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Uruguay Naval Academy World Maritime University The Maritime Commons: Digital Repository of the World Maritime University World Maritime University Dissertations Dissertations 2000 Uruguay Naval Academy : an investigation into an expanded education role to satisfy the future demands of the maritime industry Carlos Eduardo Abilliera Aris World Maritime University Follow this and additional works at: http://commons.wmu.se/all_dissertations Part of the Higher Education Commons Recommended Citation Abilliera Aris, Carlos Eduardo, "Uruguay Naval Academy : an investigation into an expanded education role to satisfy the future demands of the maritime industry" (2000). World Maritime University Dissertations. 442. http://commons.wmu.se/all_dissertations/442 This Dissertation is brought to you courtesy of Maritime Commons. Open Access items may be downloaded for non-commercial, fair use academic purposes. No items may be hosted on another server or web site without express written permission from the World Maritime University. For more information, please contact library@wmu.se. WORLD MARITIME UNIVERSITY Malmö, Sweden MET (N) Dissertation (first draft) Supervisor: Professor Peter Muirhead by Carlos Abilleira Uruguay S00001 Maritime Education and Training August 7, 2000 DECLARATION I certify that all the material in this dissertation that is not my own work has been identified, and that no material is included for which a degree has previously been conferred on me. The contents of this dissertation reflect my own personal views, and are not necessarily endorsed by the University. ......................................... (Signature) ......................................... (Date) Supervised by: Professor Peter M. Muirhead Professor of Maritime Education and Training World Maritime University External Assessor: Captain Danny Waters Former Rector WMU Tasmania, Australia Internal Assessor: Professor Günther Zade Vice Rector WMU Malmö, Sweden ii ACKNOWLEDGEMENT First and foremost, the author wishes to extend the deepest thanks to his wife, Rosana, for her undying support, encouragement and love, which serves as inspiration during the period of studies in Sweden and also to his children Lucía and Cecilia for their patience and comprehension during the course. He also would like to express his acknowledgement to the General Command of the Navy, the Chief Staff Commander of the Navy Rear Admiral Tabaré Daners, the ex- General Directorate of the National Prefecture Rear Admiral Carlos Giani, and the ex-Directorate of the Merchant Marine Captain Martin Thomasset, for extending its support and assistance for the realisation of his studies at the World Maritime University (WMU). The author wishes to thank his supervisor and mentor, Professor Peter Muirhead who gave unselfish guidance, encouraging ideas and support not only in the preparation of this document, but also during the whole period of study at WMU. Also he would like to express his deepest gratitude to The International Maritime Organisation (IMO), for the scholarship they provided for the wonderful opportunity to study at the WMU. He is very grateful to the WMU staff for their kind assistance and support during the course of his research work and learning period, particularly to Professor Fernando Pardo, Ms. Inger Baptista, Mr. Clive Cole, Ms. Susan Wangeci-Eklow and Ms. Cecilia Denne. Finally, the author wishes also to thank Professor Toshio Hikima and Ms. Lyndell Lundahl for their warm hospitality, and Ms. Solveig Anelli for her administrative support for the field studies. iii ABSTRACT This dissertation describes the situation of the Maritime Education and Training system in Uruguay and in other important maritime countries with a long tradition of shipping and seamen culture. Intentionally, the author has selected this topic because Maritime Education in the Naval Academy is passing through a period of difficulty and lack of motivation as evidenced by a reduced number of applicants. The aim of this dissertation is to propose measures that will create a maritime career as a more attractive option for the young people in the country. At the same time, it aims to fortify the role and presence of the Navy in maritime and maritime related activities. The research explores the different education systems such as polyvalent, monovalent certification, full-integrated and semi-integrated programmes, under specific single Institutes and University structures. The employment possibilities on board and on land are also investigated to provide a realistic base for the solution proposed. The study discusses the different alternatives in terms of acceptability, adequacy and feasibility whilst underscoring the conditions of the National Education System and in particulary the maritime ambit, with the objective of arriving at a practical and appropriate solution for the country. The dissertation concludes that polyvalent semi-integrated education is the most suitable for a system, which also includes skipper certification for fishing, interior waterways and domestic trade activities. Future steps to follow for improving the image of seafarers at the management level as in other professional careers in the country are also proposed. Keywords STCW/95 polivalent semi-integrated tertiary level attractive career seafarers ashore national degree iv TABLE OF CONTENTS Declaration ii Acknowledgement iii Abstract iv Table of Contents v List of Tables viii List of Figures x List of Abbreviations xi CHAPTERS 1. INTRODUCTION 1 1.1 Objectives of the research 1 1.2 Research methodology 2 2. THE CURRENT SITUATION OF MARITIME EDUCATION IN URUGUAY 4 2.1 The National Education System in Uruguay 4 2.1.1 Introduction 2.1.2 The general structure of the education in Uruguay 5 2.2 The development process of maritime education and its situation 8 2.2.1 Official Institutes 8 2.3 The Naval Academy System, its strength and weakness 10 2.3.1 General 10 2.3.2 Course structure 10 2.3.3 General learning objectives 10 2.3.3.1 Deck officer 10 2.3.3.2 Engineer officer 11 2.3.4 Definition of training areas 11 2.3.4.1 Professional area 11 2.3.4.2 Academic area 12 2.3.5 Schedule of the study plan 13 v 2.3.6 Conclusions about strengths and weakness of the naval academy 16 2.3.6.1 Strengths 16 2.3.6.2 Weakness 20 2.4 Establishment of a new strategic vision of maritime education in the naval academy 21 2.4.1 In the international scope 22 2.4.2 In the national ambit 22 3. THE FUTURE VISION OF THE MARITIME INDUSTRY IN URUGUAY AND IN THE REGION 24 3.1 Shipping companies 24 3.1.1 RO-RO passenger activity 24 3.1.2 Fishing activity 25 3.1.3 Deep sea and domestic trade activities 27 3.2 Port development 29 3.2.1 River ports 30 3.2.2 Montevideo port 31 3.2.3 Eastern ports 31 3.3 National Administrations 33 3.3.1 The National Administration of Combustibles, Alcohol and Cement 33 3.3.2 Maritime Administration 34 3.4 Relevant national projects with incidence in the maritime field 38 3.4.1 Colonia-Buenos Aires bridge 38 3.4.2 Waterway Paraná-Paraguay (Cáceres-Nueva Palmira ports) 40 3.5 Integration of maritime education within the National Education System 41 4 THE MARITIME EDUCATION IN DEVELOPED COUNTRIES 45 4.1 The United States Merchant Marine Academy (USMMA) 45 4.1.1 Admission requirements 46 4.1.2 Competence certificates 46 4.1.3 Courses duration and characteristics 47 4.1.4 Facilities available 48 vi 4.1.5 Links with the National Education System 49 4.2 Australian Maritime College (AMC) 49 4.2.1 Facilities available 53 4.2.2 Link with the National Education System 54 4.3 Maritime education in Spain 55 4.3.1 The courses 55 4.3.2 Certificates and course characteristics 56 4.3.3 Facilities 57 4.4 Maritime education in the Netherlands 58 4.4.1 The development process of maritime education in the Netherlands 59 4.4.2 Entrance requirements 61 4.4.3 Main characteristics of the education systems (Semi-integrated and Fully-integrated) 62 4.4.4 Facilities 63 4.5 Maritime Education in the European Union 64 4.5.1 MET systems in the EU 64 4.5.2 Admission requirements 65 4.5.3 Courses duration and characteristics 65 4.5.4 Links with the National Education System 67 4.5.5 Facilities 67 4.5.6 Main conclusions about MET in developed countries 68 5 DESIGN PROPOSALS FOR FUTURE MARITIME EDUCATION IN THE NAVAL ACADEMY OF URUGUAY 70 5.1 Overview 70 5.2 A new strategic vision 73 5.3 The Grade formation 73 5.4 The Post-grade formation 83 5.4.1 Post-grade courses to obtain the promotion on board 83 5.4.2 Post-grade courses for maritime related activities on land 86 5.5 Capacitating, Updating and Refreshment Training 89 5.6 An approach to the new organization 90 vii 6 CONCLUSIONS and RECOMMENDATIONS 95 6.1 Conclusions 95 6.2 Recommendations 100 REFERENCES 102 APPENDIXES Appendix A Professional training in the Uruguayan Naval Academy 108 Appendix B Graphical comparison between learning areas in the 109 Uruguayan Naval Academy Appendix C Characteristics of the Uruguayan ports 110 Appendix D Waterway Paraguay-Paraná certification proposed 112 Appendix E Australian Maritime College, awards and course duration 115 Appendix F Education in The Netherlands 116 Appendix G MET in the European Union, courses duration 119 Appendix H School time of MET in the European Union 120 Appendix I Shore based employment for seafarers in Europe 123 Appendix J Cross-check STCW/95 with the proposed curriculum 124 syllabus for the Uruguayan Naval Academy Appendix K The Uruguayan ports operations 128 Appendix L National projects with maritime incidence 132 Appendix M Syllabus contents of MET in Spain 134 Appendix
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