisheries eco~ noroics, cooporation and management; ~~~~~ woulcl be devoted to praotical fishing exeroiaes on board a training vessel It does not follow that these three parts should be dealt with in consecutive order. On the cont~ ra;ry 1 it would be advisable to alternate training at sea with training on shore. Depending on local conditions, the size of the boat, weather and other considerations, a routine of a sea trip followed by a spoll of shore training should be pursued. The reoommended proportion of training on board to tr11,ining on shore would be 35:65 (3.5 months to 6.5 months). Of the 6.5 months shore training, probably 3 months should be devoted to subjects covered by Part I and 3.5 months to subjects covered by Part II. On the other hand, it lnfl\Y' be convenient for organizational reei:ions to start with Part I, which is to take plaoe at a training facility equipped with engineering workshops, as well aB electricity and elec·tronics laboratoriea. 'J'his oan be done but then care should be taken that sea training end ahore training will continually al terna:te for the remaining part of the course. It is further suggested tha:t: The working week should be five da,ys 9 averaging eight working hours each dey. Toward the end of the course fishing trips ma,y continue for two weeks at a time, enabling the trainees to familiarize themselves with fishing grounds further awrzy from their base and covering the fishing grounds they will utilize as future teachers. 'l'he courae should recess only twice for holida,ys 1 a two-.week holiday around Christmas and Mother two weeks around Eaate1·. Theoretical and practical examinations will be held at the end of the course. Successful graduates should be awarded a diploma of "Fisheries Teacher", endorsed by the government 1 and a licence to skipper a fishing vessel of appropriate size. It is importent to note tha,t to cover the course contents in the time allotted, would require extremely hard e..nd dedicated work by the teaohing staff and trainees alike, as well as a very careful selection of candidates. COURSE CONTENTS A. INTRODUCTION TO COMMERCIAL FISHERIES 1. Introduction to Fisheries Scienoe The aquatic environment Elemen·ts of hydrology, geography of the oceans, bath.ymetric features, bottom sediments and physical properties of sea water, chemical propertiea of aea water, oxygen, nitrogen, carbon dioxide, salinity, nutrient elements, photosynthesis. Circulation and currents Ca.uses of currents, waves, measurement of currents, circulation in lakes, eatuarios 1 the oceanic surface and subsurface currents, upwelling, thei:r relationship. to the world's majo1' fisheries. - 35 - 2. The Food Chain and Commercial Species Identification, nomenclature and classification of fish, phytoplankton, zooplankton and algae. Lobsters and crabs Classification and nomenclature of commercial spooies; abundance, biology, distribution and eco nomic importance of lobsters and orabs, including surveys of resources, with particular emphasis on those of the country. Molluscan shellfish Brief review of the molluscan shellfish fisheries of the world and those of importance to the oountry. Mackerel and tuna Review of olassifioation, nomenclature, oolllmllrcial spooies, abundance, distribution, catch and biology of world tuna and mackerel resources, with spacial emphasia on those applicable to the country. Flatfish Review of the world flounder, sole and other flatfish resources and their importance in food supply, their distribution, abundance l!J'ld biology, with emphasis on spocies applicable to the fisheries of the country. Other food fish Review of other fish important in the country• 111 fifilheiries as a food resource, including abundance, distribution and biology. 3. Fisheries Science Basic ecology Factors relating to single species population communities and ecosystems, material and energy flow, production and yield; the fisherman as a predator. Aqua.cultural science An introduction to finfish and shellfish aquaculture on a world basis1 fresh and brackish water aqua.oulture, warm and cold water aquaculture, problems 11nd systems management, biology, nutrition, disease, the future of aqua.culture. Behaviour of exploited populations Effects of fishing pressure, stocks and migration, collection of information, gear selectivity, recruitment, stock, size and growth, exploratory fishing. Fishery resource management Fu.notions of fishery resource agenoiee 9 or1glll.e of public policy, methods of management, economic problems of fishery management, conflict with other uses of water, international laws, commissions and agreements. Specific fisheries problems Problems pa.rtioula.r to the world fisheries and the fisheries of the country, the future for the world's commercial fisheries. 4. Commercial Fishing Methods Introduction In·troduotion to the business of fishing, ohoie& of geax and fishing methoct, species being fished, individual valuev fishing area, economic considerations, principal types and olaasifioation of commer-. oial fishing gear1 use of single method and nultipurpose vessels. Traditional fishing An outline of the traditional fishing methods of the country with emphasis on the techniques, gear and vessels used. Outline of history of fisheries From early man to mod.em times. B • SEAMANSHIP 1 SAFEJI'Y AND METIDROLOGY 1 • Shi;Qboard Safetl 1.1 Class sessions - contents 1 .1 .1 Introduction The nature of safety, freedom from danger a.board ship1 perils to the vessel, stranding, sinking, burning, collision; perils to the cargo, contamination, spoilage; perils to crew and passengers, ill ness, injUI"Ji a.bondonment 1 drowning. 1 .1 .2 Shipboard fires Types: cause and types of fires aboard ship; oontrol: equipment and procedures for fighting various classes and types of looal and general fires; prevention: equipment and procedures involved in the pre vention of shipboard fires; follow-up: dewatering and clean-up procedures. 1.1.3 Sanitation and immunization Sanitation procedures. 1.1.4 Accident prevention Safety codes and regulations applicable to the fishing vessels and their application under practi cal conditions; general procedures and oheoklists for avoiding accidents; case histories of typical fiaheries accidents and how they could have been prevented. Illness and injury The ship's medicine ohest 1 i ta contents, care and use; common shipboard injuries, their diagnosis and treatment; care of patients aboard vessel; medical comnunicationa. 1.1.6 Communications General signalling using Morse; the radiotelephone and ita care and use; the international code of signals; one letter and group signals; signalling procedures; use of the reference book, the log; inter-. national Moree code 1 the Morse alphabet and standard signals, signalling procedurea 1 the log; accepted visual signals with particular reference to fishing. 1.1.7 Life-saving Outfi"b of life-saving appliances whioh should be carried aboard various types and sizes of vessels in the country; applicable regulations; transfer of personnel; appliances and procedures for personnel transfer between ship and another vessel, the land and helicopter. 1.1.8 Distress prooedures Procedures aboard the vessel in the event of oollision, grounding, fire, abandon ship; appliances, hand-held and rocket flares, floats, banners, line-throwing gun, eto. 9 their care, maintenance and use; distress communioations, radio, visual procedures. 1 .1 .9 Search and rescue Airoraft, helicopter and surface searoh teohniquEls and procedures; action aboard the vessel coming to the aid of a craft in distress; action aboard distressed vessel. 1o2 Practical sessions - activities 1.2.1 Firefighting Practice in the care and use of portable appliano•s, using portable equipment to extinguish various classes and types of fires; inspection, care and operation of hose equipment 1 including water and foam units; if possible, the use of hose equipment to llllrlinguieh appropriate firM; the care and use of breathing apparat-us 9 fire blankets and other equipment. 1.2.2 Life-saving and distress equipment The oare and operation of appliances, including life--rings, life-jackets, smoke and light floats, hand-held and rocket flares, line-throwing guns, etc.1 care, maintenance and operation of inflatable lifeoraft; launching, boarding and handling in water; care, maintenance and, operation of lifeboat 1 launching, boarding and handling in water. 1.2.3 Rules of the road Practical applioation of rules of the road, using models. 1.2.4 First aid and illness Praotice in first aid and praotioal oare procedures appropriate aboard fishing vessels; should include coverage of oommon injuries and illnesses aboard fishing craft and use of simulated situations. comrnunioat ions Care and use of the radiotelephone; standard procedures and regulations; practice in Morse sig nalling and in the international code of signals. 1.2.6 Duties of citizens and responsibilities of marine officers regarding vessels and persons in distress at sea or when marooned 2. Seamanshi.12 2.1 Class sessions - oontents Introduction Boat layout: main sections of a boat, including general deck arrangement for typical fishingvessels. Nautioal terminology: division of the d~ at sea and work aboard fishing vessels and other ships, general shipboard terminology. Helm orders and lookout prooedures: helm orders for general manoeuvring and the point system for target reporting at sea; the ship• s compass and use of degree nomenclature and the point system, steering. 2.1.2 Rope Natural fibre rope: construction, oharacteristios1 care, maintenance and use of twisted and bre,ided manila1 sisal, hemp and coir ropes. Synthetic fibre rope: construction, characteristics, oare, maintenance and use of common synthetic fibre ropes. Comparison between natural and synthetic fibre ropes, advantages and disadvantages of each, selec tion of rope to suit the job. - 38 Wire imd oombination rope: oonst:r11otion 1 ua0 9 h~in,r, oe,re and mllintenance of wiro and oombine, tion rope, safe working loads, breaking strength, satety factors appli~d to shipboard equipment, choice of rope for job9 including calculations. 2.1.3 Mast and boom rigs Terminology for mast and boom systems, purpeee @d li!;yout I standing and :running rigging for mast and masts and booms, sill'ouds1 sta,y 1 topping lifts, ~}."s 1 guys 1 preventers; typical mast and boom rigs for fishing vessels. Blocks: component parts, oonstruotion1 use and maintenance of various types of blocks• Purchases: mechanical advantages and general use of all common purchases from single whip to three fold purchase. Use of tackles and choice of tackle to fit jobj st'!Ntss factors in derrick1 ~d il'al' aystema. Shackles: component parts, types1 use 1 care, !!Ut4rt-.ll!l.ce and choice of she li!l.ld type of shackle for various jobs. Anchors and cables: types of anchors, p!U't8 of etockhss bower, stream or kedge anchors, other types of anchor used aboard fishing vessels, general E111chor and oable arrangements for various types of vessels. 2.1.5 Rules of the road International :rules: the international :rules for preventing collision at 80al manoeuvring, lights, sound signals, related factors. Local rulass buoyage systems and lights, looal regulation.a for the hand.ling of veaeels in open and restricted water of the country. Other regulations: other rules applying to the use and navigation of fishing !Ind oth~r vessels in the waters of the country. 2.1.6 Ship hand.ling Rudder and propeller: effect of :rudder and propeller on manoeuvrability. Hull: effect of draught, trim, list, when manoeuvring. Ambient conditions: effect of shallows, banks, wind and tide on manoeuvrability. Manoeuvring a single crew vessel: procedure of turning short around, docld.ng, undoQking, making fast and slipping a buoy, using helm, engines, li!.Uchors and ropes. Manoeuvring with anohors: use of anchors for mimoeuvring, running and standing moors, procedure for dragging anchor, use of cable in heavy weather, tidel!lt tidal regions and to form a lee. General shipboard procedure: proceeding to sea, k~,eping a watoh at sea., keeping an anchor watch. Towing procedure: use of equipment on board for shprt tows and long ocean tows in good li!l.ld bad weather. Grounding and beaching: procedure if necessary to beaoh a vessel, measures for refloa.ting a grounded vessel. Distress and Ns0\11!13 man-overboard procedure, a.otion in time of distress, procedure from sighting distress signals to rendering assistance. Heavy weather: ship handling and emergency prooedl.ir•U!J in heavy weather, rigging a jury rudder and steering gear; heaving to in a violent sea; use of oil ~d 11 leg-of-mutton11 sail. 2.1.7 Vessel maintenenoe Maintenance procedure and systems for deck gear, routine and periodic maintenance of structure for wooden and steel hulls. 2.2 Practical sessions - activities 2 .2 .1 Ropework Simple and intricate work with rope including knots, bends, hitches, whippin(513, servings, li!l.ld other WOTk with twine, l!Wrlin @m.d va.rious equipment. 2.2.2 Fibre rope splicing Be.cksplice, eye splice, short splice, long 111pliot'!t tapering with twisted and braid.ed rope. - 39 - Wire rope splicing Roebling eye splice, fisherman's splice, locking splice, cut splice. 2.2.4 Handling and use of fibre and wire rope Breaking out and storage, deck handling, chain and rope stoppers, boatswain's chair1 lashing, shoring, man-aloft procedure, Spanish windlass, seou.ring gear on deok and below, the use and care of blocks, rigging purchases, abuse of rope, safety considerations. Hull maintenance The oorrect procedures for the preparation of wood and steel surface for painting and varnishing, use of the various coatings, including paints and varnishes, choosing and applying finishes; dry docking and/or haul-out procedures. 2.2.6 The compass Practice irt the use of degree and point system nomenclature for ship's cours& and target reporting. 2.2.7 Rules of the road Practice in the oorreot use and recognition of the applicable regulations, including manoeuvring buoy systems, light and sound signals. These activities should moke use of the "rules of the road" model kit and place pa.rtiou.lar emphasis on fishing-vessel situations under the regulations. 3o Meteorology 3.1 Class sessions - 0-0ntents The atmosphere Characteristics of the atmosphere, the troposphere, tropopause1 ionosph©re 1 critical balances of water and heat within the atmosphere; consideration of the basic theories of heat transfer, temperature, evaporation and oondensation; water vapour, hygroscopic nuclei, long- and short-wave radiation, adiai batio heating and oooling. Pressure end wind Seasonal changes over continents and cceena1 formation of principal high- and low.-preseure areas of the world; prevailing winds of the world; component oauses of wind, geostrophio, oyolostrophic, gradients and frictional components i local winds in the country, land and sea breezes I theories on the life of oyoles of thunderstorms, tcr"nadoes and water spouts, tropical revolving storms; the Beaufort Wind Sea.le. Clouds and preoipitatio:n Cloud types and associated weather; formation of cloud due to oonveotion1 orographic lifting and fronts and by turbulence; olaasifioation and aubolassifioation of olouds; fog and frontal fog; posi tioning of lookouts for different types of fog. Waves Sea states; shallow water and deep water waves; tides, seiohes and tidal waves. Weather forecasting Basic coding im.d decoding of weather conditions; recording instruroonts, air sea thermometers im.d thermographs; barorooter and ba.rographs 9 hygrometers, an0moiooters and radio sondes. Co FISHING GEAR 1. Clase Sessions - Contents 1.1 N<1t materials Raw materials - vegetable fibres, rotting and preservation. Synthetio me;terials - imm.ufa.oture, ohemi111tey, tr~ n1JMt1111 9 basic-fibre typos and their use for netting yarns, main oharaoteristios 1 identification. Netting yarns - oonst:ruotion of netting y!llrll 9 dosipations, conventional and Tex systems, }>ropor ties. '!'eating and oharacterilllticB - breaking load, olonp.tion, darJtioity, knot stability, ohange of length in water, diamater, flexibili·ty, abrasion. Breaking load and knot-breaking load - fineness, diamehr, unknotted yarns, weaversknot, other knots. Choioe of material - factors involved, spocification of yarn and netting for purohase, praotical seleotion for purse seines, bottom trawls, gillnets and other gear. 1 .2. Net planning and design Faotors involved, plans and spooifioa.tions, prMtioal planning of nets to BUit looal situations. 1.3 Fishing with pot~ and traps Design and construction of various types of poh &id traps ueed in th• country; Other types of pots and traps used elsewhere; Suitable areas for fishing with pots or traps for various species; Vessels - h;yout and equipment; Fishing operations with traps for scale fish imd oru111ta.ooans; Retrieving the oa.toh and handling it for ma.rk111ting. 1 .4 Gillnets Types: prinoiples and use of BUrfa.oe, eubeurfaoe, bottom, drift and tanglenets. Design: the design of nets to BUit species being fished, uea and other considerations; designs for important species; effect of hanging; length-depth ratio, numbl!lr of nets in string, weighting, tension, rigging for the various typos of nets; idl!llltification of inefficiency of gillnets. Construction: twine types and sizes, use of monofilament twine, cutting netting and building net, rigging net, preferences in weighting, floats, anohors, framing lines. Vessel: la;yout and equipment required for working gillnets for important apocies 1 the fishing operation in detail, ohoioe of grounds and fish behaviour for important species, setting, hauling and clearing gear, effect of tide and other environmental considerations. 1 •5 Longlines Types: principles and UBI!! of surface, wbsurfaoe and bottom longlines. Design: the design of longline gear to suit apecha ooinc fished, area. and other considerations; designs for important species; effeot of length, tEm.sion, buoy age, rigging, snood types and length, hooks, ba.it • Construction: the use of rope 1 wire 9 line1 oh&in and twine in longline construction; sizes and types of line, snoods and hooks, their la;yout and assembly; buoys, anchors, framing lines, their prin ciples, typos and assembly. Vessels and operation: la;yout of vessd and equipment for longline operations for important species; the fishing operation in detail, choice of grounds and filh behaviour for important species, setting, hauling and clearing gear; l!lffeot of tidH and other environ1Mntal factors. 1 .6 Trawling Basic principles of trawling, various typos of tra.wllil used in the oeuntey and elsewhere, :function imd oonat:ruotion of the various parts of the trawl geu; Principles of high-opening · bottom trawls,. the 1Mthods of aohieving high-mouth opening1 purpose, design, dimensions, twines and const:ruotions; Trawl designs to suit various bottom conditions and other factors. 1. 7 Seining Basio principles and use of purse semmg, various typos of seines usl!ld in the country and else where, not excepting the stand!IU'd tuna. seine, herring tHine9 mackerel seine, menhaden seine, lampara seine1 ringnet, salmon seine, sudine and anohovy seine, bait seine and beach seine; Effect of various seine designs: effects of hanginc, length-depth ratio 1 weighting tension, rigging, sinking rates, the identification of inefficiencies in a net and the corrective action to be applied. 1 .8 Bait boat fishing (pole and line} Principles; the principles of the opera.Hon for pole and· line bait boat fishing, species fished. The vessel; leyout and equipment fo:t• bait fishing vessds, pla.tforms 1 bait storage tanks and other · equipment. Pole gear; the fishing poles and lines oonstruotion 1 line hooks. The bait net; design and construction of the bait, net twine and rigging. Obtaining bait; the fishing operation for bait fish, grounds operation and holding of bait fish. Fishing operation; grounds, spotting fish, fish behaviour before and during fishing, chumming, use of poles, handling of fish onboard1 effect of environmental factors. 1 .9 Trolling Principles of trolling operation and types of fish for which BUi table; design and construction of fishing lines and equipment-vessel leyout and equipm111t; fishing operation. 1 .10 Harpooning The use of harpoons for oap·turing important fish; oonstruotion and leyout of harpoon, barrel and working lines; fishing operations, vessels and equipment required. 1.11 Squid fishing Principles of squid jigging, area and distance fished offshore, construction and use of jigs from Okinawa, Hawaii1 Japan and Canada; automated methods. 1 .12 Deep-water 1 ine s Use of handlines and machinery for capture of deep-water fish; advantages and disadvantages of meohanica1 eleotrioal and hydraulic reels, bait, method of capture, use of ohum bag1 multihook rigs. 1 .13 Dredging Application of towed dredges to the oapture of various species; construction and operation of typi cal dredges. 1 .14 Scottish and Danish seines Speoies and grounds on which effective; design and construction of the net for various species, the warps, buoys and assooiated equipment for inshore and offshore work; the fishing operation. 1.15 Traditional fishing gear of the oountry Design and oonstruotion of such gear; desoription of fishing methods employed, boat layout and equipment used. 2. Practioa.l Sessions - Aotivities 2.1 Introduotion to practical twine work Types of net, types of twine and rope used in ne·t construction and repair; tools used in twine work, threading the twine needle 1 sharp111ing and oare of twine knives, safety while working with twine. 2.2 Knots and net mending Baaio knots used in the oonstruotion and mending of twine end in work aboard a. vessel; introduction to twine mending1 the reasons and manner of work at sea. 2.3 Net braiding Toole ueed in braiding twine 1 making a twine soale; beginning to make netting from twine 1 setting up a pieoe of netting; practioe in braiding straight netting; shaping netting from straight to tapering, use of batings and oreasing1 selvedge meshes; knitting a hammock using all previously learned knitting skills (use as test pieoe). - 42 - Preparing a hole for mending1 the use of three-leggere 1 aide meshes and piok-ups 1 trimming knots and :removing from piok-up; holding mesh and oo:rreot methods of passing needle through mesh; praotioe in mending holes of different type a in various twine and mesh. 2. 5 Patohing The uae of patoh1 patohing procedures; practice in mending and patohing holea, 2.6 Cutting net sectiona Tapering and cutting net seotione from the netting, both full size and scaled down for use in making model nets. 2.7 Preparation of net sections Knitting on selvedges, double meshing, dogs 1 ears and other work to prepare net sections for joining, 2,8 Use of straight bars The mending1 back scuttling and joining of straight bare. 2.9 Framing and auxiliary lines Construction and attachment of framing lines to the net, and i:uuciliary lines. 2.10 Net repair Repair of nets in use aboard training vessels, mending, replacinR section. 2.11 Model net Complete construction of a scale-model net and its rigging, using the methods and techniques for full-scale twine. 2.12 Work with monofilament twine Handling, outting1 joining, mending and rigging. 2.13 Working with gillnets The oonatruotion of a gillnet to form part of a string; outting and joining netting of various types, hanging the gillnet, floats and weights, auxiliary lines; construction and rigging of buoys, anohor and lines; oonstruotion of boxes and other storing, setting and handling devioea, 2.14 Work with longlines The oonstruotion of a section of longlines for bottom and surface sets, various lines and snood oonstruotions using line, rope, wire, ohain; types and rigging of buoys, floats and anchors together with auxiliary lines; overhaul and repair of longline equipment. 2.15 Work with trawl nets Reading various trawl designs and to oonstruot nets aooordingly; oonstruoting and operating trawls in use in the oountry; determining whether otter boards and net are working effioiently, and applying oorreotive aotion; various otter board designs; operating the trawl winoh and other equipment used in hauling operations. 2.16 Work with seinee Reading various seine designs, constructing designs that are applioable to the oountry; identi fying eeinable sohoole of fish; operating seines in use in the country; setting, hauling and preparing the seine for resetting. 43.,) 2 .17 Construotton of small-soale fish trap for 10011,l oondi tions 2 0 18 construotion of typioal pots and assooiated gear for looal conditions 2 019 Demonetration 8Xl.d/or oonstruotion of trolling gear 2.20 Demonstration a:n.d/or oonst:ruotion and op<11ration of typical harpooning gear 2 .21 construotion and op<11ration of any other important gear of relevanoo to the country D. MARINE ELECTRICITY AND ELECTRONICS 1. Marine Eleotrioi~ 1.1.1 Review of basio eleotrioity The atom, electron, proton, ion, eleotrio oharge, laws of attraotion and repulsion, oharge flow; the primary oell 1 electric potential, the volt, the amp, electric power and electrioal resistance; Ohm's Law, the eleotric oirouit 9 series, parallel, and serie1 - parallel connexions, voltage drop. 1 .1 .2 Magnetism The laws of magnetism, the magnetio cirouit, the oompass, induced magnetism; magnetic effeot of a conductor and its application to electrical machinery, the solenoid, principle of motor action, prin ciple of generator aotion; eleotrio instruments; the volt meter, the ammeter, the watt meter 1 the ohm meter / 11 megger 11 • 1.1.3 Lead-acid storage battery Purpose of the battery, reversible ohemioal reaction; combination of oells to obtain required capacity, Faraday 1 s Law; application of the storage battery to use aboard a fishing vessel, marine batteries; operation, connexions, precautions, oare and maintenance of shipboard marine batteries. 1.1.4 DO machinery Motors - The shunt motor and aeries motor, epeed-torque oharaoterietics, speed and direction con trol f applioation to shipboard use, installation, prec!!lltions 1 care and maintenance; use of eleotric motors for engine starting. Generators - The shunt generator, field control, the regulator and reverse ourrent relay; appli cation to shipboard use, mounting, care and maintenanoe. 1 .1 .5 DO marine electric systems Voltage and capacity - Choice of system voltage, calculating and required capacity for batteries and generator, voltage regulation. The system - Distribution of DO power, lighting power outlets, motors, electronic equipment, battery charging, engine starting, ignition system; ul!le of cirouit breakers and fuses, overall cirouit diagrams. Wiring and installation - Wire size and insulation requirements, wiring standards, colour coding, running and installing wiring and connecting equipment. 1.1.6 Marine corrosion Galvanic aotion - Cause, practical ocourrenoe 1 rules for inhibiting corrosion, practical preventive measures. Stray current corrosion - Cause, practical ocourrence 1 rules for prevention, bonding systems, grounding and practical preventive and remedial measures. 1.1.7 Review of AO principles Frequency, period, induotance 1 oapaoitance1 voltage, Mlp 1 .1 .8 AO marine eleotrioal systems Gonera.ti~n of AC power - The alternator, opora.tion, drive, regulation, construotion, oapaoity, installation, oare, maintenance. The system - Choice of voltage, calculation of required alternator capa.oity; distribution system, oirou.it breakers, fuses, shore power input, lighting, power outlet, battery oharging1 motor, electronic equipment, overall oircrui t diagrams. Wiring and installation - Wire size and inBUla.tion raquirem~mts 1 wiring standards, colour coding, i"Wming and installing wiring and connecting equipmant. Other important AC equipment - The diode, solid state regulator, the reotifier, the inverter; praotioal uses of rectifiers and inverters aboard fishing vessels. 1.2 Praotical sessions - aotivities 1.2 .1 Praotioal DC supply, oonnexion to DC iru.pply; measuring instruments and their use, oonneoting up various simple electrioal oircruits and measuring voltage, ourrent, power and resistance; voltage drop. 1.2.2 Use of magnetism and rela;y's The compass as a detector of magnetism, the field of a ourr©nt and the right-hand rule; making an electromagnet, a buzzer, a relB;Y', and a simple telegraph. 1 .2.3 Practice in The use of luge and lug tools, oaloulating and measuring voltage drop using wire of various sizes and lengths• 1.2 ei). Praotioe in eleotrioal wiring The complete marine eleotrioal system, ohoioe of voltage, switohboard la;y'out and protective devices. 1.2.5 The lead-acid storage battery Study oell structure, oharge and disoharge b11.ttery model cell; determine amp-hour capacity of model ooll; use of hydrometer, installation, care, use and connexion of battery aboard ship. 1. 2 .6 Marine conosion Make galvanic oouple in sea water and observe rate of oorrosion, use protective devices and observe effeot; praotioal shipboard applioation of preventive and remedial measures. 1.2.7 DC motors and generators Connect shunt motor, observe speed and torque oharacteristio; ocnnect series motor, observe speed and torque oharaoteristio, stud,y construction, internal oonnexicns and methods to reverse direction of rotation for motors; connect shunt generator and determine field current against output voltage chara.c teristio. examine oonstruction and internal oonnexions. 1.2.8 Alternating ourrent Use oscilloscope to observe wave form, amplitude and frequency changes with variable frequenc:v oaoillator, crystal oscillator and 11!1.tltivibrator; deteot low frequency AC with speaker and with la,;.ge galvanometer coil. 1.2.9 AC machinery Connect motor and observe action, examine construction and internal connexions for motor. 1.2.10 Capacitors and inductors Inspect physical construction of several kinds of capacitors; operate jump spark ignition system and observe value of capaoitor in coil primary; demonstrate resonance with coil and capacitor. -45 - 1.2.11 AC marine systems Examine the oomplete system, choice of voltage, capacity for given requirements, switchboard la.y out and protective devices, wiring. 2. Marine Electronioa 2.1 Class sessions - contents 2 .1 .1 Introduotion Review of baaio principles of alternating current and their application to electronic equipment; the electro-.magnetic spectrum and the placement in it of the various kinds of marine electronic equip ment. 2.1.2 Radio communication Wavebands and frequencies for radio corrimunication !!Jld thllllir allocation; principles of transmission and reception, radiation, antennae, grounds, tuning, detection, amplification, speakers; outline of modern radio communication equipment in general use, CW, AM, FM and SSB; principles, components, con struction, operations; siting and installation of marine radio sets, antennae aboard ship; trouble shooting marine radio equipment aboard ship, common failures and correct remedial action; emphasis on oare in handling electronic equipment and when not to attempt repairs; communications law and radio operating procedure, use of correct frequencies and correct use of equipment, the log book. 2 .1 .3 Echo-.sounding and sonar Sound transmission in water, range of frequencha and their use for acoustic echo-sounding equip ment for fishing and fish detection. The indicating depth finder - Principles, components, operation, aiting and installation of trans ducer and receiver, common faults and remedial action. The recording echo-sounder - Principles, components, recording system, operation, aiting and ina ·tallation of equipment, common faults and remedial action. The white line, grey line and high-power fish-finding recorder, nul tiatylua recorders - Principles, oomponents, operation, siting and installation of equipment, common failures and remedial action. The fiahsoope - Principles, systems separate from and combined with depth finders, components, operation, siting and installation of equipment, common faults and remedial action. Sonar - Principles of sonar, simple system using bade-type equipment, recording systems using paper and CRT, displays, components, operation, siting and installation of equipment, cormnon faults and remedial aotion. Net sonde - Principles and its use when trawling. 2.1.4 Electronic navigation systems Radar - Principles of radar, factors affecting performance, choice of a radar set for a fishing vessel, components, operation, siting and installation of a radar set, common failures and remedial aotion. Time comparison hyperbetio position fixing systems - Principles of time comparison systems, Loran A and Loran c, use of components, operation, aoouraoy. Phase comparison hyperbolic position fixing systems - Principles of phase oompa.riaon, Omega and Deooa Navigator, use components, operation, accuracy. Other marine electronic equipment llliscellaneous devices such as hailers, au.to pilots, static cha.rgers 1 their principles and use. 3. Practical Session - Activities 3.1 Examine components of shipboard radio equipment, study parts lasout and installation; simulate typical oommon fe;ults and demonstrate oO:r:Nlot rem<:ldial prooedures. 3.2 Field trips to examine radio installations aboard several fishing vessels, critical discussion of equipment, aiting and maintenance. 3.3 Practice in the correct use and procedures for radio communioation; the log book; special emphasis on diatreaa-oall procedures. 3.4 Detailed examination of several types of echo-sounder and fish finder, trace signal with oscillo scope i study components, installations aboard several fishing vessals1 tuning, preoautions1 oare 1 maintenance and installation of indicating sounder, recording sounder, white line recorder and fish scope; simulate common faults and demonstrate correct remedial action. 3.5 Examine principles of sonar operation and component parts for simple unit; examine recording unit and study components and ·their function, the transducer and i ta installation. 3.6 Examine depth finder and sonar installations aboard fishing vessels, including external a;nd inter nal mounting of transducer's position in relation to hull flow and other equipment, maintenance. 3.7 Use of echo-sounder and sonar for navigation; fish finding (including observation of fish beha. viour); aaseasmen·t of bottom configuration, composition and identification of obstaoles; acoustic obser vation of suitable fish perforrrumoe; applications of all these for fishing operations; advantages and short-comings of different diaplas systems of the above. 3.8 Field trip to study radar installations aboard fishing vessels, siting of antennae and loads; oritioal discussion of set, its 100W1ting and maintenance. 3.9 RDF: Examine and diem011tl0 a laboratory unit; m<:lasure hull width1 aoouracy; study components and installation; installations aboard fishing v0esele, tuning, precautions, care, maintenance; common faul ta and their rectification. E. NAVIGATION 1 • Clase Sessions - Contents 1 o1 Chart familiarization Upkeep and maintenance of charts i introduotion to chart catalogues, publications and their availa. bility; how to select charts for an area; chart soale, chart types, fishing charts; mercator, gnomic and polyoonic chart projection, oharaoteristioe and application of each; great circle tracks. 1 o2 Position The earth as an oblate spheroid, latitude, longitude and grid systems; distance and the nautical mile; velocity and the knot; fixing a vessel's position near to shore using true bearings and transits; integration of oompass bearings with position lines from eleotronio navigational aide. 1.3 Reading a ohart Interpretation of symbols and abbreviations; small and large corrections, how to update and cats logue charts; not ices to mariners. 1.4 Magnetism and the compass Magnetic variation, the magnetic course, isogonic lines ahd annular change; the magnetic equator and dip; the running fix applying estimated effect of wind and tide; magnetic deviation, the compass course, hard and soft iron magnetism, compass error; componcmt parts of deviation, the nine rods of induced magnetism and the three components of permanent magnetism; basic compass-adjusting using the deviaeoope. h5 The sextant and azinuth mirrors The marine sextE!llt, working prinoiples 1 errors and adju8tment, use of azimuth and reflecting mirrors; distance-off by vertical sex'Gant angle, use of horizontal sextant angles. 1 .6 Tides Tidal theories and oaloulations (brief treatment); lunar, solar and geographical components, har monic oonstanta and meteorological factors; course to steer to counteract a tide. 1. 7 Practical ohartwork Radio direction finding and its application; introduction to principles and use of hyperbolic position fixing aids using both time and phase comparison principles, Dacca Navigator, Loran A, Loran C (as appropriate); practical "tricks of the trade" used by the navigator: transferred position circles, the line of soundings, the four problem, the rule of sixty, distance estimates. 2. Practical Sessions - Activities These exercises should be undertaken in direct association with the appropriate lecture presenta tions. They are included in the suggested text. 2.1 Calculations with chart scales; comparison of linear dimensions on plan, coastal and ocean charts. 2.2 Converting a position by true bearing and distance from a light to latitude and longtitude and vice versa. 2 .3 Fixing position by true bearings and transits; la;ying off true course to steer and distance in nautical miles from place to place; calculations involving speed, time and distance. 2.4 Examination of symbols and abbreviations on the coastal charts of the country; study of fishing charts, with particular emphasis on trawling grounds, wrecks, hazarde 1 cautions and "hangs" important to the fisherman. 2.5 Use of transferred position lines from electronic aids and celestial reductions, as well as the conventional oompass bearings. 2.6 Constructing a curve of deviations, applying compass error to all previously worked problems, converting from true to compass and vice versa. 2 • 7 Use and ea.re of the marine sextant; how to ta.lee vertical and horizontal sextant angles; how to oheck the sextant for errors; determination of index error. 2 .8 Exercise and calculations, using some of the practical navigator• a "tricks of the trade" inclu ding transferred position oiroles, line of soundings and distanoe estimated. 2.9 General ohartwork exercises arranged to provide a realistic working situation for a fishing skipper and inoorporating all the course material. F0 VESSEL CONSTRUCTION AND TECHNOLOGY 1. Class Sessions - Contents 1.1 Introduction to vessel teohnology The lines plan, geometry and use, basic definitions and 111hip oaloulations; floatation balance and changes; tonnages, oaloulation of displacement and CG various loadings. 1.2 Stability and trim Initial stability, large angle stability, effect of weight movement, praotioal situations, fishing vessel loading oonditions, IMCO regulations and desirable stability characteristics; the inclining experiment and i ta use; trim calculations, including grounding. 1 .3 Vessel powering and propulsion Hull types, application and use, resistance and power oaloulaticna, marine propellers, oharaoteris tica, selection, propulsion aide, nozzles, controllable pitch propellers, shaft, selection. 1.4 Operational economics (Brief treatment) 1.5 Vessel planning (Brief treatment) 2. Vessel Const:ruotion 2.1 Foroea on the hull Longitudinal 1 transverse, local and out-of-water atreaaea, structural arrangements to resist etreeeea. 2 .2 Wood construction Basic construction of wooden vessels using standard techniques; midship section and profile section construction plane. 2 .3 Steel construction Steel aa a shipbuilding material, oonetruotion of typical fishing vessels in steel, construction plane. 2.4 Other materials Use of fibreglass, ferr 2.5 Types and construction of fishing vessels in use in the country 3. Practical Sessions - Activities 3.1 Field tripe Several field tripe to examine the etruoture of various fishing vessels using good and poor con struction methods and techniques; at least one of these tripe should include the hauling-out of a vessel at a elipwe,y and several vessels should be examined out of the water to illustrate both poor and effec tive pruotioes in their underwater shape, propeller aperture, protective devices and equipment. G. MARINE ENGINEERING AND REFRIGERATION 1. Claas Sessions - Contents 1.1 The inboard marine diesel and associated systems 1.1.1 Introduction The diesel engine, brief history of development, engine oyoles1 comparisons, general principles; engineering fundamentals, basic engineering data applied to common problems of design, installation and operation of diesel engines; engine testing and instrumentation, how engines a.re tested, indicated and brake horsepower, efficiency, fuel conaumption calculations; pressure, temperature and speed measu rements, general testing methods. 1.1.2 Fuel systems Fuels, combustion and types of engine f'uels, f'uel speoifications, oharaoteristioe1 effects on the engine oosts; combustion; the chemistry of combustion, factors affeoting combustion; knook, smoke, exhaust gas composition; engine performance; engine ratings, heat balance, power costs; combustion - 49 - ohamber designs; types of common use, principles and performance featuroa 1 turbulent and quiescent ohant bers, swirl anti. aquish; fuel injection sys~ functions and requirements, common rail, individual plunger and dhtributor-type systems; preoombustion ohambere1 delivery valves, timing control, fuel quantity requirementa; fuel injection pumps and operating pri:tloiplee. 1.1.3 Engine structure Frames, engine structures, bases and frames, cylinders, crankcase explosions, liner types and con struotion1 servicing and reclaiming liners; pistonB and rings, piston types, structure, clearances, piston temperatures and control method; ring types and function, ring clearances and maintenance; con necting rode and piston pins, different types, piston pins and bearings, cap bolts and tensioning; orankehafte and flywheels, crankshaft arrangement, balancing, crankshaft design, materials, alignment, torsional vibration and dampers, flywheel design; bearings, bearing loads and polar diagrams, main and connecting rod bearing types and design; bearing materia.1 1 characteristics, clearances, camshaft bearings; valves, valve gears and cylinder heads, cylinder head types, design features, valve inserts and cages, valve designs, materials, temperatures, problems, camshafts and drives, valves actuating gear. 1.1.4 Engine systems Air system; engine air requirements, piping layouts, air silencers and cleaners, after-cooling, supercharging, positive displacement and centrifugal blowers, turbochargers, manifolding; fuel supply system, fuel handling, purohase 1 precaution and methods of handling and storage, gauging, piping sys tems, transfer pumps, filtration; lubrication system, oil refining, oil oharaoteristics and theireffeots on the engine, consumption, additives, service olaeeifioations, used oil analysis, oil change intervals; lubrioation systems, methods of engine lubrication, types, capacities and location of oil pumps, types, capacities and location of oil coolers, system layout and piping, filtration and mechanical lubrioa, tion; cooling systems, cooling requirements, components and controls, water conditioning, air cooling of engines; exhaust systems, silencers, spe.rk arresters, other system components, starting systems, protective devices and automatio controls, gear drive starters, electric, air, hydraulic, aide for low temperature starting, alarm and shutdown devices, automatic controls; speed governors, governing prin ciples and speed regulation requirements, governor types, meohanical 1 hydraulic, electric, pieumatic, performanoe oharaoteristioe and applioa.tion, governing generator engines, 1.1.5 Marine engine drives Types and construction, flexible couplings, friotion clutches, hydraulic coupling, torque conver ters, ohain drives; gear systems, reverse and reduction gears, controllable pitch propellers, 1.1.6 Engine installation Maintenanoe, periodio inspection, preventive maintenance, operating records and their use; trouble shooting, methods of trouble shooting, common failures, emergency repairs at sea; foundations and instal lation, types of foundations, vibration in foundations, engine installation and alignment. 1.1.7 steel-working systems Ga.a cutting and welding, principles, equipment types and assembly, safety precautions and proce dures, correct cutting and welding procedures, maintenance of equipment; electric welding, principles, various types of welding, equipment types and eeleotion for job, safety procedures, selection of elec trodes, oorreot welding methods and prooeduree 1 maintenance of equipment. 1.1.8 Piping systems Pipe, types and seleotion of pipe for various purposes, high preeeure work, etc, 1 pipe cutting and threading, prinoiplee, equipment, procedures, safety preoautione, maintenance of equipment; pipe fittings, types, purpose, selection and assembly of pipe fittings used in marine applications; practical piping, ohoioe of piping and fittings, run of piping, installation of solid and flexible piping. 1.1.9 Principles of hydraulics Physical laws, effeots of heat on fluids, compressibility fluids, transmission of fluid power, hydraulio pressure, hydraulic leverage, statio head pressure; systems, pipe flow and pressure loss in pipes and at fittings, effeot of valves, automatio systems, pressure circuits, hydraulic fluids. 1.1.10 Hydraulio pumps and motors and oylinders Prinoiplea1 manual and powered pumpa 1 aotion of pumps and motors, alignmanta, direction of rota tion, aide loeA. with belts and geara 1 oylinders 9 oonetruoticn1 pieton Hale, rod packing~ wear and maintenance problems. 1.1.11 Hydraulio systems Components; hydraulic oil reservoirs and aooeaaoriea1 filtration in hydraulic ayatema 1 filtering oirouits, aocurnulator conatruotion and circuits, heat exchangers, common types of valves and their use. 1.1.12 Winches Meohanioal winches, drive aystem from engine FTO to winch, chain and shaft systems, gears, internal winoh systems inoluding purse winch, single and rnultid.rum winches, anohor winches. 1.1.13 Steering systems Meohanica1 1 prinoiples and layout of meohanioally-d.rivan !!Iha.ft and oable steering systems from whi!!el to rudder, gearing, chains, oables1 shafts quadrants and other components and their installation; hydraulio and eleotr~hydraulio steering systems, their prinoiples, oirouita from wheel to rudder. 1.1.14 Basic principles of refrigeration Review of heat, temperature, heat transfer, units, specifio heat, sensible heat, latent heat, ohange of state, saturation temperatures, superheat, prelllBUre, refrigerant; ·the basic cycle, principles of operating cycle, basio essentials of a refrigeration system, oompreasor, evaporator, oondenser1 liquid metering. 1 .1 .15 Refrigeration components Compressors, fv.notionl!l 1 types, drives, operation, parts, lubrication, capacity, ratings; condenser, theory, direot expansion and flooded evaporators, seoondary refrigerant system; metering devices, theory, types, principles of operation, use. 1.1.16 The refrigeration system Refrigeration, definition, types, proportion, practioal use, selection; oils, requirements, olaaai fication1 characteristics, uae 1 selection; the various accessories, their purpose, principles of opera, tion1 use; piping, requirements, line names and functions, design factors, insulation and installation; dehydration, souroe and effect of moisture, determination and removal; charging and di~charging 1 the methods, measurement, equipment and precautions in adding and removing refrigerant and oil from the system; installation, equipment placement, piping, electrical wcrk 1 sheet metal work, check test and start-up; trouble shooting, oommon faults and correct remedial action for the system and components. 1.1.17 Fishing vessel refrigeration systems Basio system, application of the basic refrigeration system for shipboard use, layout and aiting of components, refrigerants, brine secondary circuits; insulation, insulation requirements and practice for hold spaces; sea water systems, the prinoiples, layout, air-cooling systems; live holding tanks, requirements and installation of systems for live holding of bait and crustaceans. 1.1.18 Ship's water systems Bilge pumping systems, pumps, types, drives, aeacocka 1 manifold, suctions, discharges, piping systems, main auxiliary and emergenoy pumps, use and installation; salt-water systems, use of sea water cooling systems, and use of engine oooling water for deck hose discharge; deck hose systems and other salt water outlets, systems and equipment, use and installation. 1 .2 The petrol outboard engine 1.2.1 Starting, running and stopping; emergency stopping and procedure for storing for period of non use of an outboard engine; prestart checks, checks while running; storage or period of non-use and pre paration for reuse; ohecks and preparation ·for reuse after immersion in sea water; reasons for checking and consequences of ignoring checks and procedures. · - 51 - 1.2.2 Basic parts of the engine - name and identification of stationary parts, moving parts and their relaHonship in the engine; secondary parts - flywheel magneto, clutoh, shafting and gear train water pump and impeller; important spare parts - carburettor, float, needle valve, jets, magneto - co~tact breaker, condenser, coils, spark plug. 1.2.3 How the two-stroke engine works - simple explanation of working principles - what is required for good combustion; oompreaaion, ignition, power delivery and exhauating; action of the carburettor inlet, transfer and exhaust parts and action of dieo and reed valves, function of spexk plug and flywheel mag' neto. 1.2.4 Fuel system - correct mixture for initial running in and for normal use; fuel storage, care and handling, water and dirt contamination; air looks - causes and prevention, fuel lines, filters, priming pump and demonstration of these effects. 1 .2 .5 Air-fuel mixing - how the carburettor works, dismantling and cleaning and reassembling the carbu rettor, adjusting, tuning the cexburettor; effect of ohoke air cleaner, va.ouum leak (damage gasket), blooked jet 1 jet and demonstration of effecta. 1.2.6 Ignition system - flywheel ignition system, oomponents, magneto coils, contact breaker, condenser, high tension wire, spark plug; the ignition circuit - how it works, importance of good spark and insu lation, cleaning and adjusting spark plug gap, oorreot tighhning of plugs and effect of over or under tightening, removing, adjusting of plugs and effect of over or under tightening; removing, adjusting, reassembling and setting the contact breaker gap, advancing and retarding the ignition timing, ohanging the condenser; contaotleas eleotronic ignition system - oheoking malfunctions and renewal, demonstration of effect of moisture and insulation leak, incorrect spark and breal 1.2.9 Clutoh, drive shaft, gear train and propeller; shaft seals and seals, shear pins; clutch adjust ment; effeot of damaged propeller - removal and refitting of propeller; how to oaloulate correct transom height and how to choose oorrect size of engine to suit size and speed of boat. 1.2.10 Care of hand tools1 oare and correct use of simple hand tools used for maintaining the engine, e.g., spanners, screwdrivers, feeler gauges, eto.; making a set of feeler gauges for spark plug and contact breaker gap. 1.2.11 Engine decarbonizing - why decarbonizing is needed and when to decarbonize; how to remove the oylinder head and decarbonize the engine of gas tight faces; tightening of oylinder head nuts - effect of over and under tightening. 1.2.12 Common faults and engine tuning - recognition of signs and symptoms of common faults; all common faults must be deliberately introduced into the training engine and the trainee shown the symptoms, and how to correct the faults; extra practice sessions (or in the form of competitions) must be given so tha:t trainees mey recognize combinations of faults from the symptoms they observe and then to correct the fault; trouble shooting and fault-finding charts; engine adjustments and tune-up procedure and practice in tuning the engine. 1 0 2 0 13 How to take care of the engine - making a log of import data, e.g. 1 engine number, spark plug and contact breaker gap, type of lubricants, fuel mixture ratio, list of important and commonly used spare part numbers; how to keep a fuel account to monitor engine performance and oost of fishing; how to order spares. 1.2.14 How to take oars of the ooat - protecting transom against damage by outooard engine, small repairs to boat hull; painting and preservation of hull, ohoioe of paints, compounds, etc.; practice in running the engine correctly, including immediah repairs and adjustments when engine malfunctions; evaluation - written and oral, or oral examinations and an engine-running and repairs-assignment test. - 52 ~ 2. Praotice,l Sessions - Ac·tivities This should be arranged so that relevant work is Wldertak•n in conjunction with leoture sessions on the appropriate parts and systems whenever possible. 2.1 Workshop safety Importance of cleanliness, tidiness and order; use of oorreot clothing and protective devices; correct handling teohniques of tools and equipment; dangers of running machinery, power tools, electri oi ty, compressed air1 corrosive fluids, heavy boats, etc.; knowledge of emergency procedure and first aid. 2 .1 Engineering materials Properties and uses of common engineering materials - cast iron, mild steel, carbon steels, stain less and alloy ateela, brass, bronze, compounds. 2.3 Hand tools Correct use and practice of hand tools - vioe, hammers, chisels, hacksaws, files 1 drills, taps and dies, pliers, wrenches, aorewd.rivers 1 scrapers, etc. 2 .4 Measuring and marking tools Correct use and practice in the use of rules, seales1 squares, dividers, punches, calipers1 verniers, micrometers, special gauges, vee blocks and the marking table. 2.5 Machine tools Correct use and practice of drilling machines, power saws, grinding wheels, lathes, hydraulic press and jaoks1 eto. 2.6 Special purpose tools Correct use and practice in the use of bending machines, pullers, extractors and engine-testing meters and gauges. 2.7 Gas cutting and welding, correct method of assembly for oxyacetylene torch outfit, safety proce dures and correct methods and procedures for using torch while cutting and welding; practice in cutting and welding. 2.8 Eleotric welding; operation of equipment, seleotion of eleotrodes, safety procedures and correct method and procedures for welding; practice in electric welding. 2.9 Piping; correct use of pipe cutting and threading equipment; selection and use of pipe fitting, correct use of pipe wrenches; completing a praotioal piping job. 2.10 Practical hydraulics; construction of practical system hookups to include: Use of 3-wey valve to turn motor on and off; Use of 3-wey valve to control a cylinder; Use of open and tandem control 4-Wa\Y' valve to control a cylinder; Use of olosed centred 4-Wa\Y' valve to control a cylinder; Use of two 4-Wa\Y' closed-oentre valves in parallel to operate two cylinders by one valve and a motor by the other; (f) Use of three 4-wa\Y' tandem centre valves in eeries to operate a motor and then two cylinders (power beyond). 2 .11 Hydraulic equipment, disassemble and inspect the operation and construction of various hydraulic pumps, motors, valves and cylinders. 2.12 Mechanical winch, disassemble and inspect the internal operation and oonstruction of a typical mechanically-driven main winch. 2.13 Hydraulic winch, disassemble and inspect the internal operation and construction of a typical main winch and a topping lift, vang or anchor winch. 2 .14 Steering gear, examine opere.tion of va:rious 111teering-gear types through demonstration models. 2.15 Exter"11al @xamination of different engine typeaj tooh u111ed in work with diesel engines and their oai•e, safety v.rocedures when working on engines and in thl!) workshop. 2.16 Working of two- and four-cyole engines; principal featureo and otart-up for variouo engine makes and models. 2.17 Testing equipment, prinoiples and use of gauges for measurement of exhaust baok presBUre, crank oase pressure, air box or manifold pressure, air inlet vacuum, fuel. 2.18 Combustion chambers, examine method for combustion and types of combustion chamber for various engine models. 2.19 Removal and installation of cylinder heads, inspection of internal arrangements. 2.20 Fuel systems, examine operation of port and helix, PT and unit injector systems; testing procedures for each type of system. 2 .21 Disassemble twe-cyole and four-cycle engines with wet and dry liners, examine operation and con struction details, undertake measurements using feeler gauges 1 dial indicator, standard micrometer, height gauges, arnes gauge, preoision straight-edge; reB.l!lsemble engines using correct procedures and installation techniques, replacing gaskets and parts as found necessary; reference to angina manuals throughout. 2.22 Engine tune-up procedures and correct use of factory service manuals to attain optimum performance; practice in engine tuning. 2.23 Turbo-charging, examine blowers, turbo-chargers. 2.24 Starters, examine various designs of starting devices. 2.25 Drive systems, examine various designs, types and construction of marine gears and power take-off units. 2.26 Cooling system, examine engine systems, heat exchangers, keel cooling units, sea chests. 2.27 Trouble shooting, practical work in recognition and correct remedial procedures for common failures; emphasis on emergency repairs at sea in order to reach port. 2.28 Field trips 1 visit fishing vessels of several types to inspect hydraulic and mechanical systems; include a critical discussion of the systems, their la;vout and maintenance. 2.29 Setting up simple refrigeration oycles to demonstrate principles and efficiency. 2.30 Disassemble and inspect refrigeration system components, compressors, condensers, evaporator coil arrangements, metering valves, accessories; trouble shooting, identification and remedial action for common faults. 3.1 Prevention of fire, methods of dealing with fire and use of fire extinguishing apparatus. 3.2 Dangers of compressed air, exhaust gas 1 carbon monoxide poisoning, gas from batteries. 3.3 Flli.l!lh point of oils, explosive gas in unventilated spaces, crankcase, tanks and bilges. 3.4 Inert gas in water and .ballast tanks and dangers of entry into empty tanks. 3.5 Use of smoke helmets and breathing gear. 3.6 Knowledge of first aid and resuscitation methods. ~3 It is preferable to have trainees go through a recognized fire fighter's course and first aid course conducted by local authorities. - 54 - 4. Teohnioal Drawing and Praotice 4o1 How to read engineering drawings of ship's machinery, pipo la;route, ship's plans and oleotrioal cirouits. 4o2 Ty:pes of lines and symbols, first and third angle projections, isometric views, auxiliary views, s0otions, development, maohining end casting allowances, symbola, conventions, eto. 4.3 Symbols and oonventione, eto., used in boat drawings and electrical circuit diagrams. 4.4 Practical work - dJ.•awing plans, elevation i:wd oross-saotion of ship-board machinery parts. 1. Olaes Sessions - Contents 1 .1 Basic physical oceanography The oceans, extent and physical properties; rivers, estuaries, lakes, salt marshee, reefs, lagoons, their composition and proporties; temporature and other natural barriers; ooaanographio conditions of importanoe to the fisheries of the country, e.g. 9 principal currents and their offaot on oommaroial fieheries; affect of physioa1 properties on fish behaviour. 1 .2 Basic biologioa1 oceanography Life in the oceans, origins, eto., rivers, estuariem9 lakes, reefs, lagom1s, 111to., their place in the life oyoles and other important oommeroia1 fieheries considerations; plankton, their types and importance. 1 .3 Basic ohemioal oceanography Composition and ohemioal properties of the water; effect of ohemioa1 properties on fish and their behaviour. 1.4 Life oyole at sea 1.5 Primacy prod:uotivity 1.6 Marine botany and zoology, with particular reference to the country's waters. 1. 7 The country• s marine environment. 1.8 Life oyole of the more important commercially va1uable species in the country. 1.9 Nature of the bottom and its relation to fish availability, with particular reference to commer= oially important species in the country. 1.10 Fish behaviour patterns, fish behaviour in relation to fishing gear. 1.11 Fish reaction to stimuli and fish attraction methods. 1.12 Marine l'esouroes management, dangers of overfishing9 ma:rlnum sustainable yield, the fisherman as a predator. 1.13 Fishery conservation laws of the country, the Law of the Sea Extended Economic Zones and the opportunities this offers to the oountry1 s fishermen. 1.14 Introduction to ma.riculture - culture of scale fish, shrimps, molluscs. 1 .15 Introduction to aquaoul ture - fresh and brackish-water species 1.16 Introduction to aha.rt production; fisheries charts and their use; practical surveying and oharting1 using "techniques appropriate for fishing vessels; coverage and reliability of charts useful to the country's commercia1 fishermen; extent of knowledge and reliability of information regarding properties of the sea bed and pelagic waters of the country as applied to fisheries. - 55 ~ 1 .17 Fish location and forecasting Faotors affecting location of the oountry1 a import&1t commercial speci@a at various aeaaona, the use of fiah forecasting techniques based on recordinga 1 observation of environmental conditions of ocean and e,tmosphere, as well ae aooumula·ted local knowledge. 1.18 Introduction to fisheries research and experimentation Biologioal reaearoh9 problem of overfishing9 determination of maxirrum annual eu.stainable yield, experimental fishing, discovery and charting of new fishing grounds, research into fish behaviour, fishing gear technology research and development; rsaearch and development of fishing vessel design &ld construction, gear hauling equipment, mechanization and safety devicG1e; research and development of eoho-.acouatic and eleotronic instrumentation for fish looation, na;vigation &ld automation; pollution, research and_ prevention; review of past and pr0sent research activities in the country. 1 .19 The country' e fishery geography The continental shelves, nature of the bottom and its relation to availability and density of various species of marine animals; fishing oonmmitiH, quantities md species lmded in the various ports and landings, number and types of vessels and desoription of fishing methods employed at different ports and landing places; overfishing and under•xploitation by ~as mnd speoiee1 with particular ref& rence to available fishing opportunities in the ooun·try1 s waters. 1.20 Other possible fishery resources and potential Demersal species Migrant epeoiee Small pelagic species Edge of shelf (slope demeraal species - snappers, groupers) Exploiting the deep oooan floor within the country• s Extended Economic Zone Sponge oulture Fresh and brackish-water aquaculture Shellfish oulture Turtle oul ture Crocodile oulture 2. P:raotioal Sessions - Aoti~ No special activities but related phenomena and topios should be pointed out when encountered during other activities, partioularly when training aboard V®eeels. I. FISH HANDLING AND PROCESSING 1. Handling Fresh Fish and Other Aquatic Products Reasons for fish spoilage, effects of tima and temperature, outward signs of fish spoilage, handling fresh fish on board the vessel - cleaning, gutting, handling, icing, refrigeration; live wells, handling molluscs, orustaoems; hygienio requirements; dmgers of poisonous fish, species that ma,y be poisonous under speoifio circumstances. 2 • Prooossing Smoking, types of smoke house; fuel, aalt ouring1 dry and wet salting, preparation of salted pro ducts for oonBUrnption; drying - stockfiah1 other dried fish, vacuum drying, freeze drying, air drying and accelerated drying, marinating, canning; preparing fish !Uld seafood dishes from the country's fishery products. This course should be of a highly practical nature with about 90 percent of the time spent in do in~. One field trip to the fish market and wharf should be included. J. FISHERIES ECONOMICS, COOPERATION AND MANAGEMENT 1. Class Sessions - Contents 1.1 Coste and earnings Principles and practice of basic accounting; investment, interest, depreciation, inBUrance; cost and earnings of fishing operationsa fixed costs, operating costs, crew remuneration systems - computer tion of orew earninga 1 earnings and profits. 1.2 Ownership patter'll.s and oooperatives The vertioally integrated oompany; plaoe in th8 indu111try 9 finanoial arrangement end menagement, arrangement and struoture of joint enterprises and state fishing enterprises; individual ownership, the owner/skipper and absentee owner arrangement111 9 their operation and plaoe in the industry; oooperatives1 prinoiples of oooperatives, wpply oooperative111 marketing oooperatives1 bargaining oooperatives1 pro duotione oooperatives, the funotion of oooperativH1 soript and its use1 why oooperatives fail or suooeed. 1 .3 Fisheries mr,i;nagement Theory of fisheries management, the maximum wstainable yield oonoept, maximization and eoonomio rent from a fishery, effeot on fishing pressure of prioe changes end ohanges in teohnology; international and national aotions, examples of auooeseful and unauooessf'u.l management programmes, problems of over- oapitalization, effeot of fisheries limits, the eff8ot of international and national aotion on the fisheries of ·the oountry. 1 .3 Statistioe Reasons for oolleoting fishery etatistioe; methods of oolleoting and compiling statistics, total enumeration, sampling; the use of fishery etatbtios to guide th111 government in managing its fishery resouroee; fish111riee statistics of the country. 2. Practical Sessions - Aotivities A trip to a fish landing or port to view the oolhotion of statistics. K. PRACTICAL FISHING ONBOARD TRAINING VESSEL About 70 working da\YS should be spent onboard the training vessel fishing and exercising in navi gation, safety measures, engineering, eto. It is reoommended that training at sea should follow oloeely the manual "Training Fishermen at See.11 by B. Hermsnsson, published by Fishing Newe(Booke} Limited by arrangemont with FAD. Note should however be taken that when following Chapter 8 of this manual emphasis should bo plaoed on the fishing methods moat applioable to the oountry1 s wat111rs. - 57 - Appendix 4 DlL'I'AILED UNIT TOPIC ON FISH PRESERVATION AND PROCESSING Aoknowled~mant - This detailed unit topio was contributed by Mr. Douglas Harrison, in his capacity as Consultant to the Government of the Bahamas on behalf of the Overseas Development Ministry of the United Kingdom. The following unit topic is included as an Appendix to this Technical Paper, since it could a0rve as a guide to educational planners charged with the task of developing other unit topics featuring in this educational programme. It should be noted that further elaborai tion of unit topios dealt with summarily in Sections 4 and 5 of this paper and their modification to suit local conditions and oiroumstances could prove most useful to teachers. Objectives (1) To explain the main features and structures of commercially important scale fish, crustaceans and molluscs. To explain the nutritional value of sea products. g To explain the reasons for fish spoilage. To be able to recognize spoilage in fish. To explain methods of preservation. To be able to CflX'X'Y out soma simple preservation processes. !! List vocabulary and key words used in preceding topics. WHAT ARE FISH'? A true fish ma,y be loosely defined as a oold-blooded animal which lives in water, has a backbone and obtains oxygen from the water for breathing by means of gills. Using this defini tion 1 we can exclude some animals normally referred to as fish 1 e.g. 1 whales, which COl]le to the surface to breathe, and jelly fish, whioh have no backbones. Shellfish faJ.l into two groups - crustaceans and molluscs. Crustaceans are animals having no back bones, a variable number of jointed legs, a hard outer oovering1 two pairs of antennae and which breathe by means of gills. Cra,yfish 1 lobsters, shrimps and crabs are crustaceans. Molluscs are also without backbones. They have a soft, fleshy body covered by a hard shell and include clams, oysters, scallops, conch, squids and ootupuses, the latter being atypical in having no shell. THE STRUCTURE OF FISH The main components which go to make up a typical fish are as follows: The skelton - this consists of skull, backbone, ribcage and fin supports; The musculature - this is the important edible portion of the fish and consists mainly of white nuecle, supported by the skeleton; ( c) Skin - this is the overall oovering of the flesh. In addition to the skin there is often an outer la,yer of scales. (d) Viscera - all the organs contained in the body cavity are known collectively as the viscera. They include the stomach, intestine, liver and reproductive organs. The exaot composition of fish varies from SIJGcies to species, but the following figures offer a rough guide to constituents, expressed as a IJ9rcentage of the total body weight: Head 20 Viscera 15 Skeleton (excluding skull) 15 Skin and fine 15 Fillet (musolee) 35 NU'1'1UTIONAL VALUE OF SEA PRODUCTS Fish pla;y11 an important p&vt in lilly ball!D.ood diet as a valuable 11ouroe of protein. Protein is ®s11antial to the health of all ~ groups as it provid®s the raw material for building flesh and mueole during the growing ye!II'B and for maintenanoo and repair right through to old a,ge. The quality of the protein f01.md in fish is similar to that found in maat and greater than that found in cereals. Fish is low in o&lories and fat however and thh quality combined with its high protein content, make it a useful food to oombat any tendency to obesity. Fish is al110 the only rioh source of th® traoe elements of flourine and iodine, which are esaontial to a balanced diet. It oan be seen that fish oonstitutes a.. very important component of the diet for many people often providing nnoh needed nutrients not found in ooreal-baeed diets. As the majorHy of meat eaten in the Behanma is imported, the importance of using the fish food aouroe available from local waters is obvious• WHY FISH SPOILS Fish is an extremely perishable foodstuff and spoila,ge commences as soon as the fish dies. It is brought about mainly by the action of enzymes and bacteria. Enzymes are preaent in the gut a of living fish and help to convll')rt their food to tissue and nnacle. When the fish dies enzymes aaaiat bacteria present in the digestive system of the fish to penetrate the belly. Baoteria are ·the smallest free-living organisms known (one million would fit on a pin head). They are present in the akin and the intestines of the fish but while the fish is alive, the normal defence meohe.niams of the bedy prevent l!II'ge numbers of them from invading the flesh. The flesh of the living fish remains sterile but at death bacteria invade the flesh and begin to break it down. Some of the products into which the flesh ia then transformed have rather unpleasant odours and taste and are res ponsible for the bitter flavours and smell assooiated with spoiled fish. Also fat present in the fish is attacked by oxygen and oan give rise to rancidity. HOW TO ASSESS FISH QUALITY - The eyes should be full 1 bright and not aunkw; - The gills should be bright red with no slime and no sour odours; - The akin should have a good sheen and not be dull; - The akin should be elastic and when pressed with the finger should not retain an indentation; - The akin should not be gritty and the so ales should not easily be removed; - There should be no exterior slime. Flesh: - The flesh should be translucent and not yellow; - There should be no reddening along the backbone; - The flesh should be firm and not ragged or gaping; - It should not retain an indentation when pressed with a finger; - There should be no smell of ammonia or sour odours; - ~~e flesh should not feel gritty. Cooked odours and texturei - The cooked flesh should smell meaty and fresh and there should be no traces of ammonia or sour odours; - It should be firm and not soft or sloppy. - 59 - !llETHODS OF FISH PRJllSERV' ATION Bacterial and enzymio spoilage ooour only under Oflrtain Oflnditions and altering these conditions can provide we.ye of preventing or reducing spoil~. Bacterh. requir• water and are sensitive to heat, salt concentration and pH, eo there are a number of approaches which can bl!I used. The most common wcy of reducing both baoterial and enzymio spoilage is by reducing the tempiarature, since the higher the temperature the greater their activity and consequently the shorter the etorag@ life. Thus fish can either be chilled (usually in ice) or frozen. Chilling Chilling is holding f~sh just above (or at) its freezing point. Ice is normally used and the fish should bo chilled as soon ae possible after catohing. Storage in ice is "short term" although for some epeoiee this can be as long as three woeka. 0 Provided that fish is frozen oorreotly and stored at -30 c, their enzymio and bacterial aotion are almost completely halted. While the long shelf life of frozen fish is to be desired in a number of situations (particularly for high value products, rruch as orawfish9 which are exported) 1 in many oases the high oost of freezing and storag@ make this method of preeervation impractical. Raising the temperature Generally this involves cooking the fish 9 e.g., canning, boiling and smoking. Canning Canning, the fish are subjected to high temperatures to kill the bacteria and inactivate the enzymes. The inside of the oan llllst be resistiu1t to the oontents and the outside resistant to ambient conditions. 'I'he can must be hermetioally sealed. Canned fish will keep for a long period but oanning is an expen sive process. Canning operations are generally successful only on a large commercial soale and for speoies BUCh as tuna, sardines, etc. Boiling The fish are boiled with or without salt and the shelf life can be extended for a few da;ys under tropical conditions. In some places the fish is then dried to give an even longer shelf life. Removal of moisture The moisture content of fish is about 8o percent. If this is reduced to around 25 percent bacteria oannot survive and autolytic activity will be greatly reduced. At moisture contents of 15 percent or less, moulds will cease to grow; well..dried fish, if stored under the right conditions, can be kept for several months. Drying oan be oarried out alone or in combination with smoking or salting. Whether fish are dried, smoke-dried or salted and dried, the aim is to remove the moisture as quickly a.a possible before spoilage ooours. There are various wa;ys of drying fish. Natural drying Fish oan be dried in the sun by using the sun 1 s energy to drive moisture out. If they are very small they oan be left whole, otherwise they should be split to increa&11e the surface area. Fish should be dried on racks to prevent inseot infestation from the ground and covered during rain to prevent mould growth. Sun drying has a number of disadvantages but the main advantage is that the energy is free. Maohanioal df;Y,ing Traditional drying by El1)J1 and wind is slow and a:t the moroy of the WM,ther. With meohanioal driers, H is possible to control the temporature1 humidity and air flow but fue1 1 wch as electricity or oil, which is ver-y expensive, is required to run the heaters and fans. Smok~ In many tropioal oountries fish are smokecJ. over open fires or in simple kilns in order to aocelerate the drying process. If the relative humidity is high and salt is sooroe, hot-smoking, where the fish is oooked (and often oharred) 1 is the only mothod of preserving fish. Wood or some other locally available combustible produot ia used1 e.g., coconut husks. Cold smoking products, in whioh the flesh is not cooked, are enjoyed in many developed areas of the world. Smoking is carried out more as a moans of giving a desired flavour rather than as a method of preserve:tion. Refrige1•ation is necessary to keep such products. Throughout the world many different types of fish are smoked by a variety of methods. These range from traditional processes in whioh the fish are smoked over open fires or in simple smoking ovens or kilns, to improved proooases in vertical kilns and particularly in developed countries in sophisticated meoha;nical kilns• Salting Salt is often used in conjunction with drying and smoking. If salt is rubbed into the flesh or if the fish are placed in brine 1 water. is removed imd salt enters the flesh by a process known as osmosis. A.a most bacteria ol:lm1ot grow in aal t conoentra.tiona greater than 6 peroont, bacterial action is consi derably reduced. Certain bacteria, however, thrive in a salty environment, i.e., they are halophilio. Halophilics fail to grow however unless at least 10 percent salt is present. PRACTICAL EXERCISES !then the water conten·t of fish falls below 25 percent of the wet weigh·t, bacterial action stops and when the water content is further reduced to below 15 percent moulds cease to grow. When salt is added to the fish before drying, less wa·ter needs to be removed to achieve the same effect and a product with a water content of 35-45 percent 1depending on the amount of salt present, is often dry enough to inhibit the growth of moulds and bacteria under moat conditions. The most efficient w03 of salting fish is to immerse it in a saturated brine solution. 'I'he fish should be first scaJ.ed1 headed end gut,Ged and then split along the backbone in order to open it end thus expose more surface area to the effects of the salt. It should then be submerged in a tank containing saturated brine solution (300 g of salt per litre of water). A good guide to brining time is one hour per pound of the average weight of each fish. The fish should then be removed from the brine and laid out on racks to dry in the sun. Racks axe best constructed from plastic frames over which is stretched wooden or metal-coated wire netting or metal mosquito netting. They should be raised approximately 3 feet from the ground and sloped gently to allow excess moisture to drain aw03. A wire fence should be erected round the racks to keep out predators. Polythene sheeting should be available to cover the fish in the event of rain. Drying times will vary, depending on the time of year, but a period between 3 and 10 da.ys is normal. During periods of high humidity the fish may tend to take up moisture during the night, in which case it is beat to remove it and store it under cover overnight. Experiments should be undertaken to ascertain the useful shelf life of ·the finished produot by regular inspection and tasting trials. The dried fish can be stored in jute sacks in a clean dry store. - 61 - Smokinl\ This is a project d@lsigned to produce e, product with a pleaaant taste combined with an increased shelf life. The fish should firat be soaled9 headed and gutted. It should than be split along the backbone and immersed in saturated brine solution ( 1 hour p®r pound of the average weight of each fish). The fieh should then be plaoed cm drying racks for a da,y to allow the excess brine to drip. The fish are then laid on the tri;cys of the smoker and plaoed inside the drum with the akin aide upward. Smoke from smouldering sawdust is then allowed to enter the drum via the dampers. Leave the fish in the smoker for 3-4 hours. After ainoking it mi;cy be necessary to sun-dry the product for 3-4 hours on the drying raoks in order to remove excess moisture. DEFINITIONS Bacteria - The amall ~ - A solution of salt (sodium chloride} in water. Calorie - A unit of energy produced by a food eubatanoeo Crustacean - Animals having no backbones, a variable number of jointed legs, a harder outer covering, two pairs of antennae and breathing by means of gills. ~ - A method of preserving fish by lowering the water content using the sun or artificial heat• ~ - Biological oatalysts of the protein family. Fish - Cold-blooded animal which lives in water, has a backbone and obtains oxygen from the water for breathing by means of gills. Mollusc - Animals without backbones that have a soft fleshy body covered by a hard shell. Musculature - Fish flesh. Saltinl\ - A method used in conjunotion with drying for preserving fish. The salt can either be rubbed in whole (dry salting) or the fish immersed in a salt solution (brine}. Smokinl\ - A method of imparting a partioular taste to fish and having some preservative effects. Viscera - A collective term for the organs contained in the body cavity of a fish •. W /f\J4457/E/1.80/1/'150