The 24th Annual International Maritime Lecturers Association Conference continuing the dialogue of setting and maintaining Quality Standards in Maritime Education
November 9-14, 2016
Galveston, Texas, USA TABLE OF CONTENTS
Stephen Cole and Ender Asyali Determining Perceptions of Maritime Students on Teamwork Skills During Bridge Operations ………….………………………….………………………………………..…………………….……3
Xian Wang and Caohua Xu Making “Salted” into “needed”: the New Model Course 3.17………………..…16
Zurab Bezhanovi The analysis of Implementation of Communication Provision for the Passenger Ships
Safety ..……………………………………………………………………………………………………………………………..…...…23
Captain James J. Fitzpatrick Lessons learned from Twenty Years of Implementation in the US…….…28
John Cross Developing a Blended Standard for Distance and Traditional Learning……………………..….39
Yoshiaki Kunieda The Active Learning in Maritime Education……………………………………………….……49
Capt Satoshi Susami A program of human resources development………………………………………….…….55
Zurab Bezhanovi and Leila Khardina On the Correlation of Political Correctness and Leadership and Teamwork Skills Development……...... 65
Gerardo Galang Toward Competence in OperatingAutonomous...... ……….....73
Ergun Demirel Application of Distance Learning For Post Graduate Studies For Seafaring Officers…84 Angelica Sogor Developing Effective Professional Development Programs and Evaluations for Maritime Education and Training……………………………………………………………………………………………...... ……101
Enrico Lobrigo Motivations of Aspiring Seafarers and their Relevance to Maritime Education……..…112
Rodolfo Paiso Development of Workshop Skills Training and its Assessment…….………………………….120
Knud Benedict Fast Time Manoeuvering Simulation Technology brings new visualisation of the future ships path - and advance use of the well-known Speed Vector………………………………………………………147
Jia Dongxing and Chen Jinbiao Exploration on Applying ISO 9001 Quality Management System to Maritime Experimental Teaching………...... ……………………………………………………………………………167
Michael Amon MAAP Leading Quality Assurance Standards in the Philippine Maritime Education and Training………………………………………………………………………………………………………………………………….175
Catherine Asirifi Quality Management Systems – Strategies, Progress and Quality Outcomes ………185
Additional papers from authors not in attendance...... 207 DETERMINING PERCEPTIONS of MARITIME STUDENTS on TEAMWORK SKILLS DURING BRIDGE OPERATIONS
Ender Asyalı* Stephen Cole**
* Visiting Professor, PhD, Master Mariner, Marine Transportation Department, Maine Maritime Academy, Castine, ME, USA, 04420 Tel: 001 207 326 0148 [email protected] ** Associate Professor, Master Mariner, Marine Transportation Department, Maine Maritime Academy, Castine, ME, USA, 04420 Tel: 001 207 326 2187 [email protected]
Abstract: Ships are complex high risk sociotechnical systems consisting of interdependent and interrelated dimensions such as technology, people, organizational structure and external environment. Any mismatch between these dimensions will have a direct impact on maritime safety. Comprehensive marine incident reports reveal that a lack of non-technical skills is the main cause of a majority of marine accident (ABS, 2004). Human behavior on board is directly influenced by the application of leadership and teamworking skills, the importance of which is reflected by being required and essential competencies within the content of STCW1978/2010 Amendments. Increasingly complex navigation technology, combined with both a decrease in manning levels and an increase in maritime safety awareness has identified the need to develop an organizational structure that will mitigate the risk of a single person’s misperceptions resulting in a marine incident. Hence the shift from a traditional hierarchical structure to a team centered structure. Salas et al (1992), define a team as “A distinguishable set of two or more people who interact dynamically, interdependently, and adaptively towards a common and valued goal/object/mission who have each been assigned specific roles or functions to perform”. When professional mariners work cooperatively as a team their effectiveness in error trapping increases and thus the risk to the ship, the crew and the marine environment is decreased. In this study a questionnaire, developed and modified from the Flight Management Attitudes Questionnaire (FMAQ) is applied to the senior deck cadets of Maine Maritime Academy to determine the perceptions of maritime cadets on teamwork during bridge operations. FMAQ is a human factors survey tool, developed to determine safety-related attitudes of commercial aviation pilots, toward stress, teamwork, status hierarchies, leadership, and interpersonal interaction issues (Helmreich, and Merritt, 2005). Statements related to briefings and debriefings, teamwork and communication, command roles and responsibilities, openness to hearing alternate opinions and observations, are examined and analyzed. As a result of this study, “Teamwork Skills Evaluation Sheet” was developed to be used during future simulate watchkeeping exercises. Keywords: Teamwork, Non-technical skills, Bridge Resource Management
Page 1 of 13 1-INTRODUCTION Organization on board ships is traditionally based on segmentation of functions which may result in little cooperation between persons, isolation and a high autonomy level for crew members (European Commission, 2000). This strict hierarchical command structure can also inhibit effective teamwork which is accepted as a way of improving safety at sea. The driving force behind the teamwork structure on board marine vessels is that each team member must appreciate that safety of the ship should never depend upon the decision of only one person (Swift and Bailey, 2004). The purpose of modern teamwork based bridge organization is to involve several people interactively in the same operation, thereby minimizing the risk of an individual team member acting erroneously. A strategy against the negative effects of human error is to organize work so as to prevent accidents through avoiding, trapping and mitigating the consequences of errors during vessel operations. This strategy can be achieved by effective teamwork, with sound leadership, where several team members gather information, evaluate it jointly, while monitoring and cross checking each other’s actions, questioning if an error has been detected or if a hazardous condition exists and ensuring strict adherence to Standard Operating Procedures (SOPs). Training for maritime officers had been traditionally focused on developing individual technical skills rather than addressing non-technical skills such as team management, communication, situational awareness, leadership and managerial skills that are critical for safe operations. Bridge Resource Management (BRM) training programs are an excellent strategy designed to compensate for this training gap. After the first introduction of Crew Resources Management (CRM) training for the purpose of enhancing non-technical skills (Hetherington et al., 2006) early in 1980’s in the aviation industry (Helmreich et al.,1999) it has become prevalent in other high risk domains, including the marine transportation sector. The aim of resource management training is to reduce the risk of maritime accidents by: promoting effective use and coordination of all available resources to the bridge team’s skills, knowledge, experience and information; human error management (Barnett, et al 2003); cross-checking and monitoring of individual decisions and actions; making roles and responsibilities clear to team members; involving all team members in the problem solving and decision making process; and making sure team members clearly understand the chain of command. All of these managerial skills will improve safety by improving error detection, and enabling the team to correctly respond to them as early as possible in both routine and emergency operations. Reason (2003) proposed that self- monitoring processes, environmental error cueing and detection by others are the ways in which an error may be detected. Error “detection by others” appears to be the only way in which certain “diagnostic errors” are brought to light in complex and highly stressful situations which are often present during bridge navigation operations. Cross-checking and monitoring of individual decisions and actions, making roles and responsibilities clear to team members, involving all team members in problem solving and decision making processes and making team members clearly understand the chain of command will also improve safety and can help to detect errors, correct and respond to them as early as possible in both routine and emergency operations (Sarnacki and Asyali, 2014). According to STCW 1978/2010 amendements Table A-II/1; allocation, assignment,and prioritization of resources; effective communication; assertiveness and leadership; and obtaining
Page 2 of 13 and maintaining situational awareness are the core knowledge, understanding and proficiencies that each officer should have for maintaning a safe navigational watch (See Table 1). Table 1: Specification of minimum standard of competence for officers in charge of a navigational watch on ships of 500 gross tonnage or more Function: Navigation at the operational level (Table A-II/1).
Column 1 Column 2 Column 3 Column 4 Competence Knowledge, Methods for Criteria for understanding demonstrating evaluating competence and proficiency competence
Maintain a safe Bridge resource Assessment of Resources are allocated navigational management evidence and assigned as needed watch Knowledge of bridge obtained from one or in correct priority to resource management more of the perform necessary tasks principles, including: following: .1 allocation, .1 approved training Communication is assignment, .2 approved in- clearly and and prioritization of service unambiguously given resources experience and received .2 effective .3 approved simulator communication training Questionable decisions .3 assertiveness and and/or actions result in leadership appropriate challenge .4 obtaining and and response maintaining situational awareness Effective leadership behaviours are identified
Team member(s) share accurate understanding of current and predicted vessel state, navigation path, and external environment Source:IMO,2011
2. OBJECTIVE In this study it is intended to determine perceptions of senior year, Maine Maritime Academy deck cadets on teamwork skills during bridge operations in a full mission bridge simulator setting.
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2.1 METHODOLOGY Research Instrument A questionnaire was used in this study to survey the cadets’ perceptions about bridge resource management and teamwork concepts. The questionnaire was based upon the Flight Management Attitudes Questionnaire (FMAQ) (Helmreich and Merritt 2005). FMAQ is an extensively used human factors survey tool, developed to determine safety-related attitudes of commercial aviation pilots toward stress, teamwork, status hierarchies, leadership, and interpersonal interaction issues. Later, the FMAQ questionnaire was modified for operating room environments as ORMAQ, and for Intensive Care Unit environments as ICUMAQ. Within the content of FMAQ, ORMAQ and ICUMAQ questionnaires, statements related to briefings and debriefings, teamwork and communication, command roles and responsibilities, and speaking up, were examined and related statements chosen and modified to provide maritime wording and relevance for shipboard work environments. Fifteen statements were modified to the maritime working environment from the FMAQ (Helmreich and Merritt 2005), two statements from the Operating Room Attitudes Questionnaire (ORMAQ) (Helmreich and Merritt 2005), five statements were modified from the Intensive Care Unit Management Attitudes Questionnaire (ICUMAQ) (Sexton et al., 2000.) Three statements were originally developed for this questionnaire. The questionnaire has two parts, in the first part, questions aim to investigate the demographic characteristics of the respondents such as class, department and gender. The second part covers Twenty-five Likert type statements about teamwork, with anchors at 1 (Fully disagree), 2 (Disagree), 3 (Neither agree nor disagree), 4 (Agree) and 5 (Fully agree). Data Collection and Sampling As already stated, the main objective of this study is to investigate the attitudes of deck cadets concerning bridge teamwork and its role in improving safety. With regard to this objective, the questionnaires were applied during the final exams of the spring semester in 2016. Thirty-five (35) deck seniors completed the survey and the return rate is 100%. Methods of Analysis For the preliminary study only a descriptive analysis was performed.
3. FINDINGS 3.1 EVALUATION AND RESULTS Profile of the Respondents Table 2 summarizes the profiles of the respondents. 28,6 per cent of the respondents had cadet shipping experiences aboard tankers (n=10) and 20,0 per cent of the respondents had cadet shipping experiences aboard container vessels (n=7) (see Table 2). 80 per cent of the respondents had cadet shipping experiences of three months duration (n=28) (See Table 3). 82,9 percent of the repondents were male (n=29) (see table 4).
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Table 2: Cadet Ship Type Frequency Percent Valid Percent Cumulative % 2 5,7 5,7 5,7 7 20,0 20,0 25,7 1 2,9 2,9 28,6 1 2,9 2,9 31,4 2 5,7 5,7 37,1 1 2,9 2,9 40,0 1 2,9 2,9 42,9 1 2,9 2,9 45,7 1 2,9 2,9 48,6 3 8,6 8,6 57,1 1 2,9 2,9 60,0 1 2,9 2,9 62,9 10 28,6 28,6 91,4 2 5,7 5,7 97,1 1 2,9 2,9 100,0 35 100,0 100,0
Table 3: Cadet Shipping Duration Months Frequency % Cumulative % No Response 4 11,4 11,4 2 1 2,9 14,3 3 28 80,0 94,3 6 2 5,7 100,0 Total 35 100,0
Table 4: Gender of the Respondents Gender Frequency % Cumulative % No Response 2 5,7 5,7 Male 29 82,9 88,6 Female 4 11,4 100,0 Total 35 100,0
Descriptive Statistics In terms of the mean (µ) of the responses given to the Likert type statements of the thirty-five senior deck cadets participating in the study, the most important attribute is Statement 14 (St 14) "The master and the mates should maintain open channels of communication throughout the operations” (μ= 4,8571). The other most important attributes are: St 1 "Masters should encourage questions from mates and crew during bridge operations." (μ= 4,629); St 12 "Team members should monitor each other for signs of stress, fatigue or error." (μ= 4,6571); St 22 "The
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pre-voyage briefing is important for safety and for effective crew management." (μ= 4,5429); St 23 "Good communication and crew coordination are as important as technical proficiency for the safety of navigation" (μ= 4,6571). These statements can be clustered under the concepts of monitoring/cross checking each other, communication, and briefings.
On the other hand the least important attribute is St 19 "The concept of bridge team does not work in vessels." (μ= 1,3143). The other least important attributes are: St 3 "Mates should not question the decisions made by masters." (μ= 1,9429); St 4 “It is better to agree with other bridge team members than to voice a different opinion.” (μ= 1,8571); St 20 “Masters who encourage suggestions from mates are weak leaders.” (μ= 1,3429.) (See Table 5), the least important attributes are supporting the importance of bridge teamwork and assertiveness.
Table 5. Descriptive Statistics Statements N Minimum Maximum Mean (µ) (St 1)Masters should encourage questions 35 3,0 5,0 4,629 from mates and crew during bridge operations.
(St 2) A regular debriefing of procedures 35 3,00 5,00 4,4571 and decisions after the voyage is an important part of teamwork.
(St 3)Mates should not question the 35 1,00 4,00 1,9429 decisions made by masters.
(St 4) It is better to agree with other 35 1,00 3,00 1,8571 bridge team members than to voice a different opinion.
(St 5) A pre-arrival and departure team 35 1,00 5,00 4,4857 briefing is important for safety and effective teamwork.
(St 6) Bridge team members share 35 2,00 5,00 4,4000 responsibility for prioritizing activities in high workload situations.
(St 7) I enjoy working as part of a team. 35 3,00 5,00 4,4000
(St 8) I am ashamed when I make a 35 2,00 5,00 3,4571 mistake in front of other team members.
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(St 9) Successful bridge team 35 1,00 5,00 3,0000 management is primarily a function of the master’s technical proficiency.
(St 10) Team members should not 35 1,00 4,00 2,4571 question the decisions or actions of master/ except when they threaten the safety of the navigation.
(St 11) My performance is not affected by 34 1,00 5,00 2,6471 working with an inexperienced or less capable team member.
(St 12) Team members should monitor 35 4,00 5,00 4,6571 each other for signs of stress, fatigue or error.
(St 13) Effective bridge team co- 35 1,00 5,00 4,2857 ordination requires members to take into account the personalities of other team members.
(St 14) The master and the mates should 35 4,00 5,00 4,8571 maintain open channels of communication throughout the operations
(St 15) The culture in our bridge makes it 35 2,00 5,00 3,9143 easy to ask questions when there is something I don’t understand.
(St 16) This company encourages 35 1,00 5,00 4,0286 teamwork and cooperation among its bridge team members.
(St 17) The master should verbalize his 35 2,00 5,00 4,4571 plans for procedures or maneuvers and make sure that the information is understood and acknowledged by the other crew members.
(St 18) Decision making in bridge should 35 3,00 5,00 3,7714 include more input from team members than it does now.
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(St 19) The concept of bridge team does 35 1,00 3,00 1,3143 not work in vessels.
(St 20) Masters who encourage 35 1,00 4,00 1,3429 suggestions from mates are weak leaders.
(St 21) A debriefing and critique of 35 3,00 5,00 4,2286 procedures and decisions after each voyage is an important part of developing and maintaining effective crew coordination
(St 22) The pre-voyage briefing is 35 3,00 5,00 4,5429 important for safety and for effective crew management.
(St 23) Good communication and crew 35 4,00 5,00 4,6571 coordination are as important as technical proficiency for the safety of navigation
(St 24) Mates frequently afraid to express 35 2,00 5,00 2,8857 disagreement with the master.
(St 25) Masters' social and managerial 35 1,00 5,00 4,2571 skills are as important as their technical skills.
Due to the small sample size standard deviation was not used to analyze the distribution of data because a single out lying reponse, likly due to a misreading of the question or marking the survey sheet incorrectly, has an overly large effect on the standard devistion. Therefore we present the distribution of responses to all of the survey questions in Table 6. An analysis of the distribution of responses to each statement reveals that St 8 “I am ashamed when I make a mistake in front of other team members”, St 9 “Successful bridge team management is primarily a function of the Master’s technical proficiency” and St 10 “Team members should not question the decisions or actions of the Master except when they threaten the safety of navigation” have the highest variability in responses. (See Table 6) The distribution of responses also confirms the conclusion’s made based on the mean value of responses as described in the above paragraph. Namely that the most important statements which have the highest percentage of "Fully Agree" are St 1(66%), St 5(69%), St 12(66%), St14(86%) and St 23(66%) and the least important statements which have the highest percentage of "Fully Disagree" are St 19(74%), and St 20(77%).
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Table 6. Distribution of Responses Fully Disagree Neither Agree Fully Disagree Agree or Agree Disagree n % n % n % n % n % St.1 - - - - 1 3% 11 31% 23 66% St.2 - - - - 1 3% 17 49% 17 49% St.3 11 31% 16 46% 7 20% 1 3% - - St.4 10 29% 20 57% 5 14% - - - -
St.5 1 3% 1 3% 2 6% 7 20% 24 69% St.6 - - 1 3% 1 3% 16 46% 17 49% St.7 - - - - 6 17% 9 20% 20 57% St.8 - - 5 14% 14 40% 11 31% 5 14% St.9 1 3% 11 31% 12 34% 9 26% 2 6%
St.10 4 11% 17 49% 8 23% 6 17% - - St.11 3 9% 13 37% 12 34% 5 14% 1 3% St.12 ------12 34% 23 66% St.13 1 3% - - 2 6% 17 49% 12 43% St.14 ------4 14% 30 86% St.15 - - 2 6% 9 26% 14 40% 10 29% St.16 2 6% 1 3% 5 14% 13 37% 14 40% St.17 - - 1 3% 1 3% 14 40% 19 54% St.18 - - - - 11 31% 21 60% 3 9% St.19 26 74% 7 20% 2 6% - - - - St.20 27 77% 5 14% 2 6% 1 3% - -
St.21 - - - - 5 14% 17 49% 13 37% St.22 - - - - 2 6% 12 34% 21 60% St.23 ------12 34% 23 66% St.24 - - 13 37% 15 43% 5 14% 2 6% St.25 1 3% - - 4 11% 14 40% 16 46%
5. CONCLUSION In dynamic and challenging operating environments where cooperation and coordination among workers is needed, teamwork plays an important role in ensuring safety and avoiding errors. During bridge operations the master, mates, helmsman, and pilots must coordinate their activities to realize safe, efficient and environmentally sound voyages. In this study, a survey among deck cadets attending Maine Maritime Academy was performed and analyzed to determine their attitudes concerning bridge resource management concepts such as briefings and debriefings, command roles and responsibilities, speaking up, and bridge teamwork on board of vessels during simulated bridge operations. A descriptive analysis was
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performed on the deck cadets’ responses. In conclusion, there is great support towards teamwork and resource management skills from this group of deck cadets. Communication, monitoring /cross checking between team members, assertiveness and teamwork, all these concepts emerged as the most important and supported statements indicated in the questionnaire. Training for maritime officers has been traditionally focused on developing individual technical skills rather than addressing non-technical skills such as team management, communication, situational awareness, leadership and managerial skills that are critical for safe operations. The importance of these tenets of Bridge Resource Management (BRM) can be further emphasized in simulation exercises by including them in a formal grading rubric for use by the lab instructor during the simulation for presentation to the bridge team during the debrief. For fulfilling the requirements of the well-defined assessment procedure required by Section A-I/12 of STCW Code when using simulators to demonstrate competences we developed a "Teamwork Skills Evaluation Sheet" to be used during BRM simulator training session, see Appendix “A”. Limitations and further study recommendations This study was conducted with a limited number of participants, and therefore a limited sample size. Further studies can be performed covering a broader range of cadet classes from different maritime training institutions. We also plan to give the survey to future classes at the beginning of the semester and again at the end of the semester to determine how class instruction and lab exercises changed views of these concepts.
6. REFERENCES ABS,(2004) American Bureau of Shipping: Corporate Technology Division, Safety Assessment and Human Factors Department, Review and Analysis of Accident Databases: 1991–2002 Data Technical Report, 2003-5.1, March, 2004, retrieved from http://www.eagle. org/news/TECH/Marine/SAHF2003.pdf access date: 5.8.013. Barnett, M.L., Gatfield, D.I. and Pekcan, C.H.: 2003.A Research Agenda in Maritime Crew Resource Management. Proceedings of the International Conference on Team Resource Management in the 21st Century, Daytona Beach, Florida: Embry-Riddle Aeronautical University European Commission (2000): Evaluation of the Impacts of New Technologies in Maritime Transport in the Human Element through the Creation of A Constructive Technology Assessment Network, THALASSES, Transport RTD Programme, 4th Framework Programme, wa-97-sc-2108, June, pp. 28-43, 2000. Hetherington, C., Flin, R. and Mearns, K. (2006): Safety in Shipping: The Human Element Journal of Safety Research, 37, pp.401–411 Helmreich, R.L., Merritt, A.C. and Wilhelm, A.J.: (1999)The Evolution of Crew Resource Management Training in Commercial Aviation, International Journal of Aviation Psychology, 9(1), 19-32 Helmreich R.L., A.C. Merritt (2005), Culture at Work in Aviation and Medicine, National, Organizational and Professional Influences, Ashgate IMO, International Maritime Organisation (2011): STCW including 2010 Manila amendments STCW Convention and STCW Code, 2011
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Reason, J. (2003), Human Error, Cambridge University Press Sarnacki, P. and Asyali E. (2014), Safety Related Attitudes of Deck and Engine Cadets toward Resource Management Skills.18th International Navigation Simulator Lecturers’ Conference, Plymouth, Massachusetts,Massachusetts Maritime Academy12-15 September Salas, E., Bowers, C.A., and Edens, E. (eds) (2001) Improving Teamwork in Organizations: Applications of Resource Management Training, Lawrence, ix Sexton, J. B, Helmreich, R. L., Glenn, D. Wilhelm, J. A. Merritt, A. C.: 2000. Operating Room Management Attitudes Questionnaire (ORMAQ), The University of Texas at Austin Human Factors Research Project, Technical Report, retrieved from homepage.psy.utexas.edu/homepage/group/HelmreichLAB/Publications/ Swift, A.J., and Bailey, T. J.(2004) Bridge Team Management, A Practical Guide, Second Edition. The Nautical Institute
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Appendix A
TEAMWORK SKILLS EVALUATION SHEET
Categories Elements Example Behaviors
Very poor poor acceptable good Very good
.1 Allocation, Resources are (St.6) Bridge team members shared responsibility assignment, allocated and for prioritizing activities in high workload and prioritization assigned as needed situations of resources in correct priority (St 13) Bridge team members take account of to perform varying personalities and abilities when allocating necessary tasks tasks
.2 Effective Communication is (St 2, 21) Candid and open debriefing of communication clearly and procedures and decisions is done after the unambiguously exercise given and received (St 5, 22) A team briefing is done prior to the start of the exercise where the voyage plan is presented and discussed (St 14, 23) All bridge team members maintain open, appropriate and effective channels of communication throughout the exercise (St 17) The team leader verbalized his/her plans for procedures or maneuvers during the exercise and ensures that the information is understood and acknowledged by the entire team
.3 Assertiveness Questionable (St 1) The team leader encourages questions, and leadership decisions and/or opinions and observations from all team members actions result in (St 3, 4)Team members voice their concerns when appropriate questionable decisions are made by the team challenge and leader response (St 10).Team members questions and stated opinions are germane to the situation during the exercise (St 15) A professional atmosphere is maintained throughout the exercise such that all team members felt their input was valued
Effective (St 20) Team leader demonstrated good leadership leadership qualities by welcoming team members’ opinions behaviours are and observations identified (St 24) Team members verbalized their relevant observations and opinions in a timely and effective manner (St 25) Team leader demonstrated good social and managerial skills
4 Obtaining and Team member(s) (St 12) Team members monitored each other for maintaining share accurate signs of stress, fatigue or error as indicators of a situational understanding of loss in situational awareness awareness current and (St18) Overall situational awareness is maintained
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predicted vessel by using the input of all team members in the state, navigation decision making process. path, and external environment
Comments…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………
Very Poor Poor Acceptable Good Very Good
Observed behavior directly Observed behavior in Observed behavior does Observed behavior Observed behavior optimally endangers navigation safety other conditions could not endanger navigation enhances navigation enhances navigation safety and endanger navigation safety but needs safety could serve as an example for safety improvement other officers
FAIL PASS
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Making “Salted” into “needed”: the New Model Course 3.17
Wang xian (Shanghai Maritime University, China) Caohua Xu
【Abstract】 This paper reviews the passage of 3.17 model course in IMO and discusses the approach to integrate maritime knowledge into the general English and especially on how to make the task-based 3.17 course more relevant to the competence requirement as set by MARPOL 2010. It attempts to explain inserting more specialized maritime knowledge into the old version of 3.17 is a great step forward to make the already “salty” ME (Maritime) into a “needy” ME, and the new 3.17 echoes the call of globalized shipping industry for more precise problem-solution communication competence. 【key words】technical communication; Maritime English; ESP
1 Introduction The call for crew on board to use English effectively in communication is surging as an increasing number of shipping companies find that crew are multi-lingual globally, a trend that has changed the picture of crew belonging to one nationality. Furthermore, as general secretary of IMO pointed out several times that human elements are the key factor to safety and security. Failure to communicate effectively is one of the direct cause of accidents, particularly when the ship is to moor, dock, tug or load, which poiniantly points at the time when communication is made over board, that is, communication exchanged outside the ship where the crew is on. This finding puts the issue of receiving standardized ME (maritime English) at the core. After almost one year’s innovative planning and revision, the new version of model course 3.17 presented to IMO was successfully passed in the HTW 94 conference in Feburary 2015. This new version, structurally divided into two parts, GME (general Maritime English) and SME(Special Maritime English) definitely takes several factors into consideration. Firstly, the high demand for competent seafarers in using English to not only communicate, but to solve specific problem through communication. Secondly, in the context of this industry demand, seafarers can feel improved and upgraded by a ladder that can ease off their concerns and worries about incompetence, and eventually lead them to the destination. Thirdly, all seafarers are supposed to move from GME to SME. Fourthly, seafarers can reinforce their maritime knowledge systematically in the immersion of English communication. By this modification and arrangement, the new version corresponds well to the new requirement of STCW 1978, which is to “meet the requirements of the STCW Convention, 1978, as amended, and the minimum standards in the STCW Code”.
2 Literature review Though there are several papers discussing the importance of adapting ME to industry need, just few explores how to present ME in an appropriate manner that can cover the needs of future industry for qualified seafarers. Clive Cole etc. (2007) describes the various types of Maritime English instructors presently employed at higher Maritime Education and Training institutions worldwide,ESP and social demand. In “A Basic Study on Maritime English Education and the Need for Raising the Instructor Profile”, James(2010) studies “what type of English instructor is best suited to help cadets have at least a basic grasp of Maritime English communication”. Zhiyi Fu (2008)discusses the possibilities of using translation in ME education. “Teaching Maritime English: A Linguistic Approach” focuses on how new learners can adapt to the maritime academic career linguistically. (Nadiya Demydenko, 2012). These papers made pioneer research on the relations of ESP and ME, and it is truly significant for them to arrive at the conclusion that ME should be classified into ESP. Methods of ESP education should be referred to when ME wants to be further developed. Yet regrettably these papers rarely explores how to realize the integration of ESP to ME.
3 Increased or squeezed--- Personal language in Multi-lingualism ? According to the latest Maritime Review 2015 by UNCTAD, 85% of world commodities are traded with the aid of maritime transportation, down from 92%. The drop is a sign that other transportation modes begin to take away the share of shipping industry. This drop forces the shipping industry to cut cost, including labor cost to maintain the profit or survive in the already capacity oversupply market. As a consequence, low cost labor resources came into the market and labor market is becoming multi-nationalized. A report by UK 2001 is most self-evident. Table 1 Ship Number of nationalities Number of native speakers 1 2 0 2 4 7/36 3 2 0 4 3 14/37 5 3 1/7 6 4 14/29 7 3 0 8 3 0 9 6 4/25 10 5 2/34 11 4 0 12 6 1/7 13 14 0 14 5 0 Source: Seafarers’ International Research Centre (SIRC) Cardiff, UK 2001. Though the data was made almost a decade ago, the situation seems to be clear with the development of globalization. It should be noted that this data is not so conclusive as its subject are native users of English on one ship. Multi-lingualism is more complicated than the identification of using English by crew of different nations who are on one ship. It should include communication between ships, between ship and on-shore staff, and etc. We made a research on the content of crew communication on several ships of different nationalities (a survey made by questionares ). We found that the content bears on certain topics, like nation, love, emotions, religion, food, culture of one nation, accommodation etc. We made these topics into two groups: Physical------food, accommodation, personal identification, daily necessities etc Spiritual------culture, religion, feelings. The communication of each crew in terms of language is indicative of a strong personal attributes. He may choose to use English that is characteristic of his nation despite it is right or wrong. But except this personal attributes, he is likely to choose the standardized structure or word to express his needs and wants. For example, African crew like to answer back “no problem” before he seriously considers whether there is a problem waiting for him. Interestingly the report shows that those who consider themselves incompetent in English are more willing to communicate with others superior to them, of course in their minds, but frequently waiting for others break the ice. They are poised to learn by responding Maritime English, a common phenomenon of passiveness on board. But amazingly it does not influence much on the smooth run of the ship as most of them strictly observe the key words in their exchange of information concerning technical knowledge. So in general, the use of Maritime English turns to be more technical information focused (TI-focused). See table 2. Table 2 use of personal language at different levels Use of personal General topics Technical Orders language exchange English strong strong few GME medium few slight SME Slight rare Rare Notes: “strong” means the user almost uses personal language in every sentence. “medium” means the user uses personal language half of his speech. “slight” means the user only uses personal language when he is forced to do so. “few” means the user uses personal language no more than 1/5 of his speech. “rare” means the user uses personal language no more than 1/10 of his speech.
This report shows that seafarers’ caution rate increases when their duties become more technically serious and professional. No one likes to cause mistakes because of communication. Therefore the best approach to crew on board is minimize the risks of making a mess by observing the universally acknowledged language or reducing his the possibility of misunderstanding. In other words, personal language is a kind of barrier to effective technical communication. As mentioned seafarers consciously stay away from using personal language in technical communication to avoid potential mistakes out of his control, sometimes generated from too much personal language, sometimes from inability to use the technical communication flexibly. This self-consciousness is accompanied with deep worry of incompetence in time of crucial moment, which is a risk to ship safety and security and should be overcome. Increasing the technical communication competence is more pressing against the de facto multi-lingualism, and is challenging as well when industry demand actually mounts.
4 “Salted” to “needed” It is definitely sharp that ME is tagged with “salted” to indicate its marine or maritime characteristics, but we are not so sure who actually first used this tag. ME, by its name is bound to be salted or marinated. Almost everyone will hail this intelligent inventive word when he comes across the shipping industry for the first time. It seems that “marinated” is such a perfect simile that leaves no room for a second thought about any possible deeper exploration. But this term is hazy and vague, given its range and depth. Will the use of a few marine or maritime related words or phrases turn general English into “salted”? Or will the “salted” ME be the same as the English used by today’s shipping industry? These questions deserves careful study. It can be seen that these questions are not intended to deny the distinct feature of ME--- “salted”, but to draw attention to its connotation, the extent, range, quantity, users etc. From the perspective of diachronic linguistic, “salted” also evolved from the 15 century. For example, galleon used to be a very “salted” term but now not many people use it. This example shows that “salted” is just not enough for ME; it must keep pace with the development and need of the time. As mentioned in 3, personal language is squeezed out of technical communication which is the dominant part of industry demand. This fact clearly symbolizes that the old “salted” ME, which deals much with the non-technical situation is falling behind the actual demand. Shipping industry requires seafarers and officers to unmistakenly cope with technique-related issues so as to avoid the risks of accidents. But the multi-linguistic situation on ship just complicates the matter because of the involvement of personal language. On one side, multi-lingualism sees the rise of diverse personal languages. On the other side, technical communication squeezes the personal language out of the duty performance. These two contradictory forces dampens the whole situation in the surge of multi-lingualism and higher technical demand. Therefore it is concluded that a slightly “salted” ME is not sufficient to solve the contradiction. The old “salted” ME has to be expanded, upgraded and “re-marinated” to incorporate the need from the industry. In one word, ME has to add “needed” to “salted”. 5 The new model course 3.17 The new model course 3.17 is framed out upon the previous findings. To reflect the “needed”, the new version added SME (navigation, engine and electrics), fairly professional part. All most all the working procedures concerned are listed detailed in the syllabus so that seafarers can have a systematic practice and knowledge in the immersion of English. This demand-oriented design, though heavy-loaded for trainees, provides much confidence in and flexibility for seafarers to their competence as the subjects is holistic. In terms of pedagogy, it uses mode or typology method to simulate/motivate the trainees’ competence. To precisely upgrade the level of requirements, careful considerations is given to the different levels of trainees. Tasks are classified not only according to the content, but also to the intensity of expected practice. As a result, a table of verb choices in the model course revision is worked out. See table 2. More importantly, the new model course 3.17 adds oral and listening part to each tasks. This is because most seafarers find listening and oral practice is what they need most. Listening and oral communication is the tool to break the ice and the most effective way to cope with emergent situation. This immense supplementation of holistic technical SME mirrors of industry deed, consolidates the technical communication, regretably loosely grounded now, and provides shield from failed acts caused partly incompetent technical communication.
Conclusion The revision of model course 3.17 is a huge project that lasts almost one year and half. As it is intended to echo the industry need, it supplements and delete some parts of the old version. This paper, through detailed analysis of the structure and content from the perspective of ME, proposes that technical communication plays an increasing part in successful implementation of seafarer and officers’ duties while personal language dwindles. It also finds out that the multi-lingualism is a trend that has two fold impacts. One is that multi-lingualism goes against the efficient and effective communication in the context of industry demand. The other is that multi-lingualism is a de facto, which can be solved by adding the weight of SME instead of GME, GE, because any change has to follow the tide of industry need. This paper concludes that the new model course 3.17 fulfills this task on the whole.
Reference 1. Model course 3.17. IMO 2. Clive Cole, Boris Pritchard & Peter Trenkner. Maritime English instruction – ensuring instructors’competence. IBÉRICA14, 2007 3. James G. Davy. A Basic Study on Maritime English Education and the Need for Raising the Instructor Profile. Journal of Navigation and Port Research International Edition, 2010. 4. Zhiyi Fu. On the Applications of Modern Educational Technology in Translation Teaching of Maritime English from the Perspective of Constructivism. 5. Nadiya Demydenko. Teaching Maritime English: A Linguistic Approach. Journal of Shipping and Ocean Engineering 2 (2012)
The Analysis of Implementation of Communication Provision for the Passenger Ships Safety
Zurab Bezhanovi 1a professor, Tamila Mikeladze, 2b associate professor, Svetlana Rodinadze 3c associate professor, 4 d Kristine Zarbazoia, associate professor
a, b, c, d - Ministry of Economy and Sustainable Development of Georgia LEPL „Batumi State Maritime Academy“1, Batumi, 6010, Georgia
corresponding author: e-mail: [email protected], 53 Rustavel St, Batumi, 6010, Georgia, phone: + 995 14 03 25 10
Keywords: communication provision, passenger ship, safety, SOLAS, SMCP
Abstract: The aim of the paper is to analyze the factors, causing the accidents related to the passenger ships operation and to present the ways of their prevention. Accordingly, the database of our research is presented by analysis of statistical data of the IMO, EMSA, USCG and Cruise Lines International Association resources. In order to achieve the stated goal, in the first part of the research, we analyzed the chain of the passenger ships’ accidents which significantly influenced upon the establishment and development of safety at sea. The conclusion of the first part contains the latest requirements of the SOLAS, 74 directly related to provision of the passenger ship safety. The second part of the analysis deals with identification of the top mistakes done despite the latest changes and amendments to the SOLAS, directly related to the passenger ship safety. We have studied the cases of the passenger ship accidents (happened in 2014) and the results of conducted analysis show that the most often deficiencies (24 cases) are related to crews’ inability to operate to communicate effectively during different onboard drills. In the third part of the paper, as the method of prevention of such problems, backed by the results of conducted analysis we decided to implement the series of theoretical and practical trainings for a group of Batumi State Maritime Academy students (who will pass their onboard training on the passenger ships of Tallink Grupp) to provide them with necessary communication skills. The novelty of the noted training is in involvement of the students (who also participated in research) into the teaching process in capacity of co-instructors of the trainings. Accordingly, the trainings compiled the application of appropriate IMO SMCP use during the lifeboat drills. Introduction: The safety of life at sea is IMO's principal goal. Accordingly, safety of the passenger ship as of the place where considerable amount of people accumulated has been under special interest and care of the IMO. Thus, passenger ships in operation today are subject to a vast array of regulations and standards covering every aspect of ship construction and operation. A number of incidents over the years have led to improvements in safety requirements, including those relating to fire safety measures - such as escape routes and fire protections systems for the large atrium typical of cruise ships - and life-saving appliances and arrangements. As creation as well as the whole history of the SOLAD is directly related to notorious facts of cruise ships accidents. Accordingly, the first part of our analysis deals with the chain of the passenger ship accidents resulted in the creation and amendments to one of the most important conventions of the International Maritime Organization. • April 15, 1912 - RMS Titanic (1,517 dead) sunk after striking an iceberg carried only 20 lifeboats only sufficient to carry around half of those on board. Subsequent safety initiatives: The International Convention for the Safety of Life at Sea (SOLAS) was established in 1914. The International Ice Patrol was established to monitor north Atlantic icebergs. "Radar, as an anti-collision system was envisioned as a desirable tool especially after the successful use of radio communications in the Titanic disaster in 1912." • May 29, 1914 - RMS Empress of Ireland (1,012 dead) struck another vessel and sank. Subsequent safety initiatives: The disaster led to changes to the design of ships' bows to reduce the amount of damage caused in the event of a collision. Designers began employing "raked" bows, still in use today, which lessen damage below the waterline. • September 8, 1934 – Fire on board SS Morro Castle (137 dead). Subsequent safety initiatives: The Merchant Marine Act was passed in 1936 and the United States Merchant Marine Academy was established in 1942, both to improve the training of merchant marine officers. • Series of fires, 1980s and 1990s October 4, 1980 - MS Prisendam - sunk following a fire, without loss of life; July 30, 1986 - Emerald Seas - 15 passengers and two crew member injured in a fire; April 7, 1990 - SS Scandinavian star - fire on board passenger ferry resulted in 159 deaths; November 30, 1994 - Achille Lauro - fire resulted in two deaths; July 22, 1995 - Regent Star - fire in two injuries; Subsequent safety initiatives: Since 1997, all new cruise ships must have all stairways enclosed in self-contained "fire zones". Smoke detectors and smoke alarms must be fitted in all passenger cabins and all public spaces; there must be low-level lighting to show routes of escape (such as in corridors and stairways); all fire doors throughout the ship should be controllable from the ship’s navigation bridge, and emergency alarms must be audible in all cabins. • March 23, 2006 - A fire on board Star Princess killing one passenger and injuring 13 others. Subsequent safety initiatives: The ship's owners installed sprinklers to all the ship's balconies and replaced plastic furniture with non-combustible alternatives. SOLAS regulations, introduced in 2010, prohibit the use of combustible materials in new cruise ships. • November 23, 2007 - MS Explorer sank near the South Shetland Islands after striking an iceberg. All 154 people on board were evacuated. Subsequent safety initiatives: Regulations in 2011 banned ships from carrying heavy fuel oil in the Antarctic to protect the environment in the event of a fuel leak. • July 2010 - Pacific Sun: at least 42 passengers were hurt after it was struck by huge waves. Injuries included cuts and broken bones - many of which were caused by unsecured furniture and gambling machines. Subsequent safety initiatives: All tables and furniture on the ship was secured to its walls and floors. • Other incidents: August 4, 1991 - MTS Oceanos sank in 1991 off the coast of South Africa. August 23, 1992 - Royal Pacific - sank in the Straits of Malacca after colliding with a Taiwanese fishing vessel, resulting in two deaths. April 16, 2005 - Norwegian Dawn struck by three 70ft waves, smashing windows and injuring four passengers. March 3, 2010 - Louis Majesty - rogue waves killed two passengers on a 12-day Mediterranean cruise. Other safety initiatives: Since 2002, ocean-going cruise ships on international voyages have also had to carry VDRs. Crew members attend frequent emergency drills, lifeboat equipment is regularly tested, and fire- detecting devices, systems and alarms are checked, and simulated fires are set. In 2010, a package of SOLAS amendments adopted in 2006 entered into force, affecting passenger ships built after 1 July 2010. The amendments were the result of a comprehensive review of above mentioned passenger ships accidents. Increased emphasis is placed on reducing the chances of accidents occurring and on improved survivability, embracing the concept of the ship "as its own best lifeboat". Therefore, under SOLAS 2006 concept the following guiding philosophy is agreed: • The regulatory framework should place more emphasis on the prevention of a casualty; • Future passenger ships should be designed for improved survivability so that, in the event of a casualty, persons can stay safely on board as the ship proceeds to port. • Passenger ships should be crewed, equipped and have arrangements to ensure the safety of persons on board for survival in the area of operation, taking into account climatic conditions and the availability of SAR functions. • Passenger ships should be crewed and equipped to ensure the health-safety, medical care and security of persons on board until more specialized assistance is available. But despite 100 years of the efforts aimed at provision of safety of life, tragedy of Costa Concordia resulted in loss of 32 lives in 2012. Therefore, from 1 January 2015, passengers must undergo safety drills, including mustering at the lifeboat stations, before the ship departs or immediately on departure. • Passenger muster: The amended regulation III/19 in the International Convention for the Safety of Life at Sea was adopted in 2013 in the wake of the Costa Concordia incident, to ensure that passengers undergo safety drills, including mustering at the lifeboat stations, before the ship departs or immediately on departure. • Enclosed-space entry and rescue drills: An amendment to SOLAS regulation III/19, on emergency training and drills, makes mandatory the carrying out of enclosed-space entry and rescue drills, which will require crew members with enclosed-space entry or rescue responsibilities to participate in an enclosed-space entry and rescue drill at least once every two months. Having studied the above mentioned cases, and taking into consideration the sinking of the MV Sewol occurred on 16 April, 2014 (297 dead), we directed the second part of our research to detection of the most often deficiencies happened on board the passenger ships despite all noted above. In order to research the problems related to the passenger ship safety, still happening at sea, we studied the cases of the passenger ship accidents (happened in 2015-16): • Drills and Crew Training Issues (25 occurrences): various deficiencies were issued for problems associated with crew training and drills. The deficiencies included crews’ inability to communicate effectively during fire and abandon ship drills. There were also deficiencies written for crews that did not have the required STCW training for Crowd Control Management and Crisis Management. • Problems with Lifeboats and Rescue Boats (21 occurrences); • Improper Utilization of Categorized Spaces (17 occurrences); • Problems with Fire Detection systems/Smoke Detection (13 occurrences); • Fire Suppression Systems (12 occurrences); • Issues with Pollution Prevention Equipment (9 occurrences); • Emergency Lighting Issues (7 occurrences); • Fuel and oil leaks (7 occurrences). and the results of conducted analysis show that the most often deficiencies (25 cases) are related to crews’ inability to operate to communicate effectively during different onboard drills. That is why we decided to conduct the series of theoretical and practical trainings for a group of BSMA students to provide them with necessary communication skills. As the basis of the briefing and instruction we used the appropriate IMO SMCP which help the Masters, officers and crew members of passenger vessels and passenger ferries to inform passengers on safety aspects and to manage them in case of an emergency. We provided the group with communications skills giving possibility to inform the passengers how they should conduct on board. Use of the phrases the group should be able to deliver regulations concerning the vessel's routine to be obeyed. The novelty of the noted training is in involvement of the students (who also participated in research) into the teaching process in capacity of co-instructors of the trainings. We also provided them with the speech skills on briefing on prohibited areas, decks, and spaces and warned that safety regulations do not permit passengers to enter the following spaces: - navigating bridge - engine room - manoeuvring areas at the front and back end of the vessel - cargo rooms and compartments - service rooms - all areas and spaces marked "Crew only" - all closed, sealed or roped off areas, spaces and rooms - car decks when the vessel is at sea. Then we continued with the passenger care and used the phrases which help Masters, officers and crew members of passenger vessels and passenger ferries to inform passengers on safety aspects and to manage them in case of an emergency. We provided instructions on how to embark and behave in lifeboats / liferafts We warned that the crew member should inform that passengers that they should: • Enter the lifeboat / liferaft only when ordered by an officer / lifeboatman. • Clear the entrance of the lifeboat / liferaft immediately after entering. • Not to push each other when entering the lifeboat / liferaft. • Hold on to ropes or to their seat when lowering / hoisting. • Keep their lifejackets on. • Know that provisions and drinking water will be distributed by an officer / lifeboatman only. • Strictly obey all instructions given by the officer / lifeboatman. • Remember that discipline in the lifeboat / liferaft is of vital importance. Then we continued with the passenger care and used the phrases which help Masters, officers and crew members of passenger vessels and passenger ferries to inform passengers on safety aspects and to manage them in case of an emergency. We provided instructions on how to embark and behave in lifeboats / liferafts We warned that the crew member should inform that passengers that they should: • Enter the lifeboat / liferaft only when ordered by an officer / lifeboatman. • Clear the entrance of the lifeboat / liferaft immediately after entering. • Not to push each other when entering the lifeboat / liferaft. • Hold on to ropes or to their seat when lowering / hoisting. • Keep their lifejackets on. • Know that provisions and drinking water will be distributed by an officer / lifeboatman only. • Strictly obey all instructions given by the officer / lifeboatman. • Remember that discipline in the lifeboat / liferaft is of vital importance. Then we delivered communication provision of instruction about the on scene measures and actions in lifeboats/liferafts for the passenger ship crew. Using appropriate SMCP they will be able to: • Keep a sharp lookout for persons in the water. • Have a line/hook/knife/lifebuoy ready. • Pump out the water / free the lifeboat / liferaft from water. • Be informed about the ration of provisions and water. • Know about the danger related to drinking sea water. • Use the fire rockets and smoke buoys. • to join the other lifeboats / liferafts. We also offered briefing on safety regulations, preventive measures and communications providing familiarization of the passengers with their assembly stations, life-saving equipment and emergency procedures. Communication provision of: - preventing and reporting fire - Person overboard - Protective measures for children We also offered communication provision of Evacuation and Boat Drill when allocating / directing to assembly stations and describing how to escape. Using the provided communication skills it becomes possible to explain the passengers that in case of the general emergency alarm is sounded, which consists of seven short blasts and one prolonged blast, all passengers have to go to their assembly station, take their lifejackets and blankets with them, put on warm clothing, long trousers, long sleeved shirts / jackets, strong shoes and head covering. Taking into account the results of the conducted analysis and implemented training we want to pay special attention to the ways of the possible accident prevention: The crew of the passenger ship should be able to use the appropriate part of the IMO SMCP: “Passenger Care” The onboard crew safety drills should be strictly implemented using the appropriate IMO phrases, giving possibility to train the multinational crew members to perform their duties without communication failure. References: www.imo.org SOLAS, consolidated edition, London, 2016 IMO SMCP: IMO Standard Marine Communication Phrases, London, 2002 STCW Lessons Learned from Twenty Years of Implementation in the US
Captain Eric K. Larsson, Ph.D. Captain Bradley K. Lima, M.S.; MLE. Captain James J. Fitzpatrick, Ed.D. Massachusetts Maritime Academy, 101 Academy Drive, Buzzards Bay, 02532, USA ______Abstract
This paper explores the STCW learning paradigm as it applies in today’s commercial and undergraduate programs, specifically as the code relates to simulation, education and training. The authors draw on historical data to examine the impact of STCW as implemented in the United States. Classroom practicum, simulation assessments as well as real world applications of lessons learned are also explored to create discourse within the STCW’s approach to transfer of knowledge, understanding and proficiency to the seafarers job initially for the inexperienced cadet as well as after desired levels of proficiencies have been obtained by licensed officers.
Drawing from the authors’ vast history of learning, simulation and research, an attempt to examine the impact STCW has made with regard to helping the seafarer function safely and effectively within the maritime environment is presented. Specific examples gleaned from business and academe will be presented to support and identify the impact the regulations have on preparing the mariner for sea and to stimulate dialogical discourse surrounding future adjustment of the code.
Comparisons and contrasts between required STCW compliance and ventures outside of the requirements of STCW compliance within the United States will be discussed with a view toward effectiveness within both approaches to education and training. Lessons learned and applied to the practice of seafaring from corporate training and education programs will be discussed in an attempt to identify good practices and changes in the classroom, using simulators, and on the job to assist this process. ______
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It would appear from the studies that STCW has had 1. Introduction little or no effect on addressing these issues and that perhaps a new/old model could be adapted to helping The main purpose of today’s commercial and with this problem. undergraduate programs is to teach students the skills needed to use later in their careers and lives. This 2. Learning and Memory brings attention to the idea that by learning certain skills, the students will be able to transfer that In order for educators to promote transfer between knowledge when interacting within the maritime classroom material and real life experiences, it is society. However, there appears to be a disconnect in important to bridge the gap between childlike and what is being taught and what is expected of them in adult learning by educating them about the real life situations. Educators need to facilitate more transformation process. cohesive transfer. This reality is never more apparent than in the increasing statistics surrounding human According to Bransford (2000) there are four factors error (Baker & Seah, 2004). The authors draw from essential to learning and transfer in students. They literature on learning and memory in children from K- include an emphasis on the initial learning process to 12 (Pedagogy), adult learning theories, (Andragogy) make sure students have learned and retained the collegiate grades 13-16 (Pedandragogy) and Flow information correctly. There also needs to be a shift training (Virtual Reality) to discuss the transfer to teaching more abstractly instead of contextually in process and ways to improve it in college age order to decrease memorizing and increase students’ learning through simulation as well as in understanding. Throughout this process students commercial maritime programs. The authors argue should be taking up an active role in their that there is a disconnect between the present understanding and learning. Finally, more attention maritime mandate of Standards for Training and should be paid by educators to each students’ prior Certification of Mariners and that of the traditional knowledge as they build upon this in order to learn the Education and Training used at colleges throughout new information. the United States. Questions relating to why domestic industries do not follow a strict program of training Since initial learning is essential for later transfer and versus International mandated programs for mariners mastery of a skill, it becomes crucial that students within the United States. understand and retain the material in the first place. Cognitive psychology research on the testing effect 2. Historical Data may be able to shed light on how to improve initial learning in educational settings according to Roediger In an article from the Standard one sees a navigation & Karpicke (2006). They indicate frequent testing special edition stating (June 2012) “Navigation may produce improved long-term retention. Results Incidents and collisions Are Increasing”, where the demonstrate students who were asked to actively club studied navigational incidents over the past ten recall material over several trials showed improved years. There Standard (June 2012, p.9) concluded performance on delayed testing compared to students that the predominate cause of these navigational who only reread material over several trials. incidents is human error due to poor training...”. Additionally, a questionnaire was given where students indicated how they thought they would In another paper presented by the Baker and Seah perform on later tests. The students who reread the (2004) on maritime accidents and human material were more confident that they would performance, presented in Singapore, found from a remember it in a week than those who were asked to multi-year project, similar observations regarding recall it. However, later testing actually showed those human error accidents. There findings show a sharp who recalled the material performed better than those decrease in accidents up to 1995 and a sharp increase who only reread it. This implies that students may after 1995. believe they understand the material even when they do not. Since understanding the material is an essential step for later transfer, these students will not be able to recall or apply the information in later -2-
situations because it has not be processed in their long solve the problem. Again, the STCW model term memory. Therefore, just taking the time to emphasizes memorization over problem solving. reread one’s notes, or book or even memorize checklists is not enough to say something has been Gick and Holyoak (1983) briefly explain their adequately learned. experiment on transfer through the story of The General. In the experiment participants were asked to According to Bransford (2000) motivation and self- remember a story about a general who needed to monitoring are also important in the initial stages of attack a central fortress but could not do so by leading learning. This plays into the factor that students a full fledge assault. Instead the general had several should be active members of their learning process small groups of troops attack the city from different and not expect to absorb the information presented to sides. Then participants were then asked what they them. Their motivation relates to the time they are would do if they were a doctor attempting to use willing to spend on the material and in order to really radiation to destroy a stomach tumor but could not use understand something they have to invest meaningful all the radiation rays at once because it would kill time. For example, students should be actively healthy tissue in the patient. Gick and Holyoak recalling, rewriting or testing themselves outside of (1983) found that when prompted that the previous the classroom. However, this is sometimes not the story about the general may help participants with case with students who have not been taught how to solving the doctor’s problem, they were able to make check their understanding. Based on Roediger & a connection using overarching components from the Karpicke (2006), teachers may be able to facilitate general’s story and come up with an answer for the this process by giving frequent tests and quizzes on doctor’s dilemma. Therefore, abstract understanding the information which gives the students the may improve the students’ flexibility about the opportunity to actively recall as well as receive subject matter. If the student has a better feedback and check their progress. Additionally, understanding of the elements, it becomes easier to Bransford (2000) suggest encouraging students to tease out the important aspects related to questions discuss their ideas and explain their understanding to later as they have a conceptual framework to draw other students as an active way to monitor what they from. Observations of STCW model courses seems know. to indicate that no time is allowed for this approach.
Educators can also aid in the transfer process through According to research by Fuchs et al (2003) explicitly directly teaching it to the students. Bransford (2000) teaching transfer to third graders when solving explains transfer could be also be hindered by context. mathematical problems greatly improved their In order to overcome this common pitfall of transfer, knowledge on the subject when compared to a control educators should teach transfer as well as common group. Fuchs et al (2003) facilitated this process in elements for problem solving in an abstract manner. the young students in three ways after initial problem If the students learn material in a context specific solving instruction. First, teachers explained the way, it may be harder for them to generalize when concept of transfer to the students and reviewed it faced unfamiliar problems or outside situations. A throughout the process. Then students were taught common observation found within the rigid STCW that even when problems look different there are model course approach. overarching features that indicate how to solve it. Finally, the teachers prompted the students when they Gick and Holyoak (1983) present this as analogical look at new problems to take out “superficial thinking, which they define as “the transfer of features” and look for overarching elements to find knowledge from one situation to another by a process out how to solve the problem. Additionally, of mapping - finding a set of one-to-one Bransford (2000) indicates teachers can facilitate correspondence between aspects of one body of transfer by having students ask “what if” questions information and … another.” In other words students (i.e., what if we changed the numbers in this should be finding the elements related to problem problem?) and assist them in developing similar solving instead of just trying to memorize how to situations on their own. When students are able to de- conceptualize and think critically they may have more -3-
positive outcomes when they encounter related (but education. The authors have observed a disconnect in not identical) problems later. Students should be undergraduate programs geared toward STCW based taking an active role in this process but teachers can learning and that of applying the knowledge toward help by encouraging them to work together and ask more social skills associated with human errors. The questions. By doing this Bransford (2000) explains STCW model is rooted in a pedagogical framework, students are being metacognitive or “more aware of where in some cases time in class and checklists are themselves as learners” which is an important part of the metric for understanding, this severely limits the learning and transfer. students’ ability to address real world situations that required decision making of a higher order. There Finally, throughout the initial learning and transfer would appear to be a need to focus on a students’ processes, educators need to be mindful that all knowledge base and their ability to function as adult students come into the classroom with previous learners. Viewed through this lens one might see a knowledge, experiences and skills. Their prior need for education that attempts to teach transfer of knowledge will affect how they make sense of the information as opposed to training for specific results. newly learned concepts. As Bransford (2000) puts it The new approach is a logical morphing of pedagogy “all learning involves transfer from previous and andragogy into pedandragogy. According to experiences.” This is important to acknowledge Cooper and Samaroo (2009 and 2013) “pedandragogy because some students may apply what they already is a model that promotes and encourages the know to help them understand the material but it may development of effective learning environments also hinder some students if what they previously where self-engaged learning by individuals of all ages know is incorrect or conflicting in some way with the can be fostered.” Simply stated it is the joining of the new material. Therefore, educators should correct tenets posited in both pedagogy and andragogy as any errors in students thinking before new knowledge applied to all learners. The adult learning research gets confused as well. By asking students general seems to show that a lot of the learning strategies questions and finding out their knowledge prior to posited are certainly transferrable to and applicable introducing concepts, educators will be able to build for child learners. If this is so, then perhaps there may on what they know in an effort to promote the transfer be a chance that Pedandragogy could be the missing as it relates to their general understanding. Once link or door to transitioning entry level undergraduate more there is simply no time in STCW model courses students from child learners to adult learners. The to for this to take place. authors believe that the key to transitioning from pedagogy to andragogy lies in teaching the
pedagogical learners how transformation of 3.0 Transitioning From the Pedagogy STCW knowledge is achieved. Once students understand approach to an Andragogic Flow Model how information is assimilated and used in problem solving situations then the transition to adult learning By acknowledging and applying the information environments can take place. Students empowered discussed above to improve understanding, and teach with this understanding can move into more transfer to the students, educators are helping them sophisticated simulations involving complex problem begin to enhance their metacognition and transition solving and analogical thinking. into more self-directed purposeful autonomous mastery akin to adults. Perhaps Zigmount, Kappus, and Sudikoff (2011) put it best when they espoused that: Learning and transfer in the adult domain are ... education interventions focused solely on addressed according the Lindeman, (1926, p.8) “...via increasing knowledge (i.e., lectures) reflect the root of situations, not subjects.” This assumes an education practice that envisions the adults already have the necessary foundation of mind as a computer. In this way the mental models needed and have the understanding of educator “pours” information into the how to transfer these models to similar real-world learner, hoping that it is retained and can be problems. According to Fitzpatrick (1996), in the used in future situations. Near term majority of cases this is true in continuing maritime retention can be improved in this way, but -4-
transfer to practice, both in the short term the students to explain the equipment operation. and long term is limited. A focus on Feedback is provided and the process is continued improving knowledge, even if achieved, until the students demonstrate competency. may not improve practice, as subject matter knowledge is often secondary in practice to Another example that helps in the transfer process is the individual’s mental model, biases or to teach the cadets de-contextualization. This can be assumptions which guide behavior. done by providing a series of case studies to the students and asking them to tease out the salient This relates back to the research on teachers problem solving components. This process assists in facilitating transfer in order to enhance metacognition developing mental models that can be transferred to in children. For example, teachers making students real-world situations. active participants in their learning by encouraging discussions, testing for active recall and identifying A final example is in the development of Flow critical paths to problem solving. Training, which emphasizing, the process of transfer through directed metacognition. 4.0 Changing Mental Models 6.0 Flow Training With the goal of changing mental models to influence future behavior one needs to look at the In keeping with the discussion of transfer of undergraduate classroom domain. The most knowledge from education and training, a new model important part of preparing students for simulation that addresses total human optimization is Flow training is assessing whether they are in fact ready to Training. The Flow Trainer has multiple applications take on the complex classroom of the simulator. As related to the fields of education, training. The stated earlier in the paper there needs to be an systems unique integration of neural narrative adequate knowledge base in place within the student’s scripting, visual simulation, enhanced audio interface, mental model before using simulation to assist in the and transcranial magnetic stimulation allows for transfer process. Either prior instruction or extreme flexibility when applied to various training conditioning (Flow Sate) is introduced to the students disciplines. The principle drivers of this system are to put them all on the same mental models or pre- related to the efficient psychological preconditioning assessment is required to identify where in the of individual trainees. The secondary drivers are continuum the students’ knowledge base is presently. related to the narrativization of the training material. If students are not sufficiently prepared at the onset of Narrative optimization of training materials is the semester, there needs to be a mechanism to allow essential to the Flow Trainer system and allows for them to come to the level necessary for them to have deeper subconscious comprehension and data a meaningful simulated event. The use of a retention. The theory of narrative identity postulates Pedandragogical approach assists the student in the that individuals form an identity by integrating their transfer process toward a purposeful self-monitoring life experiences into an internalized evolving story of learning environment. The student will then be ready the self which provides an individual with a sense of to rise to the appropriate knowledge base and enter unity and purpose in life. The Flow Trainer system into simulation learning. exploits this understanding by systematically integrating training narratives into this internalized 5.0 Strategies for adopting a Pedandragogy self-narrative. The application of virtual displays, Approach instead of the Pedagogical STCW enhanced audio, transcranial magnetic devices and Paradigm haptic interfaces insures a full immersion experience. Simply put, the current STCW model courses as One example that helps illustrate transfer is role adapted are based on an old apprenticeship model that reversal between teacher and student. In the learning “handcuffs” maritime educators with regard to environment the students have time to interact with integrating the necessary social skill training that is the equipment and each other to gain an necessary for addressing the human element of understanding of operating the equipment, after initial shipping. Flow Training will fix this problem and instruction. Following this phase the teacher will ask -5- allow for faster assimilation of knowledge within the social-psychological learning context. In discussing STCW compliance, Helen Sampson from Cardiff University writes the “under STCW 6.0 Strategies for Training of Vessels Not Under party states [were] required to enforce STCW by the STCW Regulations Approach self-imposition of a series of measures and practices relating to their national provision of Maritime STCW regulations require Certificates of Education and Training. The reliance on such Competency based on an individual’s ability to pass a enforced self-regulation elsewhere has resulted in a course or demonstrate specific abilities on board or in number of problems. Crucially, compliance with such front of an examiner. Many different paradigms have regulation may be somewhat superficial (Sampson been implemented to “show” competency. Maritime 2004). Academies have a host of new courses that have been mandated into an already stuffed curriculum with a USCG has done their best to implement the multitude of professionals in the role of instructors provisions of the Manila agreements to the STCW. pondering how to squeeze 10 lbs. into a 5 lb. This is a tall task since the United States uses a container. university model and the STCW model, one could A telling statement from the Final Rule on the say, is based on an apprenticeship model (Burke & implementation of STCW 2010 published on Clott 2016). But under the category of limited December 24, 2013 states that: licenses, there are no STCW requirements.
We found limited information on The US Towing industry has fought very hard to keep how STCW, or other competency- the one size fits all requirements of the STCW off of based marine transportation training, US inland waters. The same can be said of the small quantitatively increases marine passenger vessel industry. This is absolutely not safety by reducing the risk of because these industries do not value training or accidents. competence. Any ship owner of any type or size in their right mind would be foolish to underestimate the The statement goes on to state that other studies on value of training and competence. But the question competency based training in other industries found a always comes down to how to determine competence wide range of potential reductions in risk: from a low or the value of training. of no impact to a high of approximately 87 percent. Some vessels in the US, because of their special Joakim Enström, a Loss Prevention officer from the operating conditions as small vessels engaged in Swedish Club states that: domestic, near coastal voyages are not under the requirements of STCW or SOLAS. This includes Half of the costs of hull and Towboats on the Inland Waters of the US and machinery claims handled by the Passenger vessels covered under Subchapter T and Club have arisen due to Subchapter K of the US code of Federal Regulations. navigational errors – a figure that has remained steady over recent Vessels outside the purview of STCW, such as the years despite improved technology small passenger vessel still have requirements to and the widespread implementation follow. American Cruise Lines (ACL) operates 8 of SMS (Safety Management vessels that carry from 97-189 passengers. All of Systems). these vessels fall into the category of less than 100 Tons. In reviewing the USCG requirements for crew This information relates to vessels that fall under training on vessels of this size a quick review of the STCW requirements. It would appear to correlate to Subchapter K regulations reveals the following the low end of the risk reduction impact due to information competency based training. But that is only one § 122.420 Crew training. statement from one insurance underwriter. -6-
(a) The owner, charterer, master, or managing operator shall instruct each crew member, upon first American Cruise Lines passenger berths have being employed and prior to getting underway for the approximately doubled in past 4 years. We have first time on a particular vessel and at least once every added 4 new vessels to our fleet and retired our oldest three months, as to the duties that the crew member is vessel over that same period of time. Our vessels expected to perform in an emergency including, but operate on more than 35 itineraries in 28 states, often not limited to, the emergency instructions listed on the in restricted waters or narrow passages. By law, we emergency instruction placard required by § 122.510, cannot operate more than 20 miles from the nearest when applicable, the duties listed in the station bill harbor of refuge on the coast. Rivers, the Intracoastal required by § 122.514. Waterway, and coastal waters require our officers to (b) Training conducted on a sister vessel may be be competent, diligent, and highly skilled. Our considered equivalent to the initial and quarterly company’s success depends on it. With no STCW training requirements contained in paragraph (a) of requirements, how does a company choose officers this section. that will be safe, exercise good judgement, and (c) Crew training shall be logged or otherwise provide a safe, pleasurable cruise for our passengers. documented for review by the Coast Guard upon One tried and true method is to promote from within. request. The training entry shall include the following We have excellent captains that have started with us information: as deckhands, even though they had a license, (1) Date of the training; and progressed to a position as mate and then, after a (2) General description of the training topics. period of observation and training, moved up to the captain’s position. This is a traditional, ACL has a 5 minute training video that is approved apprenticeship method that has worked for thousands by the USCG to cover the requirements for crew of years. Competence is proven on the job. training. Each deckhand, galley steward and steward that works for American Cruise lines views that video With the rapid expansion of ACL, the apprenticeship and views it again if they are with the company for model is too slow and could not possibly produce more than 90 days. By law, this is what we are enough qualified captains for our demanding required to do. In reality, meeting the regulation’s itineraries. Academy graduates do not generally requirements is only a starting point for American apply at ACL because the tonnage limitation does not Cruise Lines (ACL). permit the advancement of their unlimited license. The 100 ton license can be obtained by an individual Mike Bradshaw, V Ship’s compliance director, in a working on a sport fishing vessel. While this presentation at the Nautical Institute’s Annual experience level might be sufficient for certain jobs, General Meeting (Bradshaw, 2016) said "The days of the safety and care of a large passenger vessel assuming that a certificate of competence defines an carrying 189 souls is not acceptable. Great care must acceptable standard are gone." be taken in the vetting of individuals. Certain knowledge levels, skill, and judgement can be In the absence of a baseline regulation, or in the case assumed based on a stellar resume, but this cannot be of limited training requirements, deciding what the only means of evaluation. Some people look good training should be done is determined by the budget, on paper, have more than enough credentials and the demands of the passengers, and the safety and license levels and list desired experience, but how can well-being of the company and not necessarily in that one be sure? order. This requires a company to value training and safety from the highest level on down. It requires a Standard practice would place them on a vessel to company seeks out the best officers it can find and “see how they do” or they might attend captain then continue the process of training that officer seminars or courses. throughout their time with the company. A USCG license of 100 Tons is the minimum requirement but In 2014, ACL became the first small passenger vessel it is merely the entering argument at ACL. Many of company to install a simulator for the express purpose our officers have “higher” licenses. of training its licensed deck officers and deck crew. -7-
This was an investment in the knowledge, skills and constraints, courses are short and direct and spaced abilities of our officer cadre. The training is not out over the course of the cruising season. The home required by regulation, but it is required by our office can track compliance, and follow up when company. The company president, in addition to necessary. having a USCG license, also holds a commercial pilots license and has completed many simulation While other companies have outsourced these crucial assessments on specific aircraft. This experience in element of training and competence to other entities, the area of aviation simulation left a positive ACL has made the necessary commitment in terms of impression on the value of simulation not only from a a professional training staff, budget, simulation training standpoint, but from an assessment equipment and an LMS. standpoint. In order to remain in good standing, officers must pass an annual assessment – and yes, A final component is regular, short visits on board as individuals have failed the assessment. This can lead touch points with each officer and each vessel. This to additional or remedial training or in certain cases final “eyes on” assessment by operational and training dismissal. staff make it possible to see the results of the efforts to keep our officers, crew, passengers and vessels The simulator is also used to evaluate potential new safe. hires. Part of the interview process includes a series of basic simulation exercises. Once complete, a better In the end, the lack of STCW endorsements does not understanding of a person’s actual ability can be mean a company or the officers in that company are assessed. Potential candidates will then attend somehow less competent. In some ways, because additional training, spend time in a training position there is no “minimum standard” ACL can set the bar on board for a short period of time, and only then will higher and react quickly when there is an area of be considered for a position as mate or captain. Many concern that comes to light. If tied to the required individuals that looked great on paper don’t make it model course for a certain topic, which must be taught past the simulation assessment. in the same way each time, certain efficiencies are lost as well as opportunities to increase the knowledge ACL is not alone in this regard. V Ship, according to skills and abilities necessary to be successful in our their compliance director, also uses simulation prior company. to employment as well as computer-based assessments to enhance a thorough face to face 7.0 Conclusion interview. They turned away more than 400 officers in 2015 because their standards were not good In conclusion the authors have attempted to present enough. an argument for a flexibility in education and training within the STCW framework. As we all know one Continuing training and education for our licensed size shoe does not all fit. It would seem logical that officers is also of great importance. ACL has an the four year degree granting entities would be better annual Captain’s conference, and Mate’s conference suited to a collegiate paradigm, which by the way is targeted at specific professional development. This subject to a rigorous accreditation process, than that always includes simulator training and assessment, of the pedantic apprenticeship model of the STCW. and specific topics important to the safety and well- being of our company, our passengers, our crew and In one authors opinion, it appears that there is one the environment. letter that seems to be mission in the apprenticeship model and that letter is “E”. There is very little time Throughout the year, ACL stays in touch with our in the STCW model courses for education, which if officers using a Learning Management System (LMS) one embraces the latest literature on education and with course modules developed in targeted areas of training, we find training alone will not suit the needs interest to our officers and our company. In some of future learning. instances assessments are included in these courses. In order not to burden our officers given their time -8-
Finally, according to David Deming (2015) “…another key reform to make higher education relevant for the 21st Century workforce is to ensure that colleges and universities are not just training students, but educating them.”
He posits that
“Many colleges are chasing the latest and hottest career fields by creating new majors and programs narrowly tailored to get students a job right out of college. But in doing so, they are often paring back the liberal arts that supply students with the problem-solving abilities and communication skills critical to the workforce of the future.”
Deming (2015) makes a strong argument for the designing of education systems that stop focusing on “teaching skills that will be automated in the future.”
STCW as the name implies focuses heavily on training. Perhaps we need to STEW (Standard for the Education of Watchstanders) a little more on these proposed alternatives.
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References Bradshaw, M. (2016) Defining and assuring competence Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., in marine operations. Hamlett, C. L., Owen, R., Hosp, M., & Jancek, D. http://www.mynewsdesk.com/uk/v-group- (2003). Explicitly teaching for transfer: Effects on limited/news/defining-and-assuring-competence-in- third-grade students’ mathematical problem solving. marine-operations-168283. Journal of Educational Psychology, 95, 293-305.
Burke, R. & Clott, C. (2016) Technology, Gick, M. L. & Holyoak, K. J. (1983). Schema Collaboration, and the Future of Maritime Education. induction and anological transfer. Cognitive Presented at The Royal Institution of Naval Psychology, 15, 1 - 38. Architects, Singapore, September, 20-21. http://www.mynewsdesk.com/uk/v-group- Baker, C & Seah, A. (2004) Maritime Accidents and limited/news/defining-and-assuring-competence-in- Human Performance: the statistical Trail. Presented marine-operations-168283 September 1, 2016 at MARTECH, 2004, Singapore, September, 22-24. loss-prevention/navigational/navigation/2016 August 31, https://www.swedishclub.com/ Bransford, J., Brown, A. L., & Cocking, R. (2000) (Eds.). How people learn: Brain, mind, experience Journal of Vocational Education and Training, and school. Washington, DC: National Academy Volume 56, Number 2, 2004 245 Romantic Rhetoric, Press. Revisionist Reality: the effectiveness of regulation in maritime education and training HELEN SAMPSON Cooper, E. L. & Samaroo, S. (2009). Pedandragogy: Cardiff University, United Kingdom A Way Forward. In partial fulfillment of EDD 740/750 (unpublished). Lindeman, E. C. (1926). The Meaning of Adult Education. New York: New Republic Inc. Enström Joakim, https://www.swedishclub.com/loss- prevention/navigational/navigation/ How to navigate Roediger, H. L., & Karpicke, J. D. (2006). Test away from claims. Unpublished Paper Loss enhanced learning. Psychological Science, 17, 249- Prevention Swedish Club 255.
Deming, David, (2015) “The Growing Importance of Ozuah, P. O. (2005). First, There Was Pedagogy And Social Skills in the Labor Market”, revise and Then Came Andragogy. The Einstein Journal of resubmit, Quarterly Biology and Medicine, 21, 83 - 87. Journal of Economics.
Education & Professional Development of Engineers Biographies in the Maritime Industry, 20-21 September, Singapore, TECHNOLOGY, COLLABORATION, Captain Eric K. Larsson, Ph.D. is the Vice AND THE FUTURE OF MARITIME EDUCATION President of Training and Education for American R Burke and C Clott, Maritime College, State Cruise Lines. He has extensive experience in University of New York, USA Maritime Education and Training including classroom, simulation and on board training. He Final Rule on the implementation of STCW 2010 currently oversees all training for shipboard staff published on December 24, 2013. including licensed deck officers, hotel management staff, deckhands, and stewards as well as the Fitzpatrick, J. J., III (1996). Perceptions of adult responsibility for all in-house seminars for senior learning in multinational maritime continuing higher vessel staff and managing the training staff. He was education: A case study emphasizing the views of the Chairman of the INSLC from 2000 to 2008 and maritime faculty (Doctoral dissertation, Teachers named Chairman Emeritus in 2014. He has extensive College, Columbia University, 1996). Dissertation experience in developing adult learning programs for Abstracts International, 5702A0548. mariners and non-mariners. A graduate of the U.S. -10-
Merchant Marine Academy, he raised his U.S. Coast Guard license to the level of Chief Mate, Unlimited. Dr. Larsson also has a MS degree in Adult Education and a PhD in Education Psychology from Fordham University.
Captain Bradley K. Lima is Dean/Vice-President of Academic Affairs; B.S., Massachusetts Maritime Academy; M.S., Cambridge College; M.L.E., Harvard University; Marine License: Chief Engineer, Steam, Unlimited Horsepower.
James J. Fitzpatrick is a Professor of Marine Transportation and a USCG unlimited tonnage Master. He served as master and pilot on various vessels. He holds a Bachelor of Science degree from the United States Merchant Marine Academy, a Master of Business Administration degree from Adelphi University, and Master of Arts and Doctor of Education degrees in Adult Education from Teachers College Columbia University.
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Developing a Blended Standard for Distance and Traditional Learning John Cross1, John Tucker2, Fabian Lambert3
1. [email protected], Professor, Marine Institute, Memorial University of Newfoundland 2. [email protected], Professor, Marine Institute, Memorial University of Newfoundland 3. [email protected], Assistant Head, Marine Institute, Memorial University of Newfoundland.
Abstract Over the history of marine transportation, the education of the mariner has become more organized and sophisticated as ships have grown and become more technologically complex. In 1978, the IMO adopted the STCW to establish basic requirements for the certification of watchkeepers. This led to a system which ensured that maritime education programs are of high quality and maintain high standards.
In 2012, the Manilla Amendments updated the training requirements and for the first time explicitly stated that distance training was an option. However, the process of distance training is considered a somewhat different process than a traditional classroom setting. Consequently, standards for the development and delivery of material have been either lacking or incomplete for distance education.
At the Marine Institute, we have been working on distance education for several years but a standard for distance learning material has been slow to develop. However as the technologies have matured we are able to state that our course development and delivery for distance material is as good as our in-class setting. Thus we are now to the point where we do not differentiate between in-class and distance delivery and we are working on a standard to reflect this.
This paper starts by reviewing what makes an effective in class experience and then proceeds to look at how technology can be adopted to duplicate or exceed the in class experience. It then proceeds to review existing standards and explore the elements that can be set in a standard for both in-class and distance. The paper concludes with steps towards our draft standard which we are using at the Marine Institute to ensure that maritime distance education remains current, effective, technically accurate and relevant.
Key Words: Keller Plan, Distance Education, Standards
1. Introduction
The Keller Plan (KP) was a system of instruction developed by Fred Keller in the 1960s [1]. Also called the Personalized System of Instruction, it arose from Keller’s experience training military personnel in the Signal Corps during World War 2. The training for these people required an extremely high accuracy along with well defined termination skills. While the need for this is obvious for military communications, it is also a good guide for the training of mariners. The operation of a ship is a critical task with very clear objectives (the safe transportation of goods and people) and a requirement for a very high competency.
A full explanation of the KP and its application to distance education in the marine education industry is given in [2] but a brief review will be presented here for convenience. The KP is an example of what has come to be called a mastery based process. The focus of a mastery based process is a very high level of achievement of certain specific criteria. TO achieve this there are a number of elements that separate a KP based course from a more traditional course. At the Marine Institute we have used slight modifications to Keller’s original principles which are outlined below. • Time insensitive material that can be reviewed at the student’s convenience. Traditionally this has been paper, but with the advent of the world wide web and modern cell phone technology, it can also consist of visual presentations, simulations and even virtual reality experiences.
• Course material that is broken down into smaller modules presenting information relating to a central theme.
• The material in each unit must be “mastered”. This usually means that a very high pass mark is used for Keller based material. In our Institute for courses leading to mariner certification, the usual pass mark is 70%, in Keller based courses it is taken to be between 80% and 90%. If a student does not succeed in obtaining a pass, they can retry a similar but different test.
• The material is provided to the student at their own rate. As they finish one module and show mastery, they are able to move on to the next.
• Proctors (we use instructors) to provide guidance to students - especially if they try a module test and do not succeed in obtaining a score which indicates mastery.
While the steps all seem reasonable and well intentioned, the ultimate question is whether they can work as a whole to produce something that is as good or better than the traditional model of class room delivery.
2. Education inclass or through distance
Comparison of Keller Plan to Traditional Educational Systems
Before we can answer the question of whether the KP is equivalent to traditional classroom delivery, we need to identify some criteria on which to judge. While we can come up with a number of criteria, most will be based on student competency as assessed through some examination process. So this would seem like a reasonable place to start.
Kulik [3] performed a meta-analysis of 103 studies that compared KP and regular classes based on examination results. The studies were carefully selected based on 4 criteria (e.g. the studies had to contain quantitative results) and while they looked at all levels of education, about 80% were from university or college level courses. Of the 103 studies, 96 of them reported a positive effect from the KP method with 67 of the 96 reporting that this result was statistically significant. The improvement shown in the KP based students was shown to be about 0.5 standard deviations. To put this into a more familiar frame, if the average mark was 50 in a regular class, the average mark in a KP based analysis was 70. Kulik also took subsets of the studies and looked at performance on exams some time after the course was over, attitude toward the subject matter and course completion and some other criteria.
Buskist [4] also was interested in the effectiveness of the KP. He noted that since the grade distribution of a KP based course mostly has “A” there was a great deal of interest in whether this was a real improvement or created by poor measurement. He reported on the results of 3 studies that looked at the effectiveness of a KP based course and says “In each case the conclusion reached was that students in PSI [another term for KP based courses] courses usually do better than students in traditional courses.” The most recent study found was by Lacroix [5] who looked at the KP in a pharmacy calculation course and found that while not statistically significant, students did better when given material through the KP methodology.
So based on the research, students exposed to the KP methodology perform as well as or better than students in traditional based courses. This improvement is seen in all areas of education, but especially in the areas of technology. And the improvement is robust through different types of measurement.
Developing Keller Plan Material for Distance Delivery
With it established that the KP methodology produces results similar or better than in class delivery, we need to see if a KP based course can be implemented in an online environment. One of the things that immediately sets the KP process apart from traditional in class settings is that the information is provided in a written (or electronic) form as opposed to lecture based. This is very much in line with the philosophy of an online course.
At the Marine Institute we use software called Captivate to prepare the material to be delivered. Captivate allows us to develop presentations that are essentially a narrated series of slides. The slides can be media rich and thus engage several types of learners. The presentations are available to students enrolled in the course wherever there is internet access.
Another feature of a KP based course is the ability for students to pace themselves through the course. And, again this is a feature that is part of an online course.
A third feature of a KP based course is the breaking down of material into smaller units of similar material. While not a feature of an online course, any online course can be easily adapted into this format. Williams [6] suggests between 20 and 30 units of material per regular sized course. In our experience this is a reasonable number.
The fourth feature is that students must achieve “mastery” over a topic. Again this is easily achievable by defining a passing grade that reflects mastery of the material. We have currently taken between 80% and 90% to be the mark used to indicate mastery, but there are some cases where an even higher mark should be used.
The final feature is an intriguing one because it covers a number of features of the KP. That is the development of multiple tests that cover the same material (so students can have multiple attempts if they need them) and the use of proctors to mark tests to provide immediate feedback and guidance.
The importance of immediate feedback has been seen at the Marine Institute when the authors have used multiple copies of assignments to evaluate students. The tests are created by software that uses algorithmically generated tests based on programming by the instructors. This software was initially used to ensure that all students received their own copy of the assignment. It was anticipated that students would work collaboratively but would not be able to cheat. When an assignment was submitted, the student was immediately (i.e. within a second) provided with their grade and a fully worked out solution. However after working with the software it became apparent that the instructors could offer multiple attempts on assignments. If a student did not like the grade they received, they could take another assignments.
The surprising thing was that students immediately became fixated with trying to get 100% on the assignments. If they only received 80% they would try again. Some students were trying the assignments up to 5 times which provided a tremendous learning opportunity. So the importance of immediate feedback is critical and we are able to provide it in our online courses.
The requirement of multiple tests to cover the same material is also solved by the use of question generating software. The software can generate as many different tests as required (our current rule of thumb is to have 100,000 different possibilities for each question).
Up until now, it is possible that the student has had no direct interaction with an instructor. However the instructor must be involved in the last and most critical part of the process which is the guidance if students do poorly. They are able to review test results and communicate with the student.
There is one aspect of the KP that needs to be addressed. Several studies have shown that the KP methodology does tend to lead to higher dropout rates [7],[3]. There are several proposed reasons for this. The fact that since the course moves at the pace that the student wishes, procrastinators tend to fall behind and then give up. Also, some people are not motivated by working by themselves. We feel that there is a role for the instructor to identify these individuals and help encourage their progress.
Existing Deliveries
Of course the key indicator of the success of this implementation of the KP is the results that the students achieve. At this time, due to regulatory constraints imposed by Transport Canada, the examination of mariners who receive information online must be performed by the certifying authority itself and not the training institution. That being said, the online courses offered at the Marine Institute are designed to prepare the mariners to write the certifying authority examinations.
Courses are offered in a completely asynchronous fashion. The course has an actual start and end date, but learners work through material at their own pace, progressing as they achieve mastery. Once mastery of a topic is achieved, the next content module is automatically made available and the course participants maintain access to all the prior course material including quizzes.
These courses have only recently been developed and have received no advertisement to mariners or companies with mariners in their employ prior to the fall of 2016. For this reason, the number of participants has been limited, making it difficult to obtain a statistically significant measure of success. That being said, the courses appear to be very effective and have received very positive feedback from the participants who have taken it. Examples of such feedback are given in the Appendix at the end of this paper.
3. The Current State of Standards
While online courses for the mariner have been available at the marine institute for several years, this year they have begun to be promoted to a wider audience. It is planned that over the next few years, most courses that a mariner will be available online. With several already being available and several more under development, it was important to create a standard for the creation and delivery of online courses. However as the authors began this process it became apparent that in fact with little change the standard for the traditional classroom setting could be used.
While in the past distance and inclass deliveries were considered different things, if the educational experience is equivalent we feel that they should be indistinguishable except for the mechanics of how the instruction is delivered. Consequently we have made a decision at the Marine Institute to run all courses related to mariner training through one standard.
Also, the creation of a merged standard provides us with an excellent opportunity to review the requirements for a standard in light of recent amendments to STCW and the requirements of the Canadian certifying authority.
STCW in Context
According to the STCW Convention and Code, regardless of whether seafarer training and assessment are delivered through traditional face-to-face in class delivery, or through online distance technologies, the expectations are basically the same. Briefly summarized, A-I/6 of the Code requires that each Party is responsible in ensuring that all training and assessment leading towards seafarer certification is to be administered through written programs. These programs include methods, media of delivery, procedures, and course materials which are necessary to achieve the prescribed standards of competence detailed in the tables.
The Code also requires that instructors “are appropriately qualified for the particular types and levels of training or assessment of competence of seafarers…”. Furthermore, any approved training institution that issues certificates required under the Convention shall ensure that the instructors, in addition to possessing an acceptable level of content knowledge, also have appropriate training in instructional techniques and training in assessment methods and practices.
While IMO Model courses offer guidance in the development of course content together with a basic non-explicit statement on staff requirements, the Convention only recommends that the Model Courses can be used as guidance in the development of programs and courses. Without further directions for Parties’ to establish base line standards for approving programs, courses, and instructors, the Convention basically offers carte blanche for Parties’ to write their own standards.
Canadian Standards
Each party is ultimately responsible to the Convention for ensuring that curriculum content and instructors delivering and assessing the content are suitably approved. Parties’ will normally authorize its own Administrations to conduct the work required of the Party. The government of Canada for example, has assigned all of its responsibilities under the IMO to Transport Canada. This government department is responsible for approval and oversight of all STCW training and by extension all instructors in Canada. While Canada does not yet recognize on-line learning as an approved vehicle for the delivery of curriculum towards seafarer certification we would anticipate the requirements for course content and instructor qualifications would be virtually be the same and in accordance with the requirements of A-I/6 Part A.
In Canada, all requirements for course content and instructor qualifications are contained in Transport Publications (TP’s). These TP’s incorporate all of the content of the applicable IMO Model course and other Canadian specific requirements. In addition to course content and time requirements the TP’s will also detail other course delivery requirements such as; instructor qualification, teaching environment, attendance and assessment criteria. To satisfy the requirements of STCW A-I/6/ Part A, Transport Canada has detailed specific requirements for instructor qualifications [8]. Qualifications are met in two parts: 1) The learning content must be delivered by an instructor who is qualified and experienced in the specific marine subject. For example, an instructor teaching at the watchkeeping mate level must hold as a minimum, Chief Mate or Chief Mate near Coastal certification; an instructor teaching at the Chief Mate level must have either a Mater Mariner or Master, Near Coastal certification. 2) All instructors must have attended training in course and curriculum development. Receiving qualifications “through a provincially accredited post-secondary education” is a popular option for instructors working at recognized training institutions in Canada.
4. Merging Standards
When developing the standard, all the items it had to cover could fit under one of the broad categories below:
• Instructor Certification • Course content • Administration.
These will be addressed with discussion focusing on areas where there is not an immediate fit between an inclass and on online delivery.
Instructor Certification
For any course, no matter the method of delivery, the key necessity is a qualified instructor. There are two aspects to a qualified instructor. The first is whether the instructor is knowledgeable in their area of expertise, the second is whether the instructor is able to communicate this knowledge to their students.
As shown in the last section, the TPs are clear in who can teach (i.e. The learning content must be delivered by an instructor who is qualified and experienced in the specific marine subject). We feel that this is clear and appropriate for all teaching and can be used as given. The TPs also stipulate that instructors must have received training in course and curriculum development. We feel that this is good, but it does not go far enough. All courses taught at the Marine Institute use some type of electronic media (even inclass ones) and the blended standard will stipulate that all instructors will receive training either through post-secondary training institute or through the Marine Institute in- house training. At the start of every term, the Marine Institute offers a number of courses and workshops for instructors on all the tools necessary for the development and facilitation of courses.
Course Content
The course content is another area where we are fortunate because the approved content is already stipulated in the TPs which come from the IMO model courses. However the method of delivery requires some comment. While an inclass experience can take a number of forms based on the instructor, for an online course we feel that it must follow some model such as the Keller Plan. Right now we feel that this is the only way to ensure that an online experience provides students with the same level of knowledge as an inclass experience. In the future, new technologies may provide an even better experience (for example there are some interesting projects investigating the potential for virtual reality to be used in an educational setting). However any new educational methodology must be able to demonstrate that students do receive an experience at least as good as an inclass setting. Thus for our standard we will stipulate that all methods used must be equivalent or better than an inclass experience.
Administration The area of administration is where some of the important differences exist. One of the most critical of these is attendance. The education of a mariner is a critical task and while much of post-secondary education tends to ignore attendance requirements, Transport Canada and the Marine Institute believe that attendance is a critical part to any mariner’s education.
To develop a policy that covers attendance for an online course, we must begin my examining what the goal of attendance is. While attendance is easy to measure, what we are really interested in is engagement. If a student is engaged in the class, they are taking information in and are able to use that information to respond to questions they are asked. That is why instructors ask their students questions to check on understanding.
This can be duplicated for online courses through the use of what we call engagement questions. These are questions that are placed throughout a Captivate presentation which ask the viewer a simple question based on the material just presented. The presentation won’t continue until the viewer has answered the question correctly. A more detailed treatment of the engagement of students can be found in [9]. In addition, attendance can be measured by looking at student logs to see if they did indeed open and view the appropriate lessons; and viewed them for an appropriate amount of time. So we would propose the new standard stipulate that students are to be demonstrably engaged and that appropriate times are spent on lessons.
One item that does not receive a great deal of attention is the use of copyrighted material. While the Marine Institute and Memorial University has a policy on what is considered “fair use” of copyrighted materials, for all courses this must be strictly adhered to.
While not exhaustive, the above is the start of the blended standard that will be used for all courses at the Marine Institute that lead to mariner certification.
5. Conclusions
We feel that the creation of an outline for a draft blended standard that covers both inclass as well as online deliveries is a significant milestone in Canada. With it we feel that there is essentially no difference between an inclass or an online delivery in that the content is identical, the delivery is similar and most importantly, the results are equivalent in what students take away from the course.
It is hoped that this standard will remain valid through changes to come as well as spur the development of a greater selection of online courses for mariner certification. The next critical step for the Marine Institute is to begin to validate the learning that takes place through online courses. While this has been difficult to quantify in the past, the qualitative feedback has been very positive. As more online courses are developed, the Marine Institute will be investigating this topic further.
References:
[1] Keller F, “Engineering Personalized Instruction in the Classroom”, Revista Interamericana de Psicologia, Vol 1, (1966), pp 189-197.
[2] Cross, J. & Tucker, J. (2014). “Application of the Keller Plan to Marine Education in the 21st Century”. 15th Annual General Assembly, International Association of Maritime Universities: Looking Ahead…Innovation in Maritime Education. Launceston, Tasmania.
[3] Kulik C, Kulik J, Bangert-Drowns R, “Effectiveness of Mastery Learning Programs: A meta- Analysis”, Review of Educational Research, Vol 60, No 2, (1990), pp. 265-299
[4] Buskist W, Cush D and DeGrandpre J, ”Life and Times of PSI”, Journal of Behavioral Education, Vol 1, No. 2, (1991), pp 215-234.
[5] Lacroix, M, McCall K, Fike D, “The Keller personalized system of instruction in a pharmacy calculations course: A randomized trial”, Currents in Pharmacy Teaching and Learning, Vol. 6 (2014), pp. 348 – 352.
[6] Williams V, Fuller R, Joseph D, “A guide to What, How, Why and Why Not of PSI”, Instructional Materials in Physics and Astronomy. 1975 DigitalCommons@Universityof Nebraska- Lincoln
[7] Grant L, Spencer R, “The Personalized System of Instruction: Review and applications to distance education”, The International Review of Research in Open and Distance Learning, Vol 4, No 2, (2003)
[8] Transport Canada, “Block Credit Course Accreditation”, TP 15030E (07-2013)
[9] Tucker J, Cross J, 'Engagement by Distance', Proceedings of IAMU, St. John’s, (2013)
Appendix A
Anecdotal Feedback on Distance Deliveries of Certification Level Courses for Mariners
Emailed Feedback:
My name is ****** ***** and I was enrolled in your D2L Applied Mechanics course for marine engineers. I would like to applaud the designers of this course, I am a father of 2 young children and currently work full time with the *********** and this course allowed me to continue my everyday life at home and work but allow me to study at the same time. I expected some challenges with the D2L but I can honestly say they wasn’t any. You went out of your way to make yourself available for questions either via phone, email or even skype but I found the topics covered in the lectures were so well explained that need for this communication was virtually non existent. One of the most important tools in this course I found was the Maple TA. If you have ever tried to find sample questions it is difficult enough let alone to fine one with the answers thourally explained. One of the recommendations I would make it to include an time meter on the bottom of each lecture so when you are making notes you can write the time in your notes a topic is discussed making it easier for referring back. I can honestly say I never used any other study material except this course and on September 23 2015 I wrote and successfully passed my 2nd class applied engineering exam with Transport Canada, I would like to thank you and anyone else who helped with this course and I hope you continue to complete the rest of the Marine engineering courses online as I would defiantly take them and I will be recommending them to all my marine engineering colleagues.
Just arrived home from the exam, i did it in 3 hours... Im preety positive I passed it, I compared questions from the exam to what I have here, I would like to Thank you very Much for an awesome on line course. It was very imformative and helpful, thank you for your time to go over a few questions with me, sorry I never had the chance to stop by , ford is giving me a real hard time and had to get home for paper work.... I hope to stop by someday soon to say hello.
Yes and thanks for the super job on the courses. I say I got between 90 and 100 on each one. I dropped by Fabian’s office today but he wasn’t there. I was going to pitch the online stuff to him as the best thing since the invention of the wheel and tell him what a super job you did with it. Hopefully I will catch him before Friday.
In response to survey question: What did you like most about this online course?
• It's format aaaaaaand it was all brought together • ease of use and accesability were good and the fact that i can do a course while at home at any time of day really helps. • Being able to work at my own pace but still having a few deadlines to keep my progress in the course on track. • being able to complete it atmy leisure • Everything! • online courses are great, study on your own time. This is my first time doing something like this and it is great, should be more of it! • It is convenient being able to do the course at home. • Being able to go over the material over and over to make it clear, When ever i needed to do so.
In response to survey question: What did you like least about this online course?
• having to plan ahead to write the exams in st. john's • Nothing. I enjoyed everything about this course. It was more than adequate preparation for the Transport Canada exam. • can't do the whole program online • Unable to save lectures to PC. Would save time when reviewing for exams! • I am a hands on type of person and believe that in class instruction is more beneficial than an online course. • Their was'nt anything that i did'nt like about this course.
In response to survey question: Other comments/suggestions
• excellent course and thanks to roger for everything. • hopefully i'll get the opportunity for other courses as well. • This course was well prepared and presented. Anyone who takes the time to listen to the online lectures and read through the material referenced should have no problem completing the Transport Canada exam successfully. • It's a great course I will be reccomending it
The 24th International Maritime Lecturers Association Conference “Quality Standards in Maritime Education”
The Active Learning in Maritime Education
Yoshiaki KUNIEDA Akira KOYANO Research Center for Advanced Science and Technology Japan Agency of Maritime Education Tokyo University of Marine Science and Technology and Training for Seafarers Tokyo, Japan Yokohama, Japan E-mail: [email protected]
Koji MURAI Hideyuki KASHIMA Graduate School of Maritime Sciences Faculty of Marine Technology Kobe University Tokyo University of Marine Science and Technology Kobe, Japan Tokyo, Japan
Abstract— In recent years, in education fields, the importance of active learning is pointed out as the more effective educational II. ACTIVE LEARNING technique. Maritime education consists of a lecture in the In the Central Council for Education in Japan, active classroom, and training on board. Training on board can be said learning is defined in 2012 as follows(4). “The general term of to be active learning. Substantial contents of maritime education was aimed at by introducing active learning into the lecture in a the teaching methods and the learning method which took in classroom. The exercise which took in the pair and the group the participation in a student's active study unlike the education discussion was carried out, and about 60 percent of students was of a one way lecture form by a teacher. When a student learns "very good" and "good”, which was good in the evaluation result actively, training of capability which is the general-purpose by a student. Furthermore, as a result of having carried out a capability to have included cognitive, ethical and social presentation after the group discussion, about 72% of students capability, culture, knowledge, and experience is aimed at. A answered "very good" or "good". The following key wards were discovery method, problem-solving study, experience study, obtained as a result of qualitative analysis of a student's investigation study, etc. are included. The rap session, a debate, comment. (1) Idea thinking, (2) Communication, (3) Pairs and group work, etc. in a classroom are the methods of effective Groups, (4) Active learning, (5) The exercise by actual examples, (6) Group discussion, (7) Group presentation, (8) Creative active learning.” And Professor Mizogami of the Kyoto thinking. Moreover, the following can be considered for a more University Center for the Promotion of Excellence in Higher effective lesson. (1) Implementation of Discussion in Pair or Education gives the definition as follows. “The thing of all Group, (2) Offer of Active Communication Opportunity, (3) Use active learning in the meaning which overcomes study of Actual Example, (4) Determination of Group Draft Plan, and (passive) of hearing a one-sided knowledge transfer type Presentation Preparation, (5) Use of Group Presentation. I would lesson. Active study has the participation to activity of "writing like to verify the effect of active learning from now on. ", "talking" and "presenting", etc. And active learning is accompanied by expression of the cognitive process of Keywords—Active Learning, Idea Thinking, Communication, producing there(5). Active learning does not point out a certain Group Discussion, Creative Thinking Introduction specific study method from these definitions, but it can be said that it is the study method which the student itself performs I. INTRODUCTION actively with the purpose. In recent years, in education fields, active learning attracts III. IMPLEMENTATION OF AN ACTIVE LEARNING TYPE LESSON attention as an important point (element) of "conversion to the study from education." That is, the importance of active The active learning type lesson was carried out to 66 learning is pointed out as the more effective educational students who entered Tokyo University of Marine Science and technique(1)(2)(3). Technology, Faculty of Marine Technology, Undergraduate course of Maritime Systems Engineering in 2015. Maritime education consists of a lecture in a classroom, and a training onboard. Training onboard can be said to be the A. 1st Lesson active learning itself. On the other hand, it had a class for the purpose of aiming at further fullness by introducing active The composition of the 1st lesson is as follows. learning into the lecture in a classroom. The effect of active 1) A setup and explanation of a target, (10 minutes) learning carried out by a student's assessment and comment was verified about the carried-out active learning type lesson. 2) Exercise in ship operation, (50 minutes) Moreover, effective active learning was considered. 3) Explanation of the contents of the exercise, (10 minutes)
The 24th International Maritime Lecturers Association Conference “Quality Standards in Maritime Education” 4) Debriefing (a questionnaire is included), (15 minutes) 4) All the members have a presentation the proposal which he considered. The feature, an advantageous point, etc. are First, "acquisition of the seamanship" was set as the target explained in that case. In addition, other persons do neither of the lesson. The definition of seamanship which Captain evaluation nor criticism. Chiba, Professor Sugizaki, and the National Institute for Sea Training show was introduced. In each case, seamanship 5) One proposal as a group is decided by adjustment of the mentions not only knowledge and skill but action, and various leader. It is sufficient that the determined proposal is at the functions and capability. In carrying out an exercise, the present state. The new proposal combined with others and the following explanation of three points was given. proposal of which addition and improvement were done may be sufficient. Finally the proposal as a group is decided. 1) Students set up and record a student's own target. It did not limit to the target of this lesson, but made the target describe 6) About determined "the proposal of a group", a figure and a freely so that it may be easy to set up a student. picture are drawn and are explained plainly. 2) It discusses in a two-person pair. Its own idea is conveyed. 7) The presentation of the determined proposal is carried out to Its own idea is taught. all the members. All the members certainly have a presentation. 3) As long as time allows, convey and teach your idea to other The new ship which should be considered was accepted by teams. any ship. It was proposed that the ship of all new concepts, such as a form, the propulsion, operation, and directions, was The exercise consists of the following three questions. considered. Moreover, even if it was a ship considered to be 1) Enumerate the usages of Buys-Ballot's law. impossible now, it recommended so that it might propose. Since it may have been common in ten years or 50 years, it 2) Indicate risks of being assumed in the fore station when recommended so that it might propose positively. vessel enters and leaves port. All the members of 13 groups had a presentation about the 3) Indicate the cause of an accident, related matters, and new ship for about 3 minutes at a time. Then in "debriefing", countermeasures about the marine accident case. students wrote their target considered at the beginning, and In the explanation time, as long as time allowed, students replied to the questionnaire. were made to have a presentation on their own ideas. What was considered, performing exercises? Did it think from the broad IV. ENFORCEMENT RESULT OF LESSON various angle and think deeply? Students were made to think to A. Assessment of the lesson by students such questions. The target was shown again and it was made to ask oneself as "debriefing" finally whether the target was able (1) The first lesson to be approached. Assessment by the students to the 1st active learning type B. 2nd Lesson lesson is shown in Fig. 1. It was 59% in "very good", and "good", so about 60 percent of the student was good The composition of the 2nd lesson is as follows. The assessment. The comment of the student who assessed about contents of the exercise were limited than the 1st lesson. And the lesson, "It was very good" are as follows. time to have presentation was increased. By having a presentation the contents considered themselves, it thought more positively and aimed to participate. 1) A setup and explanation of a target, (10 minutes) 2) Exercise, (20 minutes) 3) Presentation, (40 minutes) 4) Debriefing (a questionnaire is included), (15 minutes) The target was taken as "acquisition of Seamanship" last time similarly. Moreover, it aimed at "being considered (creative thinking)" concretely as a part of Seamanship. Students consider a ship of new concept himself. It aimed at inventing, and being creative by himself. The contents of exercise is that students consider a new ship. The exercise was performed by the following method. 1) Make 4-6 persons' group. Fig.1 Result of assessment of the 1st lesson by students 2) A leader is decided. 3) Each one considers three proposals.
The 24th International Maritime Lecturers Association Conference “Quality Standards in Maritime Education” ・It was very intelligible. ・It was the lesson which can be regarded as thinking being very pleasant. ・It was good to consider the case of an actual marine accident. ・Since it was an exercise while consulting, it was good to remember onboard training.
・By performing an exercise, exchange of opinions was made actively.
・The more it thought, the more many ideas happened to have thought. ・I have noticed that a limit is among the ideas considered only by myself. Therefore, by thinking in a pair, what I do not understand could be known. Fig. 2 Result of assessment of the 2nd Lesson by students ・If it is such lesson, I am happy to have many times. I think that there should be an opportunity of discussion more.
・I thought that it was a very good lesson since the lesson while exchanging opinions with the next person can deepen an understanding of a subject for discussion, sharing its idea and others' idea.
・It was a very significant lesson.
On the other hand, the comment of the student who assessed, "It was bad" did not have a clear statement. And in a lesson, when it was asked a question about "noticing", there were the following replies.
・I have noticed that there is no knowledge about a ship.
・I thought that I would always consider various things.
・I noticed the viewpoint which I did not have.
・Various ideas occurred by considering one deeply. Fig. 3 Assessment of considering a new ship ・ By thinking in a pair, I noticed the interesting idea which I do not invent by myself.
・When uttering and saying voice, the argument swelled.
・I noticed the importance and pleasure of discussion.
・The target has been checked.
Resembling the comment expressed previously, in an active learning type lesson, they are the contents which especially the student noticed. (1) The second lesson The feature of the 2nd active learning type lesson is having prepared the opportunity to have presentation to all students.
Assessment by the students to the 2nd active learning type lesson is shown in Fig. 2. "It was very good" and "good" reached to 72%, and it increased from the 1st lesson. On the other hand, one person assessed, "It was very bad." Fig. 4 Assessment of creative thinking
The 24th International Maritime Lecturers Association Conference “Quality Standards in Maritime Education” almost same result as the assessment to the exercise subject which is shown in Fig. 3. I think that this active learning type lesson was able to have a feeling of tension because all the members certainly B. Qualitative data analysis of the comment over the lesson had a presentation. And, students have held the feelings which The 1st time and the 2nd active learning type lesson were in have participated in the lesson. good assessment by the students. In order to investigate the In the exercise in the 2nd lesson, the "creative way of factor of good assessment result, the comments collected from thinking" was set as the concrete target in Seamanship. the students were analyzed by Grounded Theory Approach (GTA). About comment collected from the student, after Therefore, in the questionnaire, the question "whether it was understanding the contents, the work called "section-ization" pleasant having considered a new ship" was carried out. The which divided to the grade which does not change a meaning result is shown in Fig. 3. "It was very good" and "good", these was done. Next, the characteristic and the dimension of each are reached to 77% of the whole. data were shown and processing called coding which gives the Moreover, the reply to the question which is one of the label name which expresses these directly was carried out. concrete targets "whether you think that it is required about About the comment of the 1st lesson, the example of coding is creative thinking" is as shown in Fig. 4. "It is very important" shown in Table 1. and "It is important", these have reached to 78%. It was the
Table 1 The example of coding of the 1st lesson
No. Data Property Dimension Label name 1 ･I also thought that it could know that I ・Exercise in a pair. ・Carry out in a pair and it is (1) In the pair, it exercised and do not have since exercise is done in a ・Idea creation a good result. new knowledge was absorbed. pair. ・ Since many ideas were (2) In the pair, created many ideas ・ Since it was an exercise while created, it was good. and it was a good result. consulting in a pair, it was very good for various ideas to come out. 2 ・ It was good to consider an actual ・ A actual case is ・The actual case was good. (3) The good effect of considering collision accident. considered. ・It was good to consider. the actual case. 3 ・It turned out that it leads to a serious ・ The cause of the ・ Understanding the relation (4) An understanding of the accident by a little causes. actual case between an accident and a relation between the accident of cause actual case and a cause 4 ・The more it thought, the more the idea ・Idea creation ・Many ideas are created. (5) Creating ideas by the lesson to was created in large numbers. consider. 5 ･Since brains were used in many cases ・ The lesson to ・Using brains in many cases. (6) Using brains, and it is and it led to improvement in imagination, consider ・ It was good to lead to the improvement in imagination. so it was good. improvement in imagination. 6 ･When argued with people, the new idea ・ It argues and is the ・The effect of creating ideas (7) The creation effect of ideas by which is considered and is not thought of creation of idea. by argument argument by myself created. ・ New ideas and various ideas 7 ・A new idea could be discovered by only Communication with ・ Pleasure of discovery by (8) The effect of discovery by talking with the surrounding person, and the surrounding person communication communication. it was interesting. 8 ・ Since the lesson while carrying out ・ The lesson of ・ The good lesson by (9) It is sharing of ideas by exchange of opinions could share the idea exchange of opinions exchange of opinions exchange of opinions. and an understanding of the exercises by ・ It is an idea share by ・The effect of deepening an (12) Advancement of an discussion was deepened, it was a very exchange of opinions. understanding by idea share understanding by idea share. good lesson. (15) The good lesson by exchange of opinions. 9 ・ By implementation of the exercise, the ・ The thought to a ・ The thought to a maritime (10) Strengthening of a maritime thought to a maritime job became strong. maritime job job becomes strong. job hope 10 ・ I thought that I would learn about ・ Appetite to study ・ The appetite to study (11) Improvement in appetite Seamanship. improves. which studies Seamanship 11 ・ It was the lesson which can be regarded ・ A pleasant lesson ・ Thinking in the lesson is (13) It is a pleasant lesson by as "Thinking is very pleasant." very pleasant. thinking. 12 ・ It was a very intelligible lesson. ・ Assessment of the ・An intelligible lesson (14) Assessment good since it was lesson by students an intelligible lesson.
The 24th International Maritime Lecturers Association Conference “Quality Standards in Maritime Education” For example, data No.1 of Table 1 is "I also thought that were summarized in the category. 15 items of label name it could know that I do not have since exercise is done in a shown in Table 2 was summarized in 8 items of category. pair." From this data, it presupposed as a property "exercise And the relation of each category is shown in Fig. 5. First, was in a pair." And it was considered as "Carry out in a pair the degree of abstraction was raised in category extraction by and it is a good result" as dimension. A property expresses the summarizing 15 items of label name in 8 items of category. characteristic which data has and it is equivalent to it that it For example, the label name "(1) in the pair, it exercised and was carried out to exercise by two persons as an active new knowledge was absorbed" and "(2) in the pair, created learning type lesson. Moreover, the dimension is made into many ideas and it was a good result" were summarized to the the words by which a grade and a degree are denoted as category "(A) the effect of exercising in a pair." A category assessment of having carried out. And as a label name, it has "the contents or the feature" showing a situation of a expressed "In the pair, it exercised and new knowledge was lesson. And there is "effect of a lesson" of expressing an act absorbed." Thus, the main part of the comment of the 1st and an action. Moreover, there is "assessment of a lesson" lesson was able to extract 15 items of label name. Then, the which shows a result or a conclusion. The category consists of contents which were similar or common in the coded data these three elements.
The contents (A) The effect of exercising in a pair (B) The effect of the exercise using a real case (feature) and the (1) In the pair, it exercised and new knowledge (3) The good effect of considering the actual effect of a lesson was absorbed. case. (2) In the pair, created many ideas and it was a (4) An understanding of the relation between good result. the accident of actual case and a cause
① Exchange of opinions in a pair, exchange ② It is exchange of opinions of opinions with other groups about an actual case.
③ The actual case (C) It is improvement in creativity by is considered. （D） The effect of exchanging the lesson of thinking. opinions
(5) Creating ideas by the lesson to (7) The creation effect of ideas by consider. argument ④ Improvement in creativity by (6) Using brains, and it is improvement exchange of opinions (8) The effect of discovery by in imagination. communication
The effect of (E) The effect of a lesson (career (F) The effect of a lesson (The (G) The effect of a lesson the lesson choice) purpose of a lesson) (understanding) (10) Strengthening of a maritime (11) Improvement in appetite (12) Advancement of an job hope which studies Seamanship understanding by idea share
(H) Assessment of the lesson Assessment of the lesson (13) It is a pleasant lesson by (14) Assessment good since it (15) The good lesson by thinking. was an intelligible lesson exchange of opinions
Fig. 5 The category related figure by GTA
Since the contents (feature) and the effect of a lesson other. And, the group of "the effect of a lesson" is not the were unseparable as shown in the right-hand side of a figure, specific contents of the lesson but an effect of the whole they were made into "the contents (feature) of the lesson, and lesson. For example, it is thought that the maritime job hope is an effect." It is divided into the group of this "contents strengthened by the whole lesson, or the appetite which (feature) and effect of a lesson", the group of "the effect of a studies Seamanship which was the purpose of the lesson is lesson" which summarized the effect acquired from the whole improving. The comment over a student's lesson consist of lesson, and the group of "assessment of a lesson." As shown contents of the lesson, the lesson effect, and assessment of the the figure, in the group of "the contents (feature) and the lesson from the figure. The effect of plus is yielded according effect of a lesson", it relates the mutual category for each to some characteristic contents of a lesson. It turned out that
The 24th International Maritime Lecturers Association Conference “Quality Standards in Maritime Education” students are doing assessment good about the lesson Approach (GTA), the following hypotheses were drawn. according to the effect of the lesson. As an example, there are “There were effects, such as creation of an idea, by the lesson effects, such as creation of an idea, by the lesson of which performs exchange of opinions by group of a small performing exchange of opinions in group of a small number number of people, and it was a pleasant and intelligible good of people. The following text hypothesis was able to be drawn lesson." From now on, this hypothesis will be verified. And in as an example. "There were effects, such as creation of an order to achieve effect of a lesson, I would like to consider a idea, by the lesson which performs exchange of opinions by good method about "debriefing." Moreover, I would like to group of a small number of people, and it was a pleasant and verify the effect of "debriefing" intelligible good lesson." Moreover, the following can be considered as a lesson improvement. ① Examine the contents of the actual cases. ② Since more VI. ACKNOWLEDGEMENT exchanges of opinions are made, it exercises in about four persons' group. ③ Prepare many time of having a presentation. In this research, profound gratitude is expressed to the On the other hand, there was a description that is "it was students who cooperated with investigation of this research. boring" in a student's comment. Although the reason is unknown, it is necessary to continue the investigation for an improvement. And one of student who assessed the lesson at "very bad" VII. REFERENCE commented "it should be trained so that idea can be created." (1) Akifumi Kobayashi, "Active learning introduction-active That is, I think that it is the comment that the contents of a learning changes a lesson and a student –", SANNO Institute lesson require the other good way. The other good way of of Management Publication dept., 2015. contents of a lesson which are arranged with a student's level (2) Kayo Matsushita et.al, "Deep active learning -In order to may be necessity. And presentation of the theme according to make a university lesson enhance-", Keiso Shobo, 2015. the student's interest may be necessity. I would like to further (3) 2012 Central Council for Education reply " Turn to investigate from now on. qualitative conversion of the university education for building the new future"- The university which continues learning and raises the capability considered actively throughout life- V. CONCLUSION (4) Shinichi Miogami, "Conversion of active learning and a To the students who belong to Tokyo University, the active lesson study paradigm", Toshindo, 2014. learning type lesson was carried out and the effect was (5) Yasuhiro Sekiguchi, " The qualitative analysis method investigated. In the assessment of these lessons by the lecture", Kitaojishobo, 2013. students, about 60% - 70% of students were good evaluations. (6) Yasuhito Kinosita, "Practice of Grounded Theory By giving a student the opportunity of having an presentation, Approach", Kobundo, 2003. good evaluation rose by about 10%. The effect by exchanging (7) Masakazu Kanbe, et al, "A Discussion of Qualitative opinions in a pair or a group as a factor of good assessment Research Strategies Application for Office Work", The was found. Moreover, it also turned out that it is effective by Japanese Society for Artificial Intelligence, having presentation about opinions and ideas. www4.atpages.jp/sigksn/conf10/SIG-KSN-010-03.pdf About the comment over a student's lesson, as a result of performing qualitative analysis by Grounded Theory
A program of human resources development - Project: Winter always turns to spring -
Author Capt. Satoshi Susami Member of seafarer group, Soka-Gakkai "Hato-Kai" [email protected] Co-author Capt.Takashi Shirozu Member of seafarer group, Soka-Gakkai "Hato-Kai” [email protected] Capt. Katsuya Matsui Member of seafarer group, Soka-Gakkai "Hato-Kai” [email protected] [email protected] Professor Capt. Masao Furusho Kobe University Graduate School of Maritime Sciences [email protected]
Abstract Solutions to can be applied to young seafarers to prevent resignation in the immediate future and a sample of training program for new employees. Newcomers sometimes have difficulty at differences in things they learn in school and business practices. This presentation shows introduction of sample of three year basic education program for young seafarers to change their maritime knowledges into maritime technics and ideas to prevent resignation in the immediate future.
Keywords: Human Factor, Talent Training, Human Resources Development 1. Introduction It had been 8 years since I work as master mariner for operator of research vessel, belong to Japan Agency of Marine-Earth Science and Technology. This company operates 4 research vessels, cover wide fields of joint researches from coast of Japan to the Indian Ocean, Atlantic sea and Antarctica. And my company gave me s mission to be in charge of fitting state-of-art marine research vessel for the first time in thirty years. So now I go on voyages with feeling both of heavy responsibilities and rewarding. Cargo ships engage in transportation between ports but research vessels do like fishing vessel proceeding to fishing ground and engage in missions of research and observation. Various missions of researches of Marine-Science and Technology *Sea water survey
*Operation of deep sea ROV *Support research dives of the towed deep ocean floor survey system *Seafloor topography surveys *Sub-bottom profiling *Geophysical surveys *Sampling of seafloor sediments *Structural surveys of the deep sea bottom *Deployment and collection of ocean seismometers, oceanic observation buoys and mooring systems Master and navigator of research vessel need technical requirement both of navigation and dynamic positioning and I am interested and refreshed in those unique experiences every day. The deepest sea is Challenger Deep in Mariana Trench, 10,911m depth. It was very interesting news that James Cameron, a movie director, dived into here on a small submersible vessel in 2012 for first manned dive by a submarine ‘Trieste’ since 1960. Though we had not any manned deepest submarine gears until 1995 in Japan, I joined a voyage of research mission as chief mate and supervised support operation of research dives of deep sea ROV in 1997. The ROV succeeded to come back from where more than 10000m deeps with the world’s first sampling of live shrimp. I proud my missions on board of research vessel that sometimes make me so surprise to encounter with such as world’s first or world record of discoveries.
1.1 Research Vessel M/S KAIMEI The world’s most advanced research vessel, KAIMEI, efficiently performs wide-area seabed research into distribution of submarine resources, and has comprehensive scientific-research capabilities to elucidate the genesis of mineral and ore deposits. The research vessel is equipped with sophisticated equipment and facilities as well as laboratories available to analyze samples soon after the collection. KAIMEI also helps contribute to climate change research and studies for prevention and reduction of disaster risks associated with earthquakes and tsunamis. R/V KAIMEI is multipurpose research vessel that she equips not only one research system but can fit various research gears adapt to missions. She has very superior maneuverability of DPS and dead slow speed control to tow research gears for long hours. While every bridge watch on research vessel, all navigation officers must maneuver vessel sensitively with main propulsions and thrusters. It’s one of unique characteristic of operation on board of research vessel for new comers to be able to use fresh knowledge of maneuvering practically learnt in maritime institutes and schools.
Length : 100.5 m Beam : 20.5 m Depth : 9.0 m Draft : 6.0 m Gross tonnage : 5,747 tons Cruising speed : 12 knots Range Approx. : 9,000 nautical miles Accommodation : 65 (27 crew members, 38 researchers and others) Main propulsion system : Two 2,400-kW propulsion electric motors Main propulsion method : Two azimuth thrusters Research equipment and facilities Three-mode multi-channel seismic system Research and observation of the ocean and atmosphere 3,000 meter-class Remotely Operated Vehicle, Multi-Beam Echo-Sounder (12/50 kHz), Acoustic Doppler Current Profiler (38/150 kHz), transponder system, shipboard gravimeter and magnetometer, CTD/water sampler, analytical and experimental equipment, meteorological and atmospheric observation equipment, and container laboratory. Laboratories No. 1, 2 and 3 laboratories, surface seawater analyzing room, research room, and equipment maintenance room Others Anti-rolling system and shipboard wireless LAN system reference: http://www.jamstec.go.jp/e/about/equipment/ships/kaimei.html
2. Issues of human resource development program I worked for our head office for 4 years and belonged to be appointed to seafarer division handling about manning and recruitment. Most serious issue is young employee’s high turnover rate. Youngsters graduated maritime institutes and started work with the hopes and dreams. However not a few young employee intend to quit shipboard job immediately after initial 2 weeks education and training for new comers, or immediately after first contract. Someone suddenly disappeared from vessel one day without notification.
I tried to manage very good manning plan, it was all in vain cause of employee’s resigning. I asked somebody on vacation or manning from other company to embark as soon as possible. Anyway I had always troubles to secure young and experienced seafarers.
2.1 Prevention of turnover of young seafarers 2.1.1 Major reason of immediate resigning Seafarers sign on various types of ships. Ocean-going cargo vessel, ocean-going fishing vessel, coaster, tug boat and ferry, etc. Some of them can go home every day. Some others keep on board for over 8 months. As matter of course, each vessel has a different working style and voyage. About 27 seafarers, larger number than that of standard cargo vessel, embark on our research vessel. And crew nationality is all Japanese. (Basically it’s common that administrative vessel or naval ship employ only home country crew) Generally speaking, people think that same language crew has no big problem to communicate each other. However a Japanese seafarer temperament or seafarer organizational climate in a negative way cause one of major reason of youngster’s resigning. Major reasons of youngster’s resigning *generation gap between crews *general atmosphere of working scene on board -It is not matter, if another replacement does it. No problem to quit now if you don’t like.- *severe superior and tough work *stress from responsibility *Closed living environment on board for long period *low privacy in room sharing *No long period manning schedule *Taking over the family business *family (marriage or childbirth) Abovementioned reasons are only in a small proportion. It can’t be helped if one can’t suit seafarer job absolutely. But I regretted if I could take a better measure earlier if one quit job for cause of general atmosphere of working scene on board or human relationship. I sometimes had been very apologetic towards youngsters who quit seafarer and shifted to land base job because we could not make them feel that seafarer is also worthwhile and great job.
2.2 Establishment of safety nets
2.2.1 On-board environmental improvement with respecting the individual personality. As you know, there is no unnecessary crew on board. Everyone perfume each responsibilities depend on duties. Element of departments such as Deck, Engine and Galley area weft threads and Position on board such as Captain, Engineer, Deck Officers and galley cook are warp threads. The organic linkages between wefts and warps lead safe operation of vessel. Though ship operation have been modernized year by year, it’s still very difficult to operate a large ship with small number of crew like aircraft. When one deck crew intended to resign recently, I asked him reason why he made decision of resigning. He had gotten a license of deck officer until his graduation but this company didn’t recruit deck officer at that time. He had no choice but to agree to sign on board as a deck sailor because it’s his dream to work for this company. He started to work but must adapt to the harsh realities to accept heavy work of deck sailor and paying his dues. Slowly he was stocking discontent. And his superior was very strict and had a sharp tongue, coached always like ‘You are only certified and know nothing’ When I warned to his superior regarding measurement of OJT, his training was becoming stricter, so-called bully. All young seafarer could do is to bear and accept it. Such strict superior often doesn’t recognize issue of his leadership skills. They evaluate subordinate who will quit job as low motivation, no patience one-sidedly and only say ‘employee new young replacement’. The company department and seafarer have to face such issue seriously and it’s necessary for us to penetrate the consciousness as below.
*human resource is limited. No another replacement of seafarer. *Never press against the others what it was unpleasant in young age. *All staff must foster a mind to raise ‘the one’ with a lot of care. *Master takes initiative to lead all young and veteran seafarer as a motto of ‘There is no unnecessary man on board. Even missing only one person has possibility to result of a detention, disabled, or unnavigable. All staff must foster a mind to raise ‘the one’ with a lot of care.’
2.2.2 Building mentoring relationships When young seafarers face to harsh realities on board, it’s very important for them to have good adviser such as friends and senior who consults about the negative thinking and problem. I remember a second mate on board of same ship when I embarked ship as third mate first time. He was like a good model of deck officer including behavior on private. I always hope to be an officer like him.
I also remember and respect my preceptor on board of training ship who showed cadets good behaviors and policies. Seniors sometimes need to be strict but it’s most important for them to show youngsters good behaviors as real textbook of on the job training. A cordial instruction with positive heart of raising one with a lot of care builds so-called unbreakable ‘mentor relationship’ Mutual positive reliability as ‘for the one’ is a key to accelerate mutual potential, that lead to be energy to gain better harvests beyond all expectations. To share the harvests beyond expectation together will be a trigger to create virtuous circle of human relationship to gain much more results.
2.2.3 Tackle to establish seafarer network on a societal level that goes beyond individual corporate frameworks I graduated maritime collage aspiring to be a captain of oceangoing vessel but I could not get in any company of my choices. I was employed to a small ferry company as a sailor for a while and then I got a job as third mate in a company which operated large oceangoing bulkers engaged in voyage between Japan and North America. It was severe and happy seafarer’s life for me to be on board for a year. However, Japanese shipping company pressed ahead large scale reduction of Japanese seafarers in that era. Since I was so depressed that I could not consult nobody for advises. I quit international seafarer job which I had wished myself strongly. If I recall it now, the person in charge of human resource at that time got on with my resigning arrangement quickly while he didn’t keep me back and hear my agony of problem. So when I was in charge of HR in present company, I tried to hear one by one carefully because I could sympathize and feel compassion with them based on my experience. If I could have a good adviser who I could trust well, I might not quit my job in oceangoing shipping company at that time. Since each company has each internal circumstance, it’s sometimes difficult for each staff to consult mutual problem. But if we establish a network on a societal level that goes beyond individual corporate frameworks, we can encourage and consult each other. The reason why I was aspired to be a captain again was that I could meet with a member of the Hato-kai, seafarer network group. I had been a preceptor of maritime collage on board of training ship for 5 years before I got a job in present maritime research company. And I also consulted so many students about national examination and recruiting. It was most difficult mission for me as person in charge of recruiting to restore reliability from shipping company where my student quit a job soon
after getting in the company because It was also very complicated for me to introduce another recruiting for them whom they quit jobs easily. When someone decides to quit job, as I did, they often justify themselves and build a plausible reason as below. *treatment and service of company is too bad *shorter vacation than they expect *gap of understanding of contracts between company and employee It’s often form them to lose their cool and they intend only negative aspects of environment surround them. If they belong to a circle beyond individual corporate frameworks, they can consult experienced persons and awake that their problem may be just common, general and typical. Most of seniors advise that it’s just start line for someone to gain reliability from colleague and company, never to run away from the issue at hand. Proverbs says that - Where you stand, dig deep and pry. Down there is the well. (Nietzsche) -It is not that he leaves his present place and goes to some other place. (Nichiren Daishonin, Japan) Anguishes which young seafarers have on mind are various depend on ship type, size and style of voyage…etc.
I propose to establish ‘seafarer network’ to reduce turnover rate of youngsters, member can share real experiences and troubles on board to advise others timely. 3. A sample of human resource developing program for newcomers 3.1 Change from maritime knowledges to maritime technics Although Japanese seafarer are reducing less and less recently, but all crew on board of our research are Japanese. A parent company’s business is fisheries that they manned most of crew from large fishing vessel to our research vessels since it was established. Since oceangoing fishing vessels usually have engaged in mother ship type fisheries for long months without entering port, crew on board of these vessels have special skills such as *offshore ship to ship alongside operation *loading and offloading at off shire *towing and hauling fishing nets These unique special skills, which can be also applied to research vessels, have been handed down from ancient times as maritime technology. Basic navigation technics has no big difference between cargo ships and fishing vessels, but fishing vessel crew can exert outstanding technics to maintain ship’s gears even if they can’t receive spare parts longer.
These unique technics are also very applicable to research vessels because we handle heavy research gears and instruments at off shore. And these technics have been carefully handed down to hand. Most of new comers graduated from maritime universities, fishery universities, maritime collages and maritime schools but they can’t hit the ground running at first. They keep knowledges in class room and training ship but can’t use and utilize effectively. When senior ask a question to new comers, all they can do was to utter a general knowledge. And the senior say ‘such knowledge is no use’ cause of making them less motivated. Most of seafarer has same kind of experience when we were new comers. We had to change from maritime knowledges to maritime technics (wisdom).
3.2 Human resource developing program I considered why young seafarers immediately quit job before they are going to use maritime knowledge effectively. The traditional measure of education, such as ‘not ask but copy’ ‘leave if you don’t want to adapt’, is the education for society that it may not to match as modern way of training and shortage of human resource. Under our company’s human resource developing program, we recognize a young seafarer who has experience less than 3 years must belong to new comer training. We listed up skills which new comers must acquire within 3 years. The purpose of this human resource developing program is to withdraw motivation on new comers by improving their skills efficiently. I joined to this project of establishing new human resource developing program as representative of a labor on board and I propose a suggestion of ‘changing from educations for society to society for educations’. The proposal was adopted into program based on a standard how we can dedicate to youngster in front of you to improve their motivation. If senior crew who is in charge of evaluation of the new comer will be changed, Person who takes over must have responsibility to continue on-going program based on predecessor’s evaluation. This program is more efficient and comprehensive than traditional style which is relying only to trainer’s decision and measurement. We classified requirement of knowledge and competence divided into each department and ranks. And each requirement of basic knowledges, practical applications, specific works and technologies for research vessel are documented and given to new comers. The new comers can clarify explicitly what they must study and learn in stages. Each superior interview with new comers based on self-evaluation sheet and feeds back differences of evaluation between superior and subordinate to progress to the next step after review.
Since this structure is similar with school education, we call this system ‘a syllabus’.
3.3 Review and Consideration of our HR program Our company started this HR program in 2008. Veteran crew intended negative opinion for this program such as ‘System structure is so complicated and bother.’ and ‘it’s waste of time for us to bring them up’ But this human resource program has been getting into gear now and we have meeting to review it every 2 months. When we have young crew who has mental problem, superior and head office work together to care and guide them depends on the situation. As a result, can this program perfectly prevent resigning of a young seafarer? No, it’s not zero. Although some young seafarers still quit job due to human relationship and environment on board, this program is effective remarkably to encourage good motivation and positive attitude to one’s job. New comers can exploit knowledges learnt in maritime institutes. And they can feel well responsibilities to perform the duties, so that it will bring them to find some fulfillment in their present works. The fulfillment in their works establish next target of life. They can continue to study a new knowledge and they start to hand them to new comers. A inheriting of the technology on board of ship is different from that on shore because various generation of age live together on board, overcome rough sea, look forward to going shore and share life times. That’s seaman’s life and culture. If everyone on board can recognize our mission to raise youngsters and try to make them more superior personnel, this human resource program will be used effectively with more improvement as a good human resource tool.
4. Conclusions -It’s very common that everyone have experience to think whether if we should quit seafarer or not due to problem of human relationship, marriage, disease….etc. Everyone on board must consider to establish an opened window and environment that young seafarer can feel free to consult it. -It’s a biggest all our wish, especially by member of IMLA, if many students can realize that they are very happy to choose seafarer job. And it’s most important for us to re-construct a human resource program to ‘cherish the one’ in order to real that all member of maritime society must grow a young seafarer up to an experienced mariner to continue as long as they can. -It’s most important mission for us to change gear from ‘education for society’ to ‘society for education’ Maritime society must pursue and continue the essential effort to grow the one in front of you up to be more excellent human resource than you in order to track an
happy life. The education is most essential thing for maritime society. -We sometimes have to walk through various harsh experiences. However ‘Never give up. If there is a will to proceed forward, there is a way."’ Each maritime society must start to consider establishing seafarer network, so that members can share problems with youngsters, consult and encourage each other.
A rough sea certainly will have an end to calm. The longest cold winter also must turn to spring. This paper concludes that all vessels must start to conduct a new concept to establish a project of ‘Winter Always Turns to Spring.’
5. References
Author’s biography Name : Capt. Satoshi Susami Position or title of presenter(s) Master Mariner Employer or affiliated institution Nippon Marine Enterprises, Ltd. Address: 268-7, Enami, Naka-ku, Okayama-city, OKAYAMA, 702-8004, JAPAN Telephone/fax numbers +81-86-274-3883
Short biographical statement and resume 1982 Graduated from National College of Mercantile Marine. 1983 3rd mate on board of ocean going cargo vessel 1987 2nd mate on board of domestic ferry boat. 1991 Instructor and lecturer on Training Ship of the Maritime College 1997 Chief mate of Research Vessel 2008 Captain of Research Vessel On the Correlation of Political Correctness and Leadership and Teamwork Skills Development Zurab Bezhanovi 1a professor, Medea Abashidze 2b assistant professor, Natia Vasadze 3c assistant professor, Leila Khardina 4d associate professor a, b, c, d - Ministry of Economy and Sustainable Development of Georgia LEPL „Batumi State Maritime Academy“1, Batumi, 6010, Georgia corresponding author: e-mail: [email protected], 53 Rustaveli St, Batumi, 6010, Georgia, phone: + 995 14 03 25 10
Keywords: cross-cultural communication, standard of competence, multilingual crew Abstract: The aim of the presented paper is to discuss some directions of the English language teaching intended to meet the requirements of (Manila amended) STCW 78/95, the IMO Model Courses 3.17 and 1.39. The Maritime English teaching is mainly directed to provision of the Specification of minimum standard of competence for officers in charge of a navigational and engineering watches. At the same time, it is not of less importance to focus the teaching directions on provision of performance of the officer's duties under requirements of the IMO model course 1.39 "Leadership and Teamwork" directly related to knowledge and ability to apply effective resource management through efficient cross-cultural communication on board and ashore; cultural awareness, allocation, assignment and prioritization of resources; decision making reflecting team experience; assertiveness and leadership, including motivation; obtaining and maintaining situational awareness; appraisal of work performance. Thus, the empirical data of the paper presents a set of case studies (a real situations on board merchant ships) giving possibility on one hand to analyse the factors causing effectiveness of situational awareness and on the other hand the propose the principles of the possible conflicts prevention. Taking into account a newly introduced term “a helmsperson” instead of a traditional “a helmsman” and the other terms gradually entering the maritime terminology, we’d like to mention that the future ship officers, provided with such conversational skills, will successfully perform their duties showing ability to apply effective communication on board and ashore at the same time providing the principles of leadership and team working. In order to provide the above mentioned advantages, we propose to introduce politically corrected communicative technologies and cross-cultural communication principles into the Maritime Education and Training. Introduction
Traditionally, the negative factors, which strongly influence upon the crewmembers performance at sea, are mainly presented by the following list: Vibration; Waves; Rapid significant change of temperature; Time zones change; Enclosed space; Nostalgia; Sense of constant danger; Monotonous life; Monotonous working regime; Lack of fresh information; Monotonous (in some cases unacceptable) cuisine; Lack of vitamins in food; Overtime work regime; Work in enclosed space; Handling of dangerous cargo; Work in conditions of the international crews. Thus, in accordance with the recent IMO researches, the safety and security of life at sea, protection of the marine environment and over 90% of the world's trade depends on the professionalism and competence of seafarers. The human element is a complex multi-dimensional issue that affects maritime safety, security and marine environmental protection involving the entire spectrum of human activities performed by ships' crews, shore based management, regulatory bodies and others. All need to co-operate to address human element issues effectively. Thus, the IMO constantly develops different activities aimed at provision of such an important issue. One of the modern approaches aimed at the same direction is the introduction of the IMO model course 1.39 Leadership and Teamwork intended to provide a person with the knowledge, skill and understanding of leadership and teamwork at the operational level on board a ship. The course is designed to meet STCW requirements for the application of leadership and teamworking skills, in accordance with the 2010 Manila Amendments, specifically as stated in table A-II/1, Function: Controlling the operation of the ship and care for persons on board at the operational level.
Correlation of Leadership and Teamwork with Language
On completion of the course the learner/trainee should be able to demonstrate sufficient understanding and knowledge of leadership and teamworking and have the relevant skills to competently carry out the duties of officer in charge of a navigational watch on ships of 500 gross tonnage or more, or officer in charge of an engineering watch in a manned engine-room or designated duty engineer in a periodically unmanned engine-room. The knowledge, understanding and proficiency should include, but not be limited to, those listed in Column 2 of table A-II/1 and table A-III/1: Working knowledge of shipboard personnel management and training include organization of crew, authority structure, responsibilities; cultural awareness, inherent traits, attitudes, behaviour, cross-cultural communication; shipboard situation, informal social structures on board; human error, situation awareness, automation awareness, complacency, boredom; leadership and teamworking. Knowledge of related international maritime conventions and recommendations: SOLAS, MARPOL, STCW, MLC, as well as national legislation. Ability to apply task and workload management involves planning and coordination; personnel assignment; human limitations; personal abilities; time and resource constraints; prioritization workloads, rest and fatigue; management (leadership) styles; challenges and responses. Knowledge and ability to apply decision-making techniques contain situation and risk assessment; identification and consideration generated options; evaluation of outcome effectiveness; decision making and problem solving techniques; authority and assertiveness; judgement; emergencies and crowd management). Self-awareness, personal and professional development include knowledge of personal abilities and behavioural characteristics; opportunities for personal and professional development. Knowledge and ability to apply effective resource management foresees effective communication on board and ashore; allocation, assignment and prioritization of resources; decision making reflecting team experience; assertiveness and leadership, including motivation; obtaining and maintaining situational awareness; appraisal of work performance; short and long term strategies. [1] The whole set of competences and especially the last extract actually state new and high standards for the English language competence. Everything noted above should be implemented through the conversational ability of the officers, presenting a new challenge to the Maritime English teaching development. That is why, we want to propose political correctness as a potentially useful Maritime English teaching direction. Linguistic realization of political correctness has become one of the burning issues in the modern world. As it is known, political correctness implies verbal behaviour that excludes any form of verbal discrimination: racial, gender, religious or political: ‘‘The principle of avoiding language and behaviour that may offend particular groups of people‘‘[4]. The term political correctness was coined and first used in 1793 when a judge, James Wilson, used it in the decision Chisholm v. Georgia (1793) to say it is not politically correct to speak of the United States instead of the people of the United States. There are different domains of political correctness such as gender, that of sexual minorities, racial and disability one. The racial domain will be presented in our paper.
Racial Domain as an Example of an Effective Communication Tool
According to the norms of political correctness names for different ethnic groups should not contain skin colour i.e. politically correct racial terms should not be based on the conceptual metaphor Race is Colour. The examples that follow illustrate how the terms for Afro-Americans have changed through time: nigga→nigger/negro → colored → black; it is noteworthy that the linguistic term Black English used to be considered a neutral term, however, because of the demands of political correctness the term in question was replaced with the term - Afro-American Vernacular English. The diagrams below present politically correct/incorrect English terms for different ethnic groups; each of the terms has been analysed semantically, etymologically and pragmatically.
Table 1: politically incorrect racial terms
Politically Incorrect Racial Terms Examples (based on BBC news and online urbandictionary.com) [6] [7] Nigga/ Negro/Colored person (people of “Thinking of it now, our ancestors (both color )/ Black black and white) would be rolling in their graves as they listen to black kids greet their white friends with "what's up my nigga", or whites doing the same to their black friends”. “People of Color in European Art”. “Black people are three times more likely to be arrested than white people, Ministry of Justice figures for England and Wales show”. Ape – a black person “Look Mommy, that ape thinks she can get into office!” Burrhead / Burr-head / Burr head(US) a “Boy! Those burrheads sure do like black person watermelons”. Jungle bunny - a black person “Hold on to your bags, there are jungle bunnies here”. Abo/Abbo “How Abos could solve Australia's bushfire problem”. Coconut (US) Mainly used to describe In Bristol, a black councilor, Shirley dark-skinned people who are perceived Brown, has been found guilty of racial as trying to be "white"...brown on the harassment for calling her Asian outside, white on the inside. political opponent a 'coconut'. Dago, Dego “The Italian restaurant is good, but run refers to Italians, Spaniards, or by a bunch of dagos”. Portuguese, possibly derived from the Spanish name, "Diego" Frog (Canada, UK and US) –is connected “French people are "Frogs". to the French cuisine, which uses frog meat. Slant-eye, Slant “Those slant eye fucks are taking over midtown!” Inuit/ Eskimos “As dawn breaks after the long Arctic winter, Inuit hunters prepare their dogs to set out across the ice shelf in Ilulissat, Western Greenland”. Gypsies “Gypsy travellers have a long history in Britain and modern Gypsy culture is the product of many influences but its roots reach back as far as ninth century India”. Latino/Latina – used for the inhabitants “The floor of the community centre in of south America. Springdale, Arkansas, shakes to a staccato rhythm as the young Latino dancers practise their steps”. Indians (American) “Millions of Indians have voted on the first big day of the general election pitting the ruling Congress party against the main opposition BJP”. Yid- offensive nickname for Jews. “A Jewish spokesman for the Tottenham Supporters' Trust has defended fans' rights to use chants that have been described as anti-semitic at matches. “The Society of Black Lawyers (SBL) has called for Spurs fans who chant "Yid Army" to be prosecuted.
Quite often in English certain personal names are used generically to refer offensively to the nations associated with them, e.g.: Paddy to denote Irish people; it is a short form of Patrick, a widely used name in Ireland, as Saint Patrick is the patron saint of Ireland.
Table 2: politically correct racial terms
Politically Correct Racial Terms Examples (based on BBC news and online urbandictionary.com) [6] [7] African American /Afro-American “Oprah Winfrey spoke out about race and discrimination during an interview with BBC Friday, as she toured the UK to promote her recent film Lee Daniels’ The Butler. Asked if the treatment President Barack Obama has received could be due to the fact that he’s African-American, Winfrey answered affirmatively”. Aboriginal peoples (or name of Group) “Like many Aboriginal people, Alison Ferber doesn't drink. But there's no part of her life that isn't touched by alcohol”. San – Inhabitant of South Africa “San people of Botswana, are being starved of food and water”. People of Chinese or East Asian descent “Chinese officials have blamed separatists from the north-western Xinjiang region for a mass knife attack at a railway station that left 29 people dead and at least 130 wounded”. An Italian or person of Italian descent “Italians keen to gamble on unelected Matteo Renzi” a French person “French police kill man in wave of anti-terror raids”. a person of Far Eastern origin “A BBC investigation has discovered (Chinese, Japanese, Korean, Vietnamese a group of clinics in the Far East etc.) An Asian person. willing to carry out female genital mutilation on British children, a procedure which has been illegal in the UK for nearly 30 years”. Native Alaska “Native Alaskans living on the edge of the Arctic Ocean fear new oil drilling could destroy their unique way of life, but many Alaskans believe the Arctic's energy reserves could be economically and politically important”. Roma “Dozens of Roma (Gypsies) have arrived back in Romania after being repatriated by France under a controversial policy backed by President Nicolas Sarkozy. Some 86 Roma left France and hundreds more will follow in the coming weeks after their camps were shut down”. Hispanic – Latin American “Right now, one in four Americans under 18 is Hispanic- that is, Spanish speakers with roots in Latin America”. Native Americans, American Indians, or “The Native Americans were not one the tribal name Amerindians- acronym of people, but many tribes”. the words “American”and “Indian” “Amerindians and all others who vote democrat must be outlawed”. a Jew “A Jewish spokesman for the Tottenham Supporters' Trust has defended fans' rights to use chants that have been described as anti-semitic at matches”.
Conclusion
As the conclusive part of a paper we’d like to propose a brief politically corrected glossary which may be used within the frames of the English language competency for a future seafarers: • Business person - a person in business or one who works at a commercial institution • Chairperson - a chairman or chairwoman, someone who presides over a meeting, board, etc. • Craftsperson - someone who is highly skilled at their trade. • Delivery person - a deliveryman or deliverywoman. • Differently able - disabled or handicapped. • Doorperson - a doorman or doorwoman. • Fireperson - A fireman or firewoman. A firefighter • Flight attendant - a member of the crew (staff) of an airplane who is responsible for the comfort and safety of its passengers. • Fresh person - a freshman (male or female). • Handicapable - disabled or handicapped. • Helmsperson - a helmsman or helmswoman. • Jazzperson – jazzman/jazzwoman. • Native American - an American Indian. • Nurseryperson - a nurseryman or nurserywoman. • police officer – a policeman/policewoman • Salesperson - a salesman or saleswoman. • Serviceperson - a serviceman or servicewoman. • Tradesperson - a skilled manual worker. • Undocumented immigrant – illegal immigrant. • Waitperson - a waiter or waitress [8]
Taking into account a newly introduced term “a helmsperson” instead of a traditional “a helmsman” and the other terms gradually entering the maritime terminology, we’d like to mention that the future ship officers provided with such conversational skills will successfully perform their duties showing ability to apply effective communication on board and ashore.
References
[1] I M O P u b l i s h i n g. Leadership and Teamwork (Model Course 1.39), IMO, 2014. [2] I M O P u b l i s h i n g. STCW including 2010 Manila Amendments, IMO, 2011. [3] I M O P u b l i s h i n g. IMO Standard Marine Communication Phrases, IMO, 2002. [4] http://www.oxforddictionaries.com/ [5] www.imo.org [6] http://www.bbc.com/ [7] www.urbandictionary.com [8] https://en.wiktionary.org/wiki/Category:English_politically_correct_terms Towards Competence in Operating Autonomous Ships of the Future: The Need to Revise our Curriculum Leading to a Sustainable Career of our Graduates in the Maritime Industry
Galang, Gerardo Ramon, ECE, ICE Manager, MIITD and Instructor/Resource Person, Maritime Academy of Asia and the Pacific Kamaya Pt., Brgy. Alas-Asin, Mariveles, Bataan, Philippines. 2105 E-mail. [email protected]
I. Introduction. The Future of Ships Design and its impact to Maritime Education and Training. Ship Automation began as early as the 1800's when most of the automatic control systems dealt with temperature, pressure, liquid level, and the speed of rotating machinery. So long as there is stability, the crew that operated the systems was generally satisfied with the results. Further improvements were introduced when larger ships and propulsion systems began to appear. The systems used pneumatic power to operate position control mechanisms. Electricity also began playing a part in automatic control systems in the beginning of the 1900's[1]. The automation of ships is nothing new, but its impact to the industry took off in the 1960's. Disguised as machineries used to aid the seafarer, its main purpose is to reduce the number of crew. Shipping industries need Instrumentation and Control in order to: a.) save energy and fuel; b.) ensure safety of operations; c.) efficiently coordinate various process variables; and d.) further improve its operations. According to C/E Branko Berlan, ITF accredited representative to IMO[2], the periodically unmanned engine-room was the most drastic change in the history of ships automation with engine monitoring and duplicate engine controls on the bridge. The automation at that time was fairly basic, often using pneumatics, hydraulics and basic electronics backed by data loggers. Despite reductions in engine room crew the ships required a continuous high level of intervention to operate and sufficient manning was required to run on watches in instances where the automation or the machinery were unreliable. In 1980s the companies expected to retrieve the cost of automation in the first three years of operation and removal of crew has been, and continues to be, the prime objective of automation even where there may be increased risk. In the bridge, the use of technology has also dramatically changed. Berlan said, “What is new is not the electronic navigation and the ship board computer systems but the advances in digital information
1 exchange technology that permits a link between the ship’s systems and shore based monitoring and communications. With the capability to remotely monitor and communicate with ships systems from shore comes the potential for shore based personnel to participate in the decision making over the management of the so-called Cyber-Enabled or Autonomous ships of the future.
Levels of Autonomy for a Classed Ship Looking into the need for classifying the autonomous or drone ships of the future, Lloyd’s Register (Lloyd's) has introduced different levels of autonomy that would identify the classification of an autonomous ship. Lloyd's has proposed six autonomy levels (ALs) for shipping that will enumerate the guidelines about specific requirements of different automation strategies. The defined levels vary in terms of the degree of autonomy realized by the operation of the automation systems and decision support systems in a particular ship. It also classifies the type and degree of human intervention that includes data acquisition, monitoring, and the extent of human supervision and control. These ranges from AL1, for ships with data acquired and collected for onboard decision making, through AL6, which denotes a fully autonomous ship with no human access required during a mission. The following describes in simple terms the six autonomy levels as defined by Lloyd's: Autonomy Levels AL0 – no autonomous functions. All operations are manual AL1 – on-ship decision support. Data will be available to crew AL2 – off-ship decision support. Shore monitoring AL3 – Active human-in-the-loop. Semi-autonomous ship. Crew can intervene AL4 – Human-on-the-loop.Ship operates autonomously with human supervision AL5 – Fully autonomous ship. There is a means of human control AL6 – Fully autonomous ship that has no need for any human intervention
Human Element Issues Involved in Ships Automation The need to identify what level of automation needs to be adopted begins with the ship initial design and building stages. As stated by Luis Benito, Lloyd's Head of Innovation, Strategy, and Research[3], “Clients will need to decide what level of autonomy they want to operate at, as these are complex projects,”. “Ships do not have to be fully autonomous, but the AL needs to be decided at the design stage, and all the stakeholders need to be working together.” As may be gleaned from the proposed classification by Lloyd's, the involvement of a human operator, although up to some
2 amount of intervention, is employed up to level AL4. For ships belonging to AL1 and AL2 classification, all actions would be taken by a human operator but there would be decision support from so-called Shore Centers. This is already in place with some of the major shipping companies across the globe. Some companies already deployed, with the aid of fleet management software systems, integrated vessel monitoring and operations system as well as performance management system. These systems are basically equivalent to land-based Decision Support Systems (DSS) that provides analysis of data coming from onboard sensors and remote databases and furnish decision support to the vessel computer control systems. AL3 and AL4 vessels, on the other hand, require intervention from humans although limited to supervisory functions. AL5 and AL6 ships are fully autonomous, with decisions actioned with no human intervention. More likely, some ferries in Europe would be operating under this scheme by the year 2020. Another important element of the automated vessel is E-Navigation. It is defined as the harmonized collection, integration, exchange, presentation and analysis of marine information onboard and ashore by electronic means to enhance berth to berth navigation and related services for safety and security at sea and protection of the marine environment. It is expected that the utilization of the modern aids to navigation used today (such as Voyage Management Systems, ECDIS, AIS, GPS, etc.) will proliferate, albeit with more sophistication, until the age of the fully autonomous ship. Some of the latest innovations made in the international arena of modern shipping are concerned with the optimization of personnel and replacement of some human functions with automation. The projects MUNIN and The Advanced Autonomous Waterborne Applications Initiative, being led by Rolls-Royce, have shown that the technology is not far away. The European Union has just completed the CASCADe project by introducing electronic instrument interfaces and to develop human centric approaches to display information on the ships bridge. EU is also funding the MUNIN project on an unmanned ship to replace watch keepers with sensors.
Education and Training required for the Cyber-enabled Ship Operator When a new navigational aid or equipment is required by regulations to be installed on board, training on its use eventually becomes mandatory. This scheme has been implemented every time new technology is introduced to shipboard operations, just as model courses were developed that provides the required training scheme (such
3 as ECDIS, AIS, etc.). There is no reason why we should now deviate from such practice as in any activity that will require knowledge and skills acquisition will require appropriate education and training, and of course, practice. For the operation and maintenance of highly automated, shore operated, and the cyber-enabled or autonomous ship, an operator, aside from the basic knowledge on E-Navigation and its related components, should have a thorough understanding of Decision Support Systems (DSS) used in shore side monitoring of all shipboard systems and functions that, according to experts, will start to materialize within the next ten years. This will further lead to the introduction of Shore Centers that emphasize remote monitoring and control of onboard operations beginning in the AL2 level. Knowledge on underlying software used in remote monitoring and decision making are also a must. Since transfer of information from Shore Center to Ship is vital, the use of the internet and cyberspace would be the most appropriate cost-effective solution. This will then require proficiency in Data Communications and Transmission, Cyber Security and the safe and efficient utilization of Cyberspace technology. In the field of electrical and electronic systems, most process control and machine control applications in the machinery spaces are using Programmable Logic Controllers (PLC) and microprocessor-based controllers that controls the variables (pressure, level, flow, temperature, etc.) in a typical application. Some of the major shipping companies already provide in-house training on their operation and maintenance. As a preparatory for the knowledge and understanding of robotics and mechatronics, the operator must have good understanding of electrical concepts, including a higher level of understanding on the operation of servomotors and stepper motors that form the electro-mechanical foundation of robots and mechanized automation. In control engineering, operators of modern vessels starting from the highly automated vessel up to shore center controlled ship must have good working knowledge on SMART transmitters, Fieldbus technology, and IP based components. This will enable them to understand the principles of operation of modern sensors and instruments that are interconnected through standard IP-based protocols and networks and be able to maintain or otherwise, troubleshoot the same during faults. In addition to process control automation (covering the principles of operation of various process measuring sensors and instruments, control theories (PID), final control devices, transmission of signals and use of information technology in control systems), the operator must be skillful in the operation and maintenance of machine automation, that is mainly comprised of the foundations of robotics and
4 mechatronics. Under Machine Automation are topics related to the principles of pneumatics and hydraulics circuits and applications and electromechanical automation. With the advent of the autonomous ship concept, a good knowledge and understanding of robotics and mechatronics applications for shipboard process and machine control is essential for the future ship operator.
II. The Present State of the Relevant Courses in our Programs and Curriculum In our present curriculum for both Maritime Program Offerings, the relevant Courses affected by this study are the following: BSMarine Transportation (Deck Department) Program: • Information Technology (IT) BSMarine Engineering (Engine Department) Program • Information Technology (IT) • Electrotechnology 1, 2 and 3 • Automation 1 and 2
A.) Information Technology The IT Course is a 3-unit course that supports the competencies to “operate computers and computer networks on ships and “use internal communications systems” stated in Function 2 Table A-III/6 of STCW as amended. The outline covers the basic elements of computer systems as well as the use of the classic Word processor, electronic spreadsheet and graphic presentation and provides students with basic knowledge and skills in the operation of computers and computer networks on board ships, and the use of its internal communications systems. B.) Electrotechnology Our Marine Electrotechnology courses are divided into three, namely: 1.) Basic Electricity, 2.) Marine Electronics and Electrical Maintenance, and 3.) Marine Electricity (forming Electrotechnology 1, 2, and 3, respectively). The course on Basic Electricity (4-unit course) provides theoretical and practical knowledge and understanding of the basic construction and operation of electrical circuits. It gives students thorough knowledge of electrical circuit parameters, characteristics, measurement of electrical variables, the use of instruments, and the basics of motors and generators. The Marine Electronics and Electrical Maintenance (5-units), allows students to learn the principles of Programmable Logic Controllers, Power Control Electronics and measuring instruments associated with their operation. Marine Electricity (5-units) pertains to the acquisition of knowledge and understanding in High
5 Voltage Power Distribution Systems, A.C. Motor, Fault Protection and Location, Different Types of Generators, and Power Conditioning/Voltage Regulation. In addition, these courses also integrates the MAAP Competency Management System C.) Automation Automation 1 in our curriculum is a preparatory course for students to acquire the necessary basic knowledge and understanding in the principles behind process and machine automation. It prepares students on the principles of operation of various process measuring sensors and instruments, control theories (PID), final control devices, transmission of signals and use of information technology in control systems. Automation 2, or Marine Automation, includes topics on ship’s main engine and auxiliary engine automated systems, safety and maintenance, fault location, and fault protection. This course also includes pneumatic and hydraulic principles and their onboard applications for both deck and engine machinery operations. It tends to develop in students the skills necessary to interpret electric, pneumatic, hydraulic, instrumentation and control diagrams. At present, the courses enumerated above are included in our curriculum mainly due to the requirements of the Philippine Commission on Higher Education leading to the degree program. These however will not suffice to enable our graduates to acquire the knowledge and understanding relevant to the skills necessary for the Autonomous Ship operator. It is essential to introduce changes and additions to the present course outlines and the curriculum itself so as to ensure competence in the areas as defined in the introduction of this study.
III. The proposed changes and additions to our curriculum to comply with the requirements for the operation and maintenance of an Autonomous Ship There is an urgent need to further strengthen the competence of our students in the field of Information Technology, Electrotechnology, Automation, and the latest Robotics and Mechatronics concepts and principles. Thus, revisions in the course outlines of our Information Technology (IT), Electrotechnology, and Automation Courses are required. These enhancements will educate a technical operator of vessels operating in the level of ALs 1 and 2. Obsolete concepts and topics should be replaced with modern relevant skill areas defined in Chapter I of this paper, without affecting the minimum requirements by the Philippine Commission on Higher Education. Target date of implementation of these proposed additions is on the start of the Second
6 Semester of Academic Year 2016-2017. The additional skill areas are shown in Figs. 1 to 4 below. Fig. 1. Revisions to IT Course relevant to skills essential for operators working on the Control Systems (Decision Support Systems) on Autonomous classed vessels: SKILL / PERFORMANCE / INTENDED TEACHING ACTIVITIES / EQUIPMENT / COMPETENCE LEARNING OUTCOMES LEARNING ACTIVITIES MATERIALS / TEACHING AREAS AIDS Operate Operational 1.1 Kinds of Information Systems 1. Cooperative Group Common classroom facilities Support Systems and Differentiate Operations Assignment. Class is divided with the use of multimedia, Management Support Support Systems from into heterogeneous learning E-Learning, and other visual Systems Management Support groups with members aids. Systems teaching and assisting one Explain the role of the another. Shipmanager v. 7.0 (Ship human operator in the two Management System) kinds of Information 2. Interactive Lecturing. Systems Subject Matter expert tells Use Operational 1.2. Define: Operations Support about the latest thinking on a Support Systems System topic or discipline.
1.3. Give examples of: shipboard 3. Contingency Lectures. operations support system Lecturing in a short period of time and assess students after 1.4 Describe transaction processing in each lecture session. a typical operations support system 4. Web information inquiry. Use Management 1.5. Define: Management Support Searching and applying Common classroom facilities Support Systems System information to answer with the use of multimedia, questions. E-Learning, and other visual 1.6. Give examples of: shipboard aids. management support system 5. Assigned reading. Assigning additional Computer Laboratory 1.7. Describe the operation of a readings as a source of typical Decision Support System information or to supplement lecture. 1.8. Enumerate the six levels of Autonomy of a classed Autonomous 6. Computer Based Training. Ship Learning is acquired through the use of computers. 1.9. Differentiate the characteristics between Autonomy Levels 0 to 6 7. Work along activities. (AL0 to AL6) Exercises that accompany discussion. 1.10. Define E-Navigation 8. Problem Solving 1.11. Describe the typical operation Learning. Setting problems and processes involved in an E- for students to solve after Navigation System conventional teaching.
9. Microteaching. Scaled Operate data 1.12. Enumerate the seven (7) layers down sample of teaching by communications of the Open Systems Interconnection the students to present a systems standards micro lesson to a class.
1.13. Give examples of practical shipboard applications of each of the seven layers of OSI Operate safely using 1.14. Elements of Cyberspace cyberspace define: internet, cyberspace, and cyber security explain: the role of the human operator in ensuring safe and efficient use of cyberspace enumerate and describe: different kinds of threats in cyberspace 1.15. Describe the safety precautions to be taken and tools to be used when operating in cyberspace
7 Note: Topics covering basic elements of computer systems as well as the use of the classic Word processor, electronic spreadsheet and graphic presentation should be removed from the course outline, to be replaced by the above skill areas. These topics were already covered in senior high school.
Fig. 2. Revisions to Marine Electricity Course relevant to knowledge and understanding in servomotors and stepper motors, forming the foundation of the articulation mechanisms and precision movements of robots SKILL / COMPETENCE PERFORMANCE / TEACHING ACTIVITIES / EQUIPMENT / AREAS INTENDED LEARNING LEARNING ACTIVITIES MATERIALS / TEACHING OUTCOMES AIDS Operate Servomotors and 1.1. Stepper Motors 1. Discussion, Reporting, Common classroom facilities Stepper Motors State the normal Board Work and Problem with the use of multimedia, supply for stepper Solving E-Learning, and other visual motors aids. Enumerate the 2. Assigned reading. different Assigning additional Laboratory Equipment components of a readings as a source of stepper motor information or to supplement Describe the lecture. principle of operation of a 3. Computer Based Training. stepper motor Learning is acquired through Enumerate the the use of computers. different types and applications of stepper motors Describe the processes involved in controlling the operation of a stepper motor 1.2. Servomotors State the normal supply for servomotors Enumerate the different components of a servo motor Describe how a servomotor works Enumerate the different types and applications of servomotors Describe the processes involved in controlling the operation of a servomotor
Note: Topics covering Electrotechnology 1 (Basic Electricity) and Electrotechnology 2 (Marine Electronics and Electrical Maintenance) already contain the required topics/skill areas as preparatory course for the above proposed additions to Electrotechnology 3 (Marine Electricity).
Fig. 3. Revisions to Automation 1 Course relevant to knowledge and understanding in the operation of diff. types of modern onboard control systems SKILL / COMPETENCE PERFORMANCE / TEACHING ACTIVITIES / EQUIPMENT / AREAS INTENDED LEARNING LEARNING ACTIVITIES MATERIALS / TEACHING OUTCOMES AIDS Operate the different types of 1.1 Given the different types of 1. Discussion, Reporting, Common classroom facilities modern control systems modern distributed control Board Work and Problem with the use of multimedia, systems, differentiate the Solving E-Learning, and other visual following in terms of their aids. characteristics: 2. Assigned reading. Supervisory Control Assigning additional Laboratory Equipment and Data Acquisition readings as a source of (SCADA) information or to supplement Distributed Control lecture. Systems (DCS) Foundation Fieldbus 3. Computer Based Training.
8 PLC Learning is acquired through Shore Control the use of computers.
1.2. Define: Smart Sensors/Transmitters and IP based instruments
1.3. Give examples of: Smart instruments and IP based components used for shipboard applications
1.4 Enumerate the different types of interfaces used for Smart and IP based instruments for remote monitoring and control
1.5. Describe the protocols used in transmission and transfer of data used by Smart and IP based instruments
Fig. 4. Revisions to Marine Automation Course relevant to knowledge and understanding in the operation of robotics and mechatronics applications for control of Autonomous classed ships SKILL / COMPETENCE PERFORMANCE / TEACHING ACTIVITIES / EQUIPMENT / AREAS INTENDED LEARNING LEARNING ACTIVITIES MATERIALS / TEACHING OUTCOMES AIDS Operate robotics and 1.1. Given the different parts of 1. Discussion, Reporting, Common classroom facilities mechatronics applications for a robot system, Board Work and Problem with the use of multimedia, shipboard process control and differentiate the following Solving E-Learning, and other visual machine control in terms of their aids. operational characteristics: 2. Assigned reading. stepper motor for Assigning additional Laboratory Equipment horizontal rotation readings as a source of consists of Festo 5150 Robot motors for the information or to supplement Systems with programming precision movements lecture. kit and simulation software of articulations and end effectors 3. Computer Based Training. gripper Learning is acquired through articulations the use of computers. gears and pulleys carousel, conveyors, 4. Hands on simulation and feeders and signal actual programmng and towers operation of a robotic system software program
1.2. Describe the functions of each component of a robotic system and their applications
1.3 Give examples of typical applications of robotics to shipboard operations
1.4. Given a software program/control simulation, create a program for a typical robotic application
IV. Conclusion and Recommendations The outlined revisions on the different course outlines in Chapter III of this paper comprise our first immediate, practical, and workable response in dealing with the perceived changes in future ship operations. It is known, however, that most maritime educational institutions in the world are already beyond their tipping points in
9 terms of the training and education requirements for their students to graduate. Some schools in the Philippines have said that any more additional requirements will require a five year program as against the regular four year program that they currently offer. This has driven some schools to giving STCW required training not as academic credits but professional credits. But in our case, if time restrictions will hamper the proper delivery of these added skill areas, we can still adopt the recommendations using our Competence Management System (CMS), that is ran side-by-side with our Academic program offering. The courses together with the revisions will be implemented by November 2016. The next step is by the start of the first semester in Academic Year 2017-2018, when MAAP will introduce a Marine Mechatronics and Ships Automation Course (5 Units) that will focus on the necessary knowledge and skills for all components of an AL1 to AL6 classed vessel. The coverage topics of this course deals with the advanced concepts of the topics/skill areas embodied in our original and revised course outlines for IT, Electrotechnology, and Automation Courses as discussed above. In the long run, the final phase of this project will involve the development of a Major in Mechatronics and Autonomous Ships Operation. This will be in place once the institution obtains its autonomy status to be granted by the Philippine Commission on Higher Education and will necessarily concentrate on all skill areas mentioned above focusing on the management, operation, and support aspects of the relevant competencies involved. It is foreseen that within the next ten (10) years, there will be shore based monitoring of all shipboard operations and functions. This will necessarily cover all aspects of a shipboard system and will result in reductions in crew size. Without proper action on the part of the Maritime Education and Training institutions, rapid de-skilling of maritime officers and crew will occur. For a maritime educational institution like MAAP, it is imperative to produce graduates that will be competitive in the market by remaining competent in the technologies adopted by industry. This would probably be the only way to stay in business. Otherwise, the institution cannot and will not be able to sustain its operations. The need by the industry for competent personnel who will complement the ships automation systems acting either as remote operators or on-board operators, will remain, at least in the next twenty (20) to thirty (30) years.
REFERENCES
10 [1] Stuart B., “Automation History”. A Brief Building Automation History. 2008. Building Automation Consultants, LLC. August 2016. < http://www.building-automation- consultants.com/building-automation-history.html> [2] Berlan, B., C/E, ITF Representative to IMO. “Autonomous Ships-Status Report”. [3] Benito, L., Head of Innovation, Strategy, and Research, Lloyd's Register. “Creating Class Procedures for Autonomous Shipping”. 15 August 2016.
11 DISTANCE LEARNING APPLICATION FOR POST GRADUATE STUDIES OF SEAFARING OFFICERS
Asst. Prof. Dr. Ergun Demirel, Piri Reis University, Tuzla Istanbul/Turkey Tel: 0216 581 00 50 Fax: 0216 5810051 e-mail: [email protected]
Abstract
The seafaring officers require further studies for their future roles related with their professions such as positions at shipping companies, shipyards, ports and terminals. However, the working environment of the seafarers is totally different from the surroundings of other occupations. They work on a mobile work place and mostly have no or very limited internet connection which is essential for distance learning today. The education and training of the seafarers is regulated with the international regulations mainly based on the Standards of Training, Certification and Watchkeeping Convention for Seafarers (STCW) and requires a continuous education application which enables them to keep their certificate of competencies valid. This situation makes us to consider the application of different type of education and training methods in particular distance education of seafaring officers. This study starts with the investigation of available distance learning methods and continues with analysis of application of these methods to the post graduate studies for seafaring officers performing their duties on board the ships. The standards established by the European Qualification Framework (EQF) and European Union Lifelong Learning (LLL) programme will also be considered. The final aim of this study is to propose composite learning methods for postgraduate studies of seafaring officers mainly based on the distance learning and as well as possible supporting elements for distance learning.
Key Words: Seafarers Education and Training; Distance Learning; Lifelong Learning; Assessment of Distance Learning
1. INTRODUCTION
Technological developments have led to significant changes in the posture of the business life and workforce. These developments have also emerged new occupations and changed structure of existing professions. Furthermore, as new professions appeared to meet the new posture of business, some professions have disappeared accordingly. The rapid change of technology required update of occupational knowledge permanently. Adaptations of the professionals to new structure of business life, special types of education and training systems have been accomplished. In the past, education has been conducted in a definite period of life in regular education institutes, but new information and competency requirements made education as a continuing lifelong learning activity.
Distance learning is one of the key element to facilitate the education for the people who are not able to participate classroom sessions due to their working conditions being far away from the education centres. Considering this situation, distance learning is an important tool for the seafarers. The following considerations are new and different approaches to the education systems of today.
Student Centred Education
Not only have the structure of education and training but also design and delivery concept been changed to create more effective and feasible methods for learning. The student centred education is one of the new consideration in the recent education systems.
The idea of student-centred learning is that, rather than training being focused on the needs of the trainer (as it often is), the training is focused on the needs of each trainee. The opposite of trainer- centred is student-, or trainee-centred. Being trainee-centred means that the training conforms to each trainee. It accommodates their individual learning styles, their varying level of academic ability and pre-existing knowledge, and their location and time constraints. It puts the trainee at the centre of the training process, offering better and more effective results (Goldberg, 2016).
Blended Learning Techniques
The blended learning is composition of different learning methods used to meet the special requirements of the course delivered. Especially maritime subjects based on the competency and skills need the use of some simulation techniques. So, the blended learning techniques should be considered when competency and skill based courses are thought to be the solution.
Peer Learning
Peer-learning provides an opportunity for learners to share their knowledge with other learners. The peer learning requires use of online discussion which is sometimes very hard for seafarers at sea. In this case we should think about asynchronous discussions where participants do not need to be conversing at the same time to participate peer sessions.
Seafarers always suffer from the location and time constrains due to their working conditions. Today, rapidly spreading distance learning systems provide better opportunities for seafarers to get benefit from education opportunities. The e-learning facilitates to overcome location and time constraints problems for the learners even if it has still many problems related to lack of internet connections (or very expensive) required for instructor/tutor sessions.
To this end, we should focus on student centred education, blended learning techniques and peer learning when we design a distance learning programme for seafarers.
2. METHOD
The aim of this study is to investigate application of distance learning methods to the post graduate studies of seafaring officers by taking into account future expectations of maritime industry from these officers.
The study is conducted in three phases. The distance learning concept and existing application methods, the posture of seafaring officers’ life and expectations of maritime sector from these officers outside of the sea deployment are envisaged in the first part.
Existing postgraduate programmes related to maritime sector delivered by distance learning methods, best practices, additional fields may be delivered by distance learning and new delivery methods in the light of best practices are discussed in the second phase. Following discussions, the suitable master programmes for seafaring officers to be delivered to meet the requirements of maritime industry and modified distance learning methods which are suitable for modus operandi and modus vivere of these people are proposed.
3. RESEARCH
3.1. The Distance Learning Concept
Distance Learning is a mode of delivering education and instruction, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. Distance learning provides - "access to learning when time and distance, or both separate the source of information and the learners" (Honeyman and Miller, 1993). Distance learning is training that takes place largely synchronously; that is, the material is delivered to all participants at the same time even though participants are separated by geographical distance. The US Distance Learning Association defines distance learning as “the delivery of education or training through electronically mediated instruction including satellite, video, audio, audio graphic computer, multimedia technology and learning at a distance” (Leonard, 1996).
Distance Learning has been defined in various ways. In its most basic level, Distance Learning takes place when a content provider and a learner are separated by physical distance. Technology acts as an interface for face-to-face communication, bridging the instructional gap (Smith, 1998). However, in today’s environment, Distance Learning may be better defined as education in which the student and the instructor, while physically separated are intellectually connected via technology (Burke, 1998).
Types of distance learning technologies include: one-way and two-way interactions using audio (e.g., audiotape, voice mail, audio conferencing), data (e.g., computer-based training, internet), video (e.g., videotapes, video messaging, two-way videos), and combinations of audio, video and data (e.g., multimedia programming, multimedia messaging) (Chute et al., 1999).
Distance learning involves interaction between class members primarily at a distance, and enables the instructor to interact with learners. Distance learning is typically associated with televised broadcasts and correspondence courses, but it also applies to certain e-learning applications. On the Internet, educational interaction primarily at a distance is required between instructor and students, or between students. Typical distance learning includes Internet-based live instructor broadcasts, video-conferencing, chat and scheduled online conference discussions, and even e- mail courses or discussions.
Distance learning involves interaction between class members primarily at a distance, and enables the instructor to interact with learners. Distance learning is typically associated with televised broadcasts and correspondence courses, but it also applies to certain e-learning applications. On the Internet, educational interaction primarily at a distance is required between instructor and students, or between students. Typical distance learning includes Internet-based live instructor broadcasts, video-conferencing, chat and scheduled online conference discussions, and even e- mail courses or discussions. As seen on the Figure 1, the distance learning covers different echelons of learning methods and all these echelons are interlinked.
Figure 1: Distance Learning Coverage (Source: Bachman, 2002)
According to research carried out by European Journal of Open, Distance and e-Learning which publishes the researchers conducted on distance learning courses that already existed including a wide range of teaching methodologies. As it is described in the Figure 2, the hardest part of the distance learning is the use of Practical/Experimental, Virtual and Simulator components. This situations complicates both preparation and application of courses which will be delivered by distance learning.
Figure 2: Distance Learning Teaching Methodologies
3.2. Existing Distance Learning Institutions and Models Applicable For Seafarers
The distance learning courses for seafarers have started in the United Kingdom in 1980s and made rapid progress in this area. The followings are the MET institutions that provide different type of courses on line in UK (Marine Insight);
University of Southampton offers a total of seven marine courses, dealing with all aspects of marine engineering. These are postgraduate courses offered in a full time study pattern. Yacht designing, ship science and naval architecture are some of the courses being offered.
University of Strathclyde provides both undergraduate and post graduate studies in marine engineering. Both the studies and entire study course of this department is accredited by the Royal Institution of Naval Architects (RINA) and the Institute of Marine Engineering (ImarEST).
Newcastle University deals with specific marine environment and offers highly directed marine courses at both undergraduate and postgraduate level. A variety of maritime courses related to marine engineering like marine informatics, mechanics, and marine engineering practices are available.
Southampton Solent University offers four marine engineering courses dealing with yacht and power craft designing.
Plymouth University offers full time coastal engineering courses.
University of Greenwich offers Marine engineering management course that deals with honing skills of students to take charge of related jobs.
Liverpool John Moores University offers two courses in mechanical and marine engineering for undergraduate and postgraduate students.
University of Aberdeen offers a course in Subsea Engineering. The course is available for both graduate and undergraduate students.
Heriot-Watt University provides marine resource development courses.
University of Liverpool offers a total of three courses related with maritime civil engineering. The courses are dedicated to enable students be able to design marine structures for various marine environments including coasts, shores and estuaries.
The following post graduate programmes are delivered for seafarers by distance learning in different institutions:
MBA Terminal Management MBA Harbour Master MBA Logistics Management MBA Ship Management MBA Crew Management MBA Ship Agent MBA Ship Superintendency MBA Maritime Business Management MBA Shipping and Logistics MSc Risk Management MSc Vessel Valuation MBA Global Energy Management MBA Strategic leadership for the global energy industry MBA in Logistics Management MBA in Terminal Management MBA in Port Management MBA in Marine Accident Investigation Postgraduate Diploma in Maritime Energy PG Certificate / PG Diploma / MSc Intelligence and Security Studies: PG Certificate / PG Diploma / MSc Marine Insurance course by distance learning The following distance courses are also offered for seafarers which may be considered as a follow-up courses:
Terminal Management Naval Architecture Diploma in Terminal Management Offshore Field Development Warehouse Management Certificate Port Facility Security Officer (PFSO) Training Course FPSOs Certificate in KPIs for Ports & Terminals Maritime Safety Law distance learning training course Oil, gas and petrochemicals shipping distance learning course Certificate in Shipping Business distance learning course Supply chain management course by online distance learning Maritime Law and Shipping Contracts distance learning training course Marine Drilling distance learning training course Certificate in KPIs for Shipping Certificate in Ship Sale & Purchase Certificate in Shipping Business
The following master programmes are also provided by World Maritime University Malmö, Dalian and Shanghai Branches:
- Port Management - Shipping Management & Logistics - Maritime Safety & Environmental Administration - Maritime Law & Policy - Maritime Education & Training - Maritime Energy Management - New in 2016 - Ocean Sustainability, Governance & Management - New in 2016 - International Transport & Logistics (ITL) (Shanghai) - Maritime Safety and Environmental Management (MSEM) (Dalian)
Raunek (2012) made a study on the MET (Maritime Education and Training) institutes which are delivering distance learning for seafarers. According to the study the following institutions are found as the top five:
“Informa Global Events – Lloyd’s Maritime Academy which offers a wide range of maritime courses to a global audience. “MBA in Shipping and Logistics” is the most famous course of this organization and is also the finest online MBA course in shipping available.
Videotel offers a variety of online maritime training courses which are filled with video, graphic sequences, full audio narration and interactive texts and advertising.
Lloyd’s Register provides top quality online maritime training courses, which are up to date with the latest developments in the fast moving maritime sector. All courses provided are featured with real life scenarios to offer better understanding to course takers. Coracle Online provides online maritime courses in professional development. It has tailored and made courses for almost every aspect of commercial shipping, and also provides podcast and iphone applications.
Shipgaz is another online maritime training provider that offers courses only for maritime professionals who belong to one of the shipping companies listed on its respective website. Moreover, Shipgaz is the only maritime online training provider with DNV Standard of Certification for Maritime.”
3.3. The specific condition of the seafaring officers
The ship, core element of the shipping, operates worldwide in a multinational, multicultural and multifunctional environment. To facilitate working in such a complicated environment, the seafarers must be trained taking into account the entire aforesaid environments, taking into consideration, all international standards and related regulations. The purpose of maritime education and training (MET) is to supply manpower for the shipping industry. MET covers a wide spectrum of training institutions which range from those delivering short-time courses to post-graduate studies.
In recognition of the importance of establishing uniform training standards, ship and environmental safety at sea, some countries in collaboration with their maritime industry associations and maritime education and training institutions expressed their firm commitment to implement recognized standards that lead to uniform approaches in the control mechanisms of seafarer’s education and training that include: Monitoring, Assessment, Approval and Accreditation (Demirel and Mehta, 2009).
Ships operate throughout the world. To create a suitable distance learning system for seafarers we should accommodate differing needs of the seafarers operating in the different locations and time zones. Another issue is lack of internet connections at sea which hamper face to face lecturing/discussion periods. This make the planners to increase the number of the face to face period and produce new methods to overcome this problem.
Figure 3 shows the condense shipping areas where the seafarers are available for distance Learning and Figure 4 shows the time zones.
Figure 3: Condense Shipping Areas
Figure 4: Time Zones
The zone times in condense shipping areas are found as ZT: 0-2, ZT: 6-8 and ZT: (-5) - (-6). In according to this data transmission time should be arranged to CET [ZT: +2] and may be repeated at ZT (+7) and (-6). The instructor/tutorial hours in many distance learning is conducted between 1800 to 2000 local time. In the light of condense shipping areas and time zones, we may propose 1800-2000 CET as primary transmission time and 1200-1400 CET may be as a secondary. Transmission time at 0800-1200 CET (ZT (– 5)-(-6) may be also considered taking into account the number of learner.
Although the transmission time for face to face instructor/tutorial hours and group conferences is increased, the seafarers have a very limited chance to participate these active phases of distance learning due to differential working periods based on the local time (Zone Times sailed). They may have many questions to ask the tutors when they study in particular responding assignments ant tests. In order to solve this problem a frequently updated and comprehensive data base which will respond most of the questions which may be asked by learners should be improved. We may call this systems as Dynamic FAQ (Frequently Asked Questions) which will be operated by a lecturer team which collect and analyse associated questions coming from the learners and then respond accordingly. This is not an easy process and needs deployment a team responsible to update and improve this system permanently.
3.4. The suitable jobs at shore for seafaring officers’ expectations of the maritime sector from seafaring officers out of the sea deployment
The European Union “Sail ahead” project aims at providing an on-line guidance tool for a second career for captains. It covers a report with transferable skills, result of a survey in nautical academies to identify competencies acquired through formal learning and a survey in the ships to identify competencies through non-formal one. The outcomes of this project are; a mapping of competencies and profiles required for at least 10 alternative career paths ashore and an on line tool to be used by students or captains that will help them assess the possibilities to work on shore. As a result of SAIL AHEAD Project the following job profiles are found suitable for deck officer at shore: Coast Guard Officer, Chief Executive Officer (CEO), Operations manager, Designated Person Ashore (DPA), Quality Manager, Occupational Health and Safety Manager, Maritime Lecturer, Maritime Auditor, Maritime Surveyor (Inspector – Auditor), Marine Advisor/Consultant, Port Authority officer, Pilot, Arbitrators.
Additionally Stevedore Captain, Lashing, Cargo Handling Manager, Port Facility Security Officer (PFSO) can be included in the above mentioned job profiles. Many shipping companies also started to operate as a logistic company and/or have a logistics component. So logistics became a significant occupations for seafaring officers.
4. DISCUSSION 4.1. General Considerations for Seafarers’ Educational Requirements
This study is made to determine the best alternatives for the delivery of master courses for seafaring officers through distance learning and e-learning in order to improve their qualifications in their occupation and prepare them new proficiencies in the maritime industry.
The BIMCO/ISF Manpower Report 2015 indicates that the current global supply of seafarers is around 1,647,500 of which approximately 774,000 are officers and 873,500 are ratings, and that the current global demand for seafarers is around 1,545,000 seafarers, with the industry requiring approximately 790,500 officers and 754,500 ratings. The shortage of officers is about 16,500 for 2015 and it has been estimated to be 92,000 for 2020 and 147,500 for 2025. Although there is not a big change in the number of the ship (68,723 ships in 2015) the reason for this significant change is because of the increase of new job areas for seafaring officers such as positions at shipping companies, shipyards, ports and terminals etc. This situation makes the education planners to consider the new education opportunities which respond education requirements for all parts of the maritime sector.
The working conditions of the seafarers do not create an opportunity to get benefit from the conventional type of education. The only opportunity is to get education using distance learning. There are many institutions to provide education and training on maritime related subjects. But they have major problems to get benefit from interactive phases of distance learning programmes because of limited internet connection at sea and mismatched instructor/tutor transmitting times.
Depending on the type of job the mariner is pursuing, this will require either specialized training organ advanced degree such as a Master of Science. For example, on the job training provided by the employer is often the case for a Chief Engineer who becomes a Marine Superintendent or a Master.
Mariner who takes on the role as the Designated Person Ashore. A short course or diploma, potentially accomplished through distance learning, is typical for a Ship Surveyor, Port State Control Inspector or Ship’s Agent. An advanced degree is an essential element for those seeking employment in the Maritime Law, Logistics, Naval Architecture or Trade and Finance sectors.
In considering the development of a European Masters programme for former seafarers, the study noted that those seeking employment in the areas where an advanced degree is not required would potentially find their opportunities for advancement or sector mobility increased if they did possess a degree. As will be discussed later, an EU MSc programme development should concentrate on incorporating a variety of common elements from a number of maritime sector jobs to offer the graduate the broadest range of employment and advancement opportunities. Figure 5 illustrates this concept (Ketchum and Pourzanjani, 2014).
Figure 5: Common Programme Elements (Source: Ketchum and Pourzanjani, 2014)
4.2. Investigation on the existing method to improve new models
Distance Learning provides many advantages for learners who are not able to reach education centres. But it also has some disadvantages for both lecturers and learners. The learners need internet connection for distance learning courses delivered online courses. The seafarers at sailing has very limited connections due to high cost of internet at sea even there is no connection in some condition. This situation hampers to join lecturing or tutorial hours and they cannot find an opportunity to interact with trainer. In particular it makes hard to respond assignments, home works and projects which generally requires connection with instructor to request some explanations. Lack of participation opportunity in a group discussion on internet creates a significant difference with other learners. Some seafarers hesitates to take an e-learning course due to above mentioned reason.
In synchronous distance learning, all participants are "present" at the same time. In this regard, it resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing, video conferencing, and educational television, instructional television are examples of Synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming and telephone. Online meeting software such as Adobe Connect has helped to facilitate meetings in distance learning courses (Lever-Duffy et al, 2007)
Synchronous education tools support communication and collaboration at the same time. This type of instruction often involves use of videoconferencing or Interactive Distance Learning Network (IDLN) (Neal, 1997). IDLN is a tool that allows the instructor to be seen and heard by the audience but the feedback is limited since the students can only communicate with him/her via typed messages. Other important tools for teacher-student and student-student communication include application / screen sharing, whiteboard and collective web browsing. In asynchronous distance learning, participants access course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voicemail, and fax (Lever-Duffy et al, 2007).
Asynchronous education also means that communication and collaboration between teachers and students takes place across time and space. This kind of instruction is usually provided via Internet, Web-based classes, computer-based training or videotape (Neal, 1997). The instructor, if present, could be on video or online, human or software agent. Interaction with peer students is supported in many distance courses through for example mail, mail groups, bulletin boards, etc. (Neal, 2000).
The special condition of the seafaring officers dictates application of as Asynchronous Distance Learning methods. How we can design a system which mitigate the problems due to lack of tutorial sessions and provide support for the students at sea. Best solution is likely to establish a database covering approximately all types of probable questions. It can be achieved creating a Frequently Asked Questions (FAQ) based on the questions have been asked from learners. It can be name as Dynamic FAQ which will be controlled by a permanent team to update the FAQ bank and associate the different questions related to each other.
4.3. Applicable Standards
The accreditation has a significant importance to prove the quality of any type of education and training. The first internationally applicable standard that focuses on the most important assets, organizations and facilities in distance learning is ISO 29990:2010 (last revised in 2016). The objective of this International Standard is to provide a generic model for quality professional practice and performance, and a common reference for learning service providers (LSPs) and their clients in the design, development and delivery of non-formal education, training and development. This International Standard uses the term “learning services” rather than “training” in order to encourage a focus on the learner and the results of the process, and to emphasize the full range of options available for delivering learning services.
ISO 29990:2010 provides a unified standard for learning service providers, including corporations, vocational institutions, and life-long learning centres, around the globe. Certification against the standard ensures that the design, development and delivery of the learning experience you provide meet the ISO requirements. The audit and certification process also provides you with a transparent analysis of your present program and a valuable tool for developing effective, learner-centred training (ISO 29990).
ISO 29990 requires more of a learning service provider than any other standard, because it verifies exactly what the student will benefit. In conclusion, e-learning and distance learning systems meet the necessary requirements with respect to ISO 29990 in Maritime Education and Training. These systems will increase the quality of training and also provide improved learning environment and much more benefits to the students and learners.
4.4. Suitable programmes to be delivered for each additional professions Taking into account the studies on the possible job areas for seafaring officers at shore, a matrix has been created which explains proposed profession, required postgraduate education and availability of distance learning. See Table 1 as below.
Table 1: Suitable programmes to be delivered for each additional professions
Profession Proposed Education Distance Learning Availability Coast Guard Officer MBA Ship Superintendency No MBA Maritime Business Management MSc Risk Management LLA Maritime Law Executive Officer/Department MBA Ship Management Heads in Shipping Companies MBA Shipping and Logistics MBA Ship Superintendency MBA Maritime Business Management Chief Operations/ Crew MBA Crew Management Management MBA Ship Agent MBA Ship Superintendency MBA Crew Management Designated Person Ashore MSc Vessel Valuation (DPA) Quality Manager MSc Risk Management MBA Ship Management MBA Shipping and Logistics MSc Maritime Safety & Environmental No Administration No LLA Maritime Law & Policy Occupational Health and Safety LLA Maritime Law No Manager, Ship Agent MBA Maritime Business Management Ship Broker MBA Maritime Business Management Maritime Lecturer MBA Maritime Education & Training MBA Maritime Business Management Maritime Auditor MSc Risk Management MSc Vessel Valuation Maritime Surveyor (Inspector – MBA Ship Superintendency Auditor) MSc Risk Management Marine Advisor/Consultant MSc Risk Management MSc Vessel Valuation Port Authority Officer /Harbour MBA in Port Management Master LLA Maritime Law No MBA Harbour Master MBA in Marine Accident Investigation Department Head/Project Officer MBA Shipping and Logistics at Maritime Authority MBA in Port Management No MBA Maritime Safety & Environmental No Administration No MBA Maritime Law & Policy MBA in Marine Accident Investigation Logistics MBA Shipping and Logistics MSc Risk Management MBA in Logistics Management MBA in Terminal Management No MSc International Transport & Logistics Arbitrators MBA Shipping and Logistics MSc Risk Management No LLA Maritime Law MSc Vessel Valuation MBA in Marine Accident Investigation Stevedore Captain, MBA Terminal Management Port Manager MBA in Port Management MBA Terminal Management MBA Maritime Business Management MBA Shipping and Logistics MSc Maritime Energy Management Lashing, MBA Terminal Management Cargo Handling Manager at Port MBA in Port Management MBA Terminal Management MBA Shipping and Logistics Port Facility Security Officer MBA Terminal Management (PFSO) MBA in Port Management MSc Risk Management MSc Intelligence and Security Studies
This table is open for discussion but establishes a start out for further studies. Nowadays a new profession is born and many education and training opportunities are emerging to meet the requirements of these new professions. Following the improvement and requirements in new profession and considering the effects of technology on distance education methods, this table should be reviewed and re-evaluated.
European Union has established many qualification standards and institution for VET (Vocational Education and Training). The European Quality Assurance Reference Framework (EQAVET) and work based learning are good examples of European Union’s effort to make VET coordinated well. Those regulations are designed to meet the industrial requirements in the European Union Areas specifically based on defined lessons learned after the economic crises of 2008.
The European Quality Assurance Reference Framework (EQAVET) is a reference instrument designed to help EU countries promote and monitor the continuous improvement of their vocational education and training systems on the basis of commonly agreed references. The framework should not only contribute to quality improvement in VET but also, by building mutual trust between the VET systems, make it easier for a country to accept and recognise the skills and competencies acquired by learners in different countries and learning environments (Demirel & Bayer 2015).
Work-based learning (WBL) is another tool and a fundamental aspect of vocational training for the European Union. It is directly linked to the mission of VET to help learners acquire knowledge, skills and competences which are essential in working life.
The European Union’s EQAVET and WBL will help to define outcomes content and design of the distance learning courses.
5. CONCLUSION
The improvement of World economy and maritime transport created new job areas for seafaring officers such as positions at shipping companies, shipyards, ports and terminals etc. This situation make the education planners to consider the new education opportunities for seafarers especially seafaring officers which respond education requirements for different field of the maritime sector.
Working conditions of the seafarers do not create an opportunity to get benefit from the conventional type of education. The only opportunity is to get education using distance learning. The distance learning is formed to facilitate the education and training for the people who has not an opportunity to get education in the regular classroom condition. The improved IT technology provided us interactive, tutorial supported video conference type attractive learning methods. Most education providers has established their own LMS (Learning Management Systems) which combines classical teaching methods and e-learning systems and improved blended teaching/learning methods. Pre-loaded power point introductions, movies, course material reduced the continuous internet connections which is a key problem for the seafarers at sea. The significant and essential issue for distance learning for mariners is that the system should be capable to work also offline considering that the seafarers would not be able to have a continuous online connections.
The Figure 6 shows a basic student centred (meeting specific requirements of the students) distance learning system which may be used to serve for seafaring officers who works at sea.
TRAINEE SITE TRAINER SITE NON INTERACTIVE NON INTERACTIVE Pre-loaded video-tapes, Viewgraphs Pre-loaded video-tapes, Viewgraphs Course Books, Notes Course Books, Notes E -learning programmes INTERACTIVE INTERACTIVE Instructor/tutor interactive Class Hours Structured Instructor/tutor interactive Class Hours Tele Conferences Designated Tele Conference Hours E-mail Conversations E-mail Conversations Structured /Repeated Teleconferences TEST/EXAM/ASSIGNMENT TEST/EXAM/ASSIGNMENT MODUL Interactive Tests/Exams Planned Interactive Tests/Exams
Non-Interactive Assignment Non-Interactive Assignment
NON-SYNCRONISED QURIES DYNAMIC FAQ MODUL
Figure 6: Proposed Distance Learning Model for Seafarers
The seafarers are operating in the different locations and time zones. They have lack of internet connections at sea which hamper face to face lecturing/discussion periods. One of the solution is to improve asynchronous distance learning methods. This makes the planners to increase the number of the face to face period and produces new methods to overcome this problem. The planners should find ways to accommodate differing needs to make the training location and schedule adapt to them. One of the solution is to improve asynchronous distance learning methods. The followings are proposed to facilitate distance education for seafarers; a. The instructor/tutorial hours in many distance learning is conducted between 1800 to 2000 local time. In the light of condense shipping areas and time zones, we may propose 1800- 2000 CET (Central European Time) as primary transmission time and 1200-1400 CET may be as a secondary. Transmission time at 0800-1200 CET [ZT (– 5) - (-6)] may be also considered taking into account the number of learner. b. In order to respond questions from the seafarers who are not able to participate active phases a frequently updated and comprehensive data base should be improved. We may call this systems as “Dynamic FAQ (Frequently Asked Questions)” which will be operated by a lecturer team which collect analyse, associated the questions coming from the learners and responding them. This requires deployment a team responsible to update and improve this system permanently.
Nowadays a new profession is born and many education and training opportunities are emerging to meet the requirements of these new professions. Following the improvement and requirements in new profession and considering the effects of technology on distance education methods, the professional education requirements should be reconsidered. Suitable programmes to be delivered for each additional professions are introduced in the Table 1. This table establishes a start out for further studies.
The accreditation has a significant importance to prove the quality of any type of education and training. ISO 29990:2010 provides a unified standard for learning service providers, including corporations, vocational institutions, and life-long learning centres, around the globe. The certification of distance learning courses is required to ensure that the design, development and delivery of the learning experience meet the standards established by ISO requirements.
The European Quality Assurance Reference Framework (EQAVET) is a reference instrument designed to help EU countries promote and monitor the continuous improvement of their vocational education and training systems on the basis of commonly agreed references. The European Union’s Work-based learning (WBL) is another tool and a fundamental aspect of vocational training for the European Union. It is a suitable tool to define knowledge, skills and competences which are essential in working life. The European Union’s EQAVET and WBL may also use to define outcomes content and design of the distance learning courses. REFERENCES:
BIMCO/ICS, Manpower Report 2015 (2016).
Burke, J., (1998), The Internet Highway: A New Learning Tool for Accounting Students.
Chute, A.G., Thompson, M.M., Hancock, B.W., (1999), The McGraw-Hill Handbook of Distance Learning. New York: McGraw-Hill, USA.
Demirel, E., Mehta, R., (2009), Developing an Effective Maritime Education and Training System, IMLA 16 Conference Proceedings, Izmir Turkey
Demirel E, Bayer D., (2015). Establishment of Cooperation and Collaboration Platforms between Universities and Industry to Improve Education Quality, The Online Journal of Quality in Higher Education (TOJQIH) Volume 2, Issue 2, p 61-68
Goldberg M. (2016). S Maritime Training, Student-Centered Training; Maritime Education and Training, Linkedin, 1 Jun 2016
Honeyman, M., Miller, G., (1993), "Agriculture Distance Education: A Valid Alternative for Higher Education , Proceedings of the 20th Annual National Agricultural Education Research Meeting.
ISO 29990:2000 http://www.sgs.com/en/Sustainability/EconomicSustainability/Quality/Quality - Management-Systems/ISO-29990-Certification-Learning-Services-Management-aspx (Entered 10 June 2016)
Keith Bachman K., (2000) Corporate E-Learning: Exploring A New Frontier, WR Hambrech+Co 415.551.8600 http://www.internettime.com/Learning/articles/hambrecht.pdf.pdf (Entered 10 June 2016)
Ketchum C. and Pourzanjani M. (2014). . European Maritime Post Graduate Programmes For Former Seafarers, World Maritime University, Malmo, Sweden
Lever-Duffy J., McDonald J. B., Mizell A.I.P., (2007). Teaching and Learning with Technology. ISBN-10: 0321054059
Leonard, B., (1996), Distance Learning: Work and Training Overlap.HR Magazine, UK.
Marine Insight, (2012) 15 Colleges Providing Marine Courses in the UK - 9 January 2012 www.marineinsight.com/careers.../15-colleges/ (Entered 10 June 2016). Neal, L., (2000), Distance Learning, Tutorial 13, ACM Conference on Computer Supported Cooperative Work, Philadelphia, PA, USA.
Ranunek K., (2012), Top 5 Online Maritime Courses Providers; Marine Insight, 21 March 2012 http://www.marineinsight.com/careers-2/top-5-online-maritime-courses-providers/ (Entered 10 June 2016)
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Smith G.M., (1998), Education Poised to Go The “Distance”. Standards of Training, Certification and Watchkeeping for Seafarers, (2010).
SAIL AHEAD Project (http://www.adameurope.eu/adam/project/view.htm?prj=6901#.V3TAj2eCSM8 (Entered 10 June 2016)
ISO 29990:2010 Learning services for non-formal education and training -- Basic requirements for service providers https://www.iso.org/obp/ui/#iso:std:iso:29990:ed-1:v1:en (Entered 10 June 2016)
The European Quality Assurance Reference Framework (EQAVET), http://www.eqavet.eu/gns/home.aspx, (Entered 15 June 2016)
Work Base Learning System (WBL) http://ec.europa.eu/education/policy/vocational- policy/doc/alliance/work-based-learning-in europe_en.pdf (Entered15 June 2016)
Curriculum Vitae
Asst. Prof. Dr. Captain Ergun Demirel BSc, MSc (International Relations), PhD (Maritime Management-Policy), FImarEST, CMarTECH
Dr. Demirel graduated from the Naval Academy in 1971 and joined the Turkish Navy. Upon completion of the Naval War College in 1980 he commanded destroyers, served in the Coast Guard Headquarters as Assistant Chief of Staff Operations and the Surface Training Centre as Chief of Education. He commanded the Turkish Fleet Logistic Division and Midshipmen Regiment of the Naval Academy and he served as Academic Dean of the Naval War College.
After retirement in 2001, he became a Board Member of OMSAN Logistics Turkey, which is one of the biggest logistics companies in Turkey. He gave Maritime Strategy lectures in Istanbul University and the Naval War College. He joined TUDEV Institute of Maritime Studies in 2003 and served as the Programme Leader for Navigation Engineering, He is a member of the Maritime Faculty at Piri Reis University since 2012.
He has written a number of international papers in the area of Maritime Education and Training.
17
Title: Developing Effective Professional Development Programs and Evaluations for Maritime Education and Training
Author and Presenter: Angelica Sogor
Employer: Maritime Institute of Technology and Graduate Studies – Pacific Maritime Institute (MITAGS-PMI)
Position: Instructional Design Coordinator
Mailing Address (Personal): 1200 Steuart Street Unit 724 Baltimore, MD 21230 USA
Telephone (Personal): +1 216.233.2308
Email address: [email protected] (Personal) [email protected] (Professional)
Biography: Angelica Sogor studied Marine Affairs and Policy at the University of Miami (B.A., M.S.), where she became intrigued by the human connection among policy, training, and regulatory compliance in the maritime industry. Determined to understand this connection more comprehensively, she pursued a M.S. in Education (with graduate certifications in Teaching the Adult Learner and Leadership in Technology Integration) at Johns Hopkins University. Angelica currently applies her knowledge of adult learning and passion for the maritime industry as the Instructional Design Coordinator at MITAGS-PMI, in Linthicum Heights, Maryland, where she develops maritime training courses, promotes regulatory compliance, and leads a professional development initiative for maritime instructors.
Page 1 of 11 Abstract
Training and education are integral aspects to safe, secure, and sustainable operations in the global maritime domain. Similarly, the instructors, trainers, and educators responsible for these learning processes are integral to effective training and education. While it is imperative to critically review the elements of instructional design, assessment design, quality assurance, and impact of technology, it is as imperative to critically review and evaluate those who lead, design, and facilitate maritime education. Professional development is crucial in an industry where both the profession (training and development) and the subject matter (maritime domain) are dynamic and global. Once a maritime training institute identifies the need for and develops a professional development initiative for its faculty and staff, how can they ensure that this program is meeting the organization’s institutional goals, as well as educators’ individual goals?
This paper seeks to illustrate the need for evaluating a professional development program, which is designed to both measure and improve an educator’s impact in maritime training and education. Through defining what evaluation is and why it is needed, this paper explores what an effective evaluation of professional development may look like and what types of qualitative and quantitative data may be collected for evaluation and analysis.
While effective assessment design is necessary to evaluate student (mariner) knowledge, skills, and proficiencies, it is equally important to develop and evaluate professional development opportunities for educators’ continuing learning, in order to sustain and grow educator impact on student achievement. Further research would evaluate existing professional development programs, or conduct pilot programs, to determine what, if any, strategies, techniques, or platforms for professional development may be most effective for the maritime industry.
Key Words: maritime education and training; professional development; evaluation of professional development
Page 2 of 11 What is the significance of professional development in maritime education and training?
Continuing Education Professional development may take on many appearances, from a spectrum that encompasses traditional and formal learning environments to smaller or more informal learning opportunities. Professional development for maritime educators may encompass: maritime training requirements and industry changes; instructional strategies; instructional technologies; classroom assessment techniques; and application of adult learning theory, among other topics. In the dynamic field of talent development, there is an influx of trending strategies, new technologies, and emerging research on the science of learning. And in the dynamic maritime domain, there are periodic national regulatory changes, updates to international guidance and best practices, shipboard technological advances, and lessons learned from incidents and accidents. Due to these and other factors that shape this dynamic profession, continuing education is an integral aspect of a successful professional development program for maritime educators.
Community Professional development also promotes a culture and community of shared knowledge, where each educator has opportunities to share their expertise (gained from shoreside, seagoing, and classroom experiences), while learning from others’ expertise. Community can be fostered through whole-group discussions, which can focus on sharing participant backgrounds, interests, experiences, and strengths, as well as what they hope to gain from this experience. Community can also be fostered through collaborative efforts, which may include smaller group (four to five people) discussions. These small groups can be designed to group together instructors of similar courses and subject matter. Other times, collaborative events may provide opportunities for instructors who do not typically work together to be clustered in inter- departmental groups. Intertwining the overarching school goals and recalling the value of training to students and mariners worldwide will reinforce community elements throughout all aspects of professional development. Collaborative efforts can translate implicit, existing instructor knowledge into explicit, shared knowledge, which can be applied by a larger audience of instructors in order to reach a larger audience of mariners.
Critical Reflection In addition to continuing education and community, professional development aids in the creation of a professional culture that supports and engages in critical reflection. Brookfield (1995) defines critical reflection, in the profession of teaching, as reflection that is comprised of “understanding[ing] how considerations of power undergird, frame, and distort educational processes and interactions [and]…questioning[ing] assumptions and practices that seem to make our teaching lives easier but actually work against our own best long-term
Page 3 of 11 interests” (p. 8). The opposite of this would be “teaching innocently…thinking that we’re always understanding exactly what it is that we’re doing and what effect we’re having…assuming the meanings and significance we place on our actions are the ones that students take from them” (Brookfield, 1995, p. 1). While some level of reflection may occur on a daily, or even hourly, basis within an instructor’s classroom, there may not always be regular opportunities for in-depth critical reflection of one’s own practices and assumptions, or of a training institution’s status quo of practices and assumptions. Professional development not only provides this scheduled time and space for such critically reflective behavior and analysis, but it also provides a wealth of varying perspectives, experiences, and goals to create a “deeper, more intense, and more probing form of reflection” (Brookfield, 1995, p. 8) that can simultaneously question, challenge, and analyze common training and education practices. Critical reflection encourages maritime trainers and educators to not only carefully analyze facets of the maritime domain, such as case studies, near misses, and regulatory frameworks, but it encourages them to critically reflect upon their own teaching practice and determine how they can provide a better and more effective learning experience for each mariner.
What is evaluation?
According to Guskey (1999), professional development calls for “formal and systematic” evaluation as an “investigation of merit or worth” (p. 2). While it is possible that some evaluation may have subjective components, the evaluation process as a whole should be carefully and conscientiously designed to be a reliable and effective method, such that it is not comprised of “opinion or conjecture, [but] it is, instead, based on the acquisition of specific, relevant, and valid evidence” (Guskey, 1999, p. 3). Specifically for evaluation of professional development, different evaluation methods may encompass the following levels: evaluation of participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes (Guskey, 1999).
Why is evaluation needed?
Guskey (2003) notes that while evaluation of professional development is necessary, there may not be uniform criteria of how to define the effectiveness institutions seek to measure. Evaluation frameworks may define effective professional development by opinions of educators; “specific measures of student achievement;” and “enhancement of teachers’ content and [andragogical] knowledge” (Guskey, 2003, p. 2). Additionally, professional development, including related evaluation procedures and measures, may be more effective when educators are directly involved in the development of the program, as “the decentralization of decision making appear[s] to…undermin[e] the use of
Page 4 of 11 knowledge rather than promot[e] it” (Guskey, 2003, p. 2). For this reason, an evaluation plan that aligns with program objectives, measures program effectiveness, and determines program impact on instructors may be more likely to succeed if developed in part by those who it will evaluate.
While professional development is an important practice, schools and program administrators need to consider how they are demonstrating the program has an impact on educators and students. The evaluation of such a program can be absent-mindedly forgotten or outright ignored because it may be considered “a costly, time-consuming process that diverts attention from important planning, implementation, and follow-up activities” (Guskey, 1999, p. 2); however, these evaluations are needed. As exemplified by Guskey (1999), evaluation “provide[s] information that is sound, meaningful, and sufficiently reliable to use in making…decisions about professional development processes and effects” (p. 2).
Pallof and Pratt (2011) note the importance of evaluation and feedback for instructors participating in professional development programs. The feedback is vital “to motivate and enable faculty to know how well they are doing, and to engage them in continuous professional development” (p. 91). It is also critical to “link [the evaluation of teaching effectiveness] to ongoing professional development needs” (Pallof and Pratt, 2011, p. 91). While maritime training schools may employ student course critiques and surveys as means to obtain feedback about instructor performance and effectiveness in the classroom, there are a multitude of elements that impact student opinions and experiences; “simply asking students how well the instructor performed or whether the instructor was present and provided help with course activities does not provide an adequate evaluation” (Pallof and Pratt, 2011, p. 93). Therefore, there should be an evaluation component that directly aligns to the professional development that is provided. The evaluation will provide: a mechanism to determine what instructors need and want from continuing education; summative and quantitative measurement to ascertain effectiveness of specific sessions or programming areas; and formative feedback to guide future programming and decision making. Ideally, evaluation of professional development results in: a strategy to validate if the institution is meeting its training mission; a method to evaluate, analyze, and improve instructor performance; and an improvement in the learning experience and an increase in quality learning opportunities for mariners.
How do we evaluate professional development?
Evaluation of educators may measure expected outcomes such as “increased of changed knowledge, understandings, intentions, practices and motives/emotions” (Krolak-Schwerdt et al, 2014, p. 79). Ultimately, the “change of evidence [leads] from teacher education and professional development to student learning outcomes” (Krolak-Schwerdt et al, 2014, p. 80); however, it is
Page 5 of 11 less feasible to measure items like student learning processes and outcomes if earlier elements of the chain, including teacher learning processes and outcomes (from attending professional development) are not measured first. In one study, evaluation of teachers’ learning experiences was measured with interviews, in- class observations, questionnaires, and a self-reported log about their learning experiences (Krolak-Schwerdt et al, 2014, p. 86). This study combined varied evaluation tools to determine the types of professional learning that took place and applied formative strategies, including surveys, discussions, and observations. Such an evaluation might be beneficial before designing a formal professional development program to yield baseline data. Whether used as a baseline evaluation or whether no baseline data is available, formative evaluation methods can provide insight as to whether instructors are actively using the opportunities and information provided by professional development or if they may be seeking external methods, leaving the professional development as an undervalued or under-utilized resource. Collected as formative data, this information can be readily used to modify or maintain the current programming environment, content, and structure.
Another specific type of evaluation method is a teacher portfolio, which Tucker, et al (2013) explains can be used in both low and high stakes evaluations, for informal “self-analysis” and “a high-profile, formalized portfolio process tied to evaluation” (p. 38 – 39). A portfolio would be a more comprehensive evaluation tool than in-class observations alone; Tucker, et al (2013) illustrate the limitations of direct observations, the value of data obtained from multiple sources, and the importance of the validity and reliability of the information obtained, which becomes the basis of the evaluation. Portfolios may appear as a complex and potentially burdensome method for evaluating part-time and contract instructors who operate primarily as consultants. For full-time instructors, however, portfolios can provide a more comprehensive and holistic view of the impact of professional development, while also providing opportunities for focused self-awareness and critical reflection of one’s teaching practice. Ultimately, portfolios can be employed as means to foster instructor reviews and evaluation, including a “constructive feedback process” (Tucker, p. 148). Portfolios and review of final educator projects (such as lesson plans) can be analyzed as summative data to individually evaluate instructor application of professional development content and collectively evaluate the impact of the program over a period of time.
What does the future of evaluation of professional development in maritime education and training look like?
The future of professional development for maritime trainers and educators is not one size fits all; it should be reflective of and adaptable to the varying experiences, qualifications, and interests of its diverse, professional audience. For example, professional development might respond to varying trainer or instructor needs by being designed and offered in an on-demand eLearning
Page 6 of 11 format. In an online, on-demand format, session content or activities are available at-will for those who have an hour to learn a new technique on a week away from teaching in the classroom, but remains equally accessible and valuable for those who only need to navigate to a ten-minute chunk of a section for a quick refresher during a lunch break. eLearning offers value for those maritime professionals who take on a part time or consultant role, as well as those educators who actively sail. This sub-set audience, of part-time or consultant instructors, may determine that there are elements of continuing education, community, and critical reflection from which they are excluded if professional development is predominantly offered in a face- to-face format. Consequently, eLearning might simultaneously offer more customizability for educators to design and take control over their own learning experiences, while also offering a learning environment that is more inclusive of the global and influx maritime domain. A blended professional development program can capitalize on the unique benefits offered by eLearning, while also offering supplemental methods and environments. A blended program may host new content and discussion forums online, then provide a face-to-face environment, which is suitable for the practical application of content through hands-on exercises or for those who determine they would like additional time and experience with the new content.
The creation and implementation of professional development that promotes continuing education, community, and critical reflection, while meeting varying experience levels and interests of its audience, is only one part of a sustainable and effective professional development program. Another significant element for sustainable and effective professional development is program evaluation. Evaluation can be formative (including discussion and reflection) as well as summative (including evaluation of whether concepts have been translated into practice and projects), but evaluation should be performed with various methods, such that data is collected from multiple sources. Multiple sources of data increase the reliability of results, present a comprehensive picture, and reduce the likelihood of subjective results.
Before performing any evaluations or collecting any data, it is imperative to know what questions are to be answered through evaluation and how an organization will use the data they have collected. Evaluation might seek to answer questions such as: is the program successful (asked only after defining what program success looks like); is the continuing education offered meeting the professional needs and interests of the audience; is the chosen platform or environment effectively creating a communal space that fosters conversation and collaboration; and are the conversations and discussions leading to critical reflection. An organization may seek to integrate tailored questions that evaluate if the program is aiding the organization in meeting its mission to both support and meet the demand of the evolving maritime industry.
Page 7 of 11 The design, implementation, and evaluation of an effective professional development program are not single events, nor they are they restricted to linear development. Rather, these and other processes would be reflected in a data based decision making model that primarily encompass: identifying an issue, collecting and analyzing relevant data, devising potential actions and solutions to combat the issue, implementing the change, monitoring the impacts of change, and determining what, if any, problem or issue remains (at which point the cyclic model would repeat). A visual representation of this model can be seen in Figures 1 and 2.
Observe Identify a and assess problem solution
Implement Collect action as data solution
Brainstorm and Analyze develop data potential solution
Figure 1. Data based decision model for creating an effective professional development program.
Page 8 of 11 Observe and assess solution: Additional surveys distributed and in-class instructor observations Identify a problem: scheduled to determine if Current instructor instructors who participated in population unfamiliar with professional develpment have emerging learning gained familiarity and technologies competence with emerging learning technologies
Collect data: Implement action as solution: Design and distribute Blended professional development survey to instructors session designed, scheduled, and to collect perception implemented to provide both theory data about and past about and hands-on practical experience with experience with learning technologies learning technologies
Brainstorm and develop potential solution: Leadership team suggests that professional development may Analyze data: provide opportunity for Determine what instructors to learn about, issues or trends are practice with, and harness new presented in the data technologies to ensure organization and personnel adaptation to evolution of training and development field
Figure 2. Data based decision model with added detail to demonstrate how the model translates to a plan. In this example, the model focuses solely on one sample problem that may be addressed with professional development.
Summary
Conscientious instructional design, implementation of instruction, and evaluation of learning are core components to building and sustaining a maritime industry comprised of skilled, engaged, and viable talent, onboard vessels and in corporate environments. The same careful design, application, and evaluation is needed for the continuing education and professional development of the trainers and educators who create these learning opportunities and experiences for mariners and maritime organizations. These professional development initiatives should unite maritime industry frameworks, trends, and subject matter to the strategies, techniques, and technologies that guide talent development.
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On-going and varied evaluation of professional development programs is imperative to effectively measuring the impacts of the program, as well as engaging instructors by creating opportunities for reflection and feedback. Opportunities and tools that comprise this evaluation should be reflective of the need for validity and reliability of data, as well as customized to the individual needs and goals of an organization’s professional development initiative. This evaluation will build and sustain effective professional development programs, which create more robust maritime trainers and educators, who curate better and more diverse learning experiences. Consequently, effective professional development programs lead to a stronger and more skilled global network of maritime professionals, who are critical to the safety and success of maritime trade, travel, and transportation.
Page 10 of 11 References
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco, California: Jossey-Bass.
Guskey, T.R. (1999). Evaluating Professional Development. Corwin.
Guskey, T.R. (2003). What Makes Professional Development Effective? EBSCO Publishing.
Krolak-Schwerdt, S. et al., (Eds.). (2014). Teachers’ Professional Development. 79–95. Sense Publishers.
Pallof, R. M. & Pratt, K. (2011). The Excellent Online Instructor: Strategies for Professional Development. Wiley.
Tucker, P., Stronge, J., & Gareis, C. (2013). Handbook on Teacher Portfolios for Evaluation and Professional Development. New York: Routledge.
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Paper submission for the 24th IMLA Conference
Name of presenter: Enrico Lobrigo
Position / title of presenter: Research Associate
Employer or affiliated institution: Hochschule Bremen City University of Applied Sciences
Mailing address: Hochschule Bremen, Werderstrasse 73, 28199 Bremen, Germany
Telephone / Fax numbers: +49 421 5905 4667 (telephone) / +49 421 5905 4599 (fax)
Email address: [email protected]
Short biographical statement and resume:
Enrico Lobrigo has over a decade of professional experience in the maritime industry ranging from business development of various maritime services to crewing operations in Asia and in Europe. He holds an MBA degree and is currently pursuing his PhD studies on institutional economics and the maritime labor market. In addition to his professional experience in the maritime industry, he has also been a lecturer at the Center of Maritime Studies of Hochschule Bremen City University of Applied Sciences in Germany since 2011 up to the present. As a research associate in the same institution, he has also been involved in EU-funded research projects relevant to innovation on maritime education and training in Europe.
Motivations of Aspiring Seafarers and their Relevance to Maritime Education
Abstract
Maritime education is a means through which students acquire the fundamental knowledge and competence needed for the desired seafaring profession in the future. The motivations of students for choosing this field of study may be diverse but can be argued to be an important consideration to achieve the objectives of both the maritime schools and the students themselves. An empirical study is conducted among maritime students in Brazil to find out their motivations for choosing to go to a maritime school. The Brazilian case is chosen due to the market structure of the domestic seafaring labor market that urgently requires a more sustainable and agile supply of local seafarers for the country’s highly volatile maritime economy. The data are analyzed and matched with the objectives of the maritime study program, with the needs of the seafaring labor market, and with the features of a sustainable image of the seafaring profession. The results show the expectations of students from a career as a seafarer, what the maritime industry can expect from young aspiring seafarers, and the effectiveness of admission process of a maritime school relative to its objectives. The study clarifies the role of maritime education and training centers in instilling more sustainable motivations for students in getting into a seafaring career.
Introduction
Brazil is a country with about 8,000 kilometers of coastline facing the south Atlantic Ocean and with most of its population concentrated in towns and cities near the shores. However, the seafaring profession does not seem to be popular in the country. The number of seafarers is limited relative to the size and potential of the domestic maritime transport industry, thereby causing supply and demand imbalances in the seafaring labor market. In order to look deeper into promoting the seafaring profession, understanding the motivations of the aspiring seafarers can provide insights as a starting point. Inquiring about the motivations of maritime students in Brazil for choosing to study in a maritime academy is relevant to assess the potential in the local seafaring labor market. This paper aims to explore the motivations of Brazilian maritime students in pursuing the seafaring profession.
The Brazilian seafaring labor market follows the volatility of the country’s domestic maritime transport industry but with prominent inelastic characteristics. When the maritime economy is booming with increasing fleet of merchant vessels, the seafaring labor supply tend to be overwhelmed and cannot smoothly cope with the demand. Inefficiencies on drastic wage increase that cause “price war” among employers of Brazilian seafarers results to high human resource turnover rate which is unfavorable to ship operators. Moreover, the high wage level during the good times tends to get locked within the Collective Bargaining Agreement of seafarers’ labor unions, which severely makes it difficult for the employers to operate when the maritime economy is down. Sustained high crewing costs, when the vessel charter prices are at the low level, significantly influences the statistics of bankruptcies of ship operators and cancellations of vessel charter contracts. Unemployment among seafarers also increase giving no guarantee if the unemployed will return to the seafaring labor market when the maritime economy recovers.
Consistent with the local-content policy, Brazilian legislation requires that merchant marine vessels operating in the country must be manned by local seafarers as described in the paper of Lobrigo and Pawlik (2015). There are restrictions for foreign seafarers with tedious procedures in obtaining work permit for them. This becomes problematic when the number of Brazilian seafarers is limited. As a consequence, wage level rises, and job conditions and benefits get more and more
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favorable for the seafarers, which makes the labor market competitive for the potential employers (Lobrigo and Pawlik, 2012). Terms and conditions may differ in which field of maritime transport Brazilian seafarers work: on offshore support vessels, cabottage shipping, inland waterways transport, passenger vessels, and long-haul voyages.
Study placement for maritime education in Brazil is limited to two maritime academies controlled and operated by the Brazilian Navy, which has the legal mandate to organize and manage maritime education. One school is located in Rio de Janeiro and the other one in Belem. Admission is limited to the capacity of students that these institutions can accommodate. Being a pubic educational institution, admission selection is based on a competitive entrance examination. Maritime students are state scholars and do not have to pay tuition fees. Moreover, the maritime schools provide board and lodging, as well as stipend for all the students. It appears that motivation to study in a maritime school is irrelevant to the criteria for student selection. The maritime study program for seafarers runs for three (3) years in the academy with half of the number of students doing a specialization on the second year either in navigation or in marine engineering. Onboard apprenticeship on vessels takes place on the fourth and final year of the study program.
Literature review and scope
A few studies have been done to explore the motivations of people to pursue a career in a specific field, mostly in a difficult field. McLaughin, Mouray and Moore (2009) investigated the career motivation in nursing students and concluded that altruism, promising job opportunities, self- development, and family member in the healthcare sector as the primary influential factors. Petre (2015) highlights in his study on identitary motivation for teaching career the significance of referential awareness of occupational choices that generate personal identification or positive image of the profession. Kent et al (2016) conducted a questionnaire survey to find out what attracts people to a career in oral and maxillofacial surgery (OMFS) which generally requires both dental and medicine degrees taking about 10 years of postgraduate education. The results of the OMFS career motivation study concludes the following factors to be important considerations: work-life balance, hospital environment, on-call pattern, salary, need to accept a job or university place offered, emotional range, conscientiousness, and value placed on achievement.
In the maritime sector, similar researches have been done on study and career motivation but hardly focusing on the seafaring sector since other areas within the maritime industry are covered. Lobrigo and Pawlik (2012) conducted a similar study incorporating the motivations of maritime students in Brazil to the prospects in the Brazilian seafaring labor market. Pallis and Ng (2011) did an empirical study of students’ profiles, motivations and expectations in pursuing maritime education in Greece and in Hong Kong claiming it to be a pioneer work on “the structures and characteristics of the demands for undergraduate degrees in maritime business management.” The empirical results of this study highlight the following: practical considerations motivate the choice of maritime study program; students seek a good program that enhances professional skills and competence with well-qualified staff; students believe that practice or occupational oriented program is linked to internship possibilities offered by a college/university; and, friends, colleagues and family members are influential in choosing a study program. Recognizing the scarce research in the area, Lau and Ng (2015) continued a research on the motivations and expectations of students pursuing maritime education in Hong Kong with the following relevant main findings: family member’s positive view towards maritime studies, and practical and orientated nature as the main motivation to enroll in a maritime program; to enhance knowledge about logistics and maritime industry, and program’s accreditation by professional units as issues most considered in the enrollment; and, information technology as an important channel to obtain necessary information regarding the programs. Taking into account the importance and impact of professional/industry contexts and extant processes on work motivation of
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seafarers and dock workers, Mitroussi and Notteboom (2015) concludes that motivation must be addressed at the following levels: relationship between employer and employee, remuneration, social status of the profession, working conditions, and work/life balance.
Pallis and Ng (2011) and Lau and Ng (2015) target students of undergraduate and postgraduate students of maritime-related programs whilst the respondents for this paper are strictly limited to students of preparatory programs for seafarers in Brazil to directly address issues in the Brazilian seafaring labor market. Moreover, differing from the previous similar studies, this paper has a strong focus on several facets of motivation of maritime students for pursuing seafaring career at personal, social, and professional levels through multiple choice questions and with an open question for validation and more specific input. Other aspects considered in this study includes what made the students aware of the maritime study program for seafarers, who is/are financially supporting the students, how much time students are intending to spend in their sea career, and what are important for them in a seafaring career.
Methodology
A survey questionnaire was administered to the students of the maritime academy in Rio de Janeiro. The three-year study program at the academy is exclusively a maritime course leading to the seafaring profession either in marine navigation or in marine engineering. Each of the three-year levels has four classes divided into two classes of marine navigation and two classes of marine engineering at the second and third year study levels. Selective sampling was done choosing two classes in each year level for survey administration ensuring to have one class of marine navigation and one class of marine engineering for survey participation in the second and third year levels. Two classes were chosen at the first year level and respondents were instructed to specify which study track they will pursue in the next academic year: marine navigation or marine engineering.
The survey questionnaires were distributed to the students in their respective classrooms between courses or during a course as endorsed by the academic program director of the institution. The questionnaire is in Portuguese being the native language of the respondents. The first part of the questionnaire is about the respondent profile: age, sex, nationality, study program (marine navigation or marine engineering), and study year level. The succeeding parts of the questionnaire covers the following: how the students became aware of the maritime study program or the seafaring profession; primary motivations for the study program or for seafaring career; source of financial support during the study period; willingness to pursue a career at sea and for how long; and, significant factors considered for seafaring employment. An open question is included for a chance to validate the specific motivation/s of the respondents for pursuing maritime education leading to the seafaring profession. All returned questionnaires were checked for completeness and validity. Descriptive statistics is used in the analysis of the results.
Results and discussions
There was a total of 169 valid questionnaires returned out of 192 distributed. There are 28% female and 72% male respondents comprising of 60 (36%) first year, 57 (34%) second year, and 52 (30%) third year students of which 89 (53%) and 80 (47%) are pursuing marine navigation and marine engineering programs, respectively. The age range of the respondents is between 17 and 25 with a mode and a mean of 21 years old. Only one of the respondents is non-Brazilian who dreams to be the first female seafarer from the land-locked country of Paraguay. The sample size is significant at almost 50% of the total student population of the maritime academy.
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The three main motivations for choosing maritime education and the seafaring profession (see Figure 1) are potential salary, personal interest, and good college as marked by 92%, 60%, and 51% of the respondents, respectively. Family and social influence, as well as state scholarship grant are important motivations also. The result is supported by the answers to the open question on the motivation for pursuing a seafaring career. The respondents seem to be well-informed regarding he lucrative potential salary for seafarers in Brazil and the attractive conditions and benefits in this profession. Identification with the seafaring profession which is consistent to personal interest as motivation turns out to be the leading answer to the open question.
With regard to the percentage ranking of the main motivations, 46% ranked potential salary first as the main motivation. Personal interest ranks first to 28% of total respondents. Good college, and family and social influence were ranked first by about 11% and 8% students, respectively. There seems to be a high awareness among the respondents regarding the dynamics in the seafaring labor market that promise a lucrative potential salary for seafarers. On the other hand, personal interest as a significant motivation can be developed to a genuine vocation for a seafaring career that can be less dependent on economic rewards. Understanding that the primary motivation of most maritime students are economic or financial in nature, maritime schools can be influential in cultivating more the passion for the seafaring profession.
Figure 1: Main motivation for choosing maritime education for seafarers and seafaring profession (Ranking from 1 to 3)
Good college 11% 13% 28%
Scholarship 4% 15% 13%
Family and social 8% 9% 21%
Job security 2%5% 10%
Interest 28% 27% 14%
Salary 46% 32% 14%
0% 20% 40% 60% 80% 100%
Rank 1 Rank 2 Rank 3
Good college Scholarship Family & social influence Job security Interest Salary AVE 2.33 2.30 2.34 2.50 1.79 1.65 STDEV 0.80212895 0.667512767 0.815416364 0.693888666 0.752341859 0.727403633
Figure 2: Source of awareness for maritime education program and the seafaring career
Others 4%
Company 1%
Maritime school 2%
School recommendation 24%
Family & friends 66%
Ads & fairs 4%
0% 10% 20% 30% 40% 50% 60% 70%
Family and friends, and school recommendation are the main awareness sources of 66% and 24% of the respondents, respectively, for maritime education and the seafaring career (see Figure 2).
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Ironically, maritime school and companies are the most insignificant direct sources of information and potentially, motivations for students to embark on a seafaring career. Most of the respondents (60%) acknowledge state scholarship as the primary source of financing support during the course of maritime studies as shown in Figure 3. Scholarship grants tend to allow many students to be self- supporting with just a few relying on families for further financial support during the study program. Family as main source of awareness for the seafaring career is consistent to the result of financing source aside from state scholarship grant that is automatically awarded to accepted students at the maritime school.
Figure 3: Source of financial support during the maritime education program
Others 1%
Company 1%
Scholarship 60%
Relatives/Friends 1%
Family 14%
Self 23%
0% 10% 20% 30% 40% 50% 60% 70%
While a good 85% of the respondents do plan to pursue a seafaring profession and actually work at sea, 15% do not wish to do so from the very beginning of the study program. The latter are motivated by broader career possibilities ashore after graduating from a good college and by personal plans such as having and staying with own family. Among those who wish to be professional seafarers, the average intended career at sea is around 12 years with a standard deviation of about 7.5 years implying a wide spread of preferences. Figure 4 summarizes the results on the perceived importance of relevant factors to consider working at sea or stay longer in the seafaring profession. Salary and benefits is the most important consideration for 56% of the respondents with the smallest standard deviation from its average of 4.63 – the closest to the mark of 5 as most important. Family needs (34%), working condition (33%) and job security (30%) are marked as very important factors as well. In general, economic and social benefits drive the future seafarers to pursue the seafaring profession making it face competition with alternative career ashore. Figure 5 shows the respondents’ intended exit career from the seafaring profession with 38% planning to start own business and 30% wanting to shift to maritime career ashore.
Figure 4: Important motivations to work as seafarer and/or stay longer in the profession (5 = Most important / 1 = Least important)
Job Security 30% 22% 24% 16% 9%
Rank Promotion 17% 36% 30% 12% 5%
Further T&E 22% 35% 25% 13% 5%
Family Needs 34% 24% 24% 11% 7%
Working Condition 33% 31% 27% 5% 5%
Salary/Benefits 56% 36% 5%3%1%
0% 20% 40% 60% 80% 100%
5 4 3 2 1
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Job security Rank promotion Training & education Family needs Working condition Salary/benefits AVE 3.473372781 3.473372781 3.550295858 3.680473373 3.828402367 4.426035503 STDEV 1.305050121 1.074958962 1.128163502 1.236223036 1.091154011 0.776612929
Figure 5: Career preferences ashore after working at sea
Others 11%
Own business 38%
Academe 11%
Maritime career ashore 30%
Corporate career 11%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Conclusion
There are slight interesting differences between the results from the similar research conducted in 2011 (Lobrigo and Pawlik, 2012) and the survey five years later in this paper. While potential salary and personal interest are still the main motivations of students to pursue a seafaring career, job security became the last in the list of motivations. The trend in the Brazilian seafaring market does not project a sustainable potential that can secure jobs for seafarers because of the volatile domestic maritime economy. While ship operators were struggling to find seafarers from the limited labor market five years ago, the situation is the opposite at present with the decrease in the fleet size of merchant vessels operating in Brazil due to the economic crisis. This must have gotten across to the mindset of young aspiring seafarers but nonetheless, the high wage level is secured by strong labor union position in the negotiations of collective bargaining agreements. The number of students with strong personal interest and identification to the seafaring profession has increased showing an increasing number of aspirants with genuine vocation for the profession.
Family and friends, and school recommendation remain to be the main sources of awareness for the seafaring career. Hardly anybody specified that awareness of seafaring career was brought by ship operators and by the maritime academy. A number of respondents specified knowing somebody within their social circle who is in the seafaring profession. It appears that for the last five years, the non-involvement of maritime companies and academy in promoting the seafaring profession is still the status quo. Scholarship grant is still the main source of financial support for maritime students while there has been lesser dependence on family support, possibly due to any improvement in the state grant.
Maritime students who do not intend to work at sea increased from 3% to 15% in the span of 5 years. However, the number of years most maritime students intend to work at sea has increased from 11 to 12 years. Salary and benefits is still the main motivation to consider sea career and stay longer in the seafaring profession. Similarly, owning a business is still the most popular exit career but with more number wishing to get into a maritime-related job ashore. It appears that more work has to be done in improving the image of the seafaring profession in Brazil to bring about more genuine personal interest and vocation to this career. The seafaring profession can be a profitable career but without a strong personal interest, the seafaring labor market might continue to face imbalances and unsustainable supply of seafarers once profitability might have to be necessarily compromised.
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Considering the finding in this paper, it is recommended to look into researching more the possible impact of maritime schools in the motivation of students to pursue a seafaring career with a stronger sense of personal vocation. Moreover, it is also recommended to look further into the admission policy of maritime schools to screen applicants for genuine interest in the seafaring profession to ensure a more stable supply of seafarers. After all, the purpose of maintaining a state- run maritime school whose students receive generous scholarship grants is to serve the purpose of ensuring adequate supply of seafarers who are actually willing to work at sea to support the labor requirements of the local maritime transport industry. As in the case of Brazil, the maritime industry and the educational institutions still need to work closer together in developing aspiring seafarers with strong passion for their profession and improving its image.
References
Kent, Herbert, Magennis, & Cleland. (2016). What attracts people to a career in oral and maxillofacial surgery? A questionnaire survey. British Journal of Oral & Maxillofacial Surgery, British Journal of Oral & Maxillofacial Surgery.
Lau, Y., & Ng, A. (2015). The motivations and expectations of students pursuing maritime education. WMU Journal of Maritime Affairs, 14(2), 313-331.
Lobrigo, E., & Pawlik, T. (2015). Maritime policy and the seafaring labor market. WMU Journal of Maritime Affairs, 14(1), 123-139.
Lobrigo, E., & Pawlik, T. (2012). The seafaring labour market in Brazil. Maritime Policy & Management, 39(6), 621-639.
McLaughlin, K., Moutray, M., & Moore, C. (2010). Career motivation in nursing students and the perceived influence of significant others. Journal of Advanced Nursing, 66(2), 404-412.
Mitroussi, K., & Notteboom, T. (2015). Getting the work done: Motivation needs and processes for seafarers and dock workers. WMU Journal of Maritime Affairs, 14(2), 247-265.
Pallis, A., & Ng, A. (2011). Pursuing maritime education: An empirical study of students’ profiles, motivations and expectations. Maritime Policy & Management, 38(4), 369-393.
Petre, C. (2015). The Identitary Motivation for Teaching Career. A Study on Primary and Preschool Pedagogy Students. Procedia - Social and Behavioral Sciences, 180, 937-944.
8
Development of
Workshop Skills Training
and its Assessment
Bachelor of Science in Marine Engineering
Philippine Maritime Education and Training
Author:
C/E Rodolfo D. Paiso AVP – Post Graduate Executive Director – Center for Advanced Maritime Studies Maritime Academy of Asia and the Pacific
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Table of Contents
Cover Page 1 Table of Contents 2 Introduction 3 Coverage and Scope 5 Tasking Source 5 Assessment of Learning 7 Course Specifications 8 Tasking 9 Module 1: Occupational Safety 11 Module 2: Workshop Technology 12 Module 3: Vice and Engineering Work 13 Module 4: Thermal Joining and Cutting 14 Module 5: Basic and Motor Control Wiring 15 Module 6: Diesel Engine 16 Module 7: Refrigeration Technology 17 Module 8: Pneumatics and Hydraulics 18 Module 9: Pumps 19 Module 10: Heat Exchangers 20 Module 11: Separators 21 Module 12: Piping 22 Completion & Grading system 23 Conclusion and recommendations 24 Sample Training Plan “Task: Calibration of fuel valve” 25 Annex A Assessment of Workshop Skills 26 Annex B Sample Assessment “Task: Calibration of fuel valve” 27 Annex C
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Workshop Skills Training for Bachelor of Science in Marine Engineering
Introduction
The latest iteration of the Standard of Training Certification and Watchkeeping for Seafarers or STCW was made in Manila in 2010, amendments with respect to shipboard training for candidates for Officer in Charge of Engineering Watch (OICEW) was adopted under Regulation III/1 to wit:
Reg. III/1-2.2 Every candidate for certification shall: have completed combined workshop skills training and an approved seagoing service of not less than 12 months as part of an approved training program which includes onboard training that meets the requirements of section A-III/1 of the STCW Code and is documented in an approved training record book, or otherwise have completed combined workshop skills training and an approved seagoing service of not less than 36 months of which not less than 30 months shall be seagoing service in the engine department;
Above STCW requirements implies that “Workshop Skills Training” is mandatory for students graduating by the year 2017 or those enrolled under the Bachelor of Science in Marine Engineering program beginning school year 2013-2014. To address this, the Commission on Higher Education (CHED) in exercise of its regulatory function issued CHED Memorandum Order (CMO) 02 series of 2012, where section 2 & 3 requires workshop skill training for students enrolled under the BSMARE program of study. Despite the very clear guidelines of STCW Regulation III/1 and CMO 02 series of 2012, no Workshop Skill Training program was offered by any maritime Higher Educational Institution (HEI) or by any training providers. The reason why workshop skill training was not offered by HEI's to date was due to the failure of the administration to define and monitor its compliance.
The Center for Advanced Maritime Studies (CAMS) of the Maritime Academy of Asia and the Pacific (MAAP) under its mandate to conduct research to solve maritime related problems comes up with a proposed “Workshop Skills Training” course to fill the present void in implementation of STCW Regulation III/1.
The course takes inspiration from the European apprenticeship and workshop training models specifically from the Danish Maritime Authority (DMA) “Workshop Training and Seagoing Practice”; where the emphasis is hands on activities with live equipment towards the attainment of required STCW competences. To ensure compatibility, some modules and outcomes were adapted from the European models to fit the local setting. Learning outcome statements and assessments on the other hand takes cue from American practices specifically from the Naval Education and Training (NAVEDTRA) and the United States Coast Guard, Navigation and Vessel Inspection Circulars (NVIC). rdp - CAMS Page 3
Generic Template This Workshop Skills Training course is developed by the Center for Advanced Maritime Studies as a way to help Philippine maritime education and training (MET) to meet its obligation under the convention; it is therefore offered as a generic template that could be adapted by the regulator for policy issuance or any maritime higher educational institution for the use of their college in the delivery of workshop skills requirements.
The course is presented along with its components, namely: a. Course Specification; b. Course Description; c. Admission Requirements; d. Course Objectives; e. Training Outcomes etc.; f. Sample Training Plan (page 25 Annex A) Also included is the list of different workshop training modules, as well as the task required in the particular module. A brief description of each module with its corresponding Terminal Learning Outcomes and Assessment is provided. Finally, the standards for Completion and Grading are also provided.
For the Commission on Higher Education, this “Workshop Skills Training” course could be a source of elements for the upcoming regulatory issuance that will specify the guidelines and requirements of workshop skills training as defined under STCW regulation III.1 2.2 implemented and attained.
For a maritime institution to adopt this course, the modification requirements are: a. Prepare the Teaching Learning Activity or Training Plan specific to the module with reference to the school-installed machineries and equipment. Sample is given in “Calibration of Fuel Valve” page 24 Annex A b. Develop an assessment plan specific to the module with reference to the school-installed machineries and equipment; “Sample Assessment” in page 26 Annex C for the module “Calibration of Fuel Valve” c. Ensure that an instructor or trainer handling the course has sea experience and completed the “Training the Trainer”, “Assessor Training” courses and on the use of Laboratory equipment. d. Ensure the availability of a Laboratory assistant with training on First Aid during delivery. e. Incorporate the course to their BSMARE curriculum.
Regulators and training providers may want to review how practical and or laboratory training and assessments are carried out and compare with the way training and assessments are presented in this course. rdp - CAMS Page 4
Coverage and Scope Workshop Skills tasks enumerated in this course are meant to meet the competence requirements as specified under Table A-III/1 for Officer-In-Charge of Engineering Watch (OICEW) of STCW78 as amended. Function 2: Electrical, electronic and control engineering at the operational level and Function 3: Maintenance and repair at the operational level
Function 1: Marine Engineering at the operational level were covered only as a means to assess whether the repair and or maintenance carried out was successful i.e. the only way to know for sure whether the overhaul of a particular machinery or equipment is successful is to operate it.
Tasking Source STCW Table A-III/1 Function: Electrical, electronic and control engineering at the operational level Method for Competence Knowledge, understanding and proficiency demonstrating competence Safety requirements for working on shipboard electrical systems, including the safe isolation of electrical equipment required before personnel are permitted to work on such
equipment
Maintenance and repair of electrical system equipment. Switchboards, electric motors, generators and DC electrical Examination Maintenance systems and equipment and assessment and repair of Detection of electric malfunction. Location of faults and of evidence electrical and measures to prevent damage obtained from: electronic Construction and operation of electrical testing and measuring equipment. equipment .1 approved Function and performance test of the following equipment workshop skill and their configuration: training .1 monitoring system .2 automatic control devices .3 protective devices The interpretation of electrical and simple electronic diagrams
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STCW Table A-III/1 Function: Maintenance and repair at the operational level Method for Competence Knowledge, understanding and proficiency demonstrating competence Characteristics and limitation of materials used in Appropriate construction and repair of ships and equipment Examination use of hand Characteristics and limitation of processes used for and assessment tools and fabrication and repair of evidence Properties and parameters considered in the fabrication and measuring obtained from: repair of systems and components instruments Methods for carrying out safe emergency temporary repairs for Safety measures to be taken to ensure a safe working .1 approved fabrication environment and for using hand tools, machine tools and workshop skill and repair measuring instruments training onboard Use of hand tools, machine tools and measuring instruments Use of various types of sealants and packings
STCW Table A-III/1 Function: Maintenance and repair at the operational level Method for Competence Knowledge, understanding and proficiency demonstrating competence
Safety measures to be taken for repair and maintenance,
including the safe isolation of shipboard machinery and Examination Maintenance equipment required before personnel are permitted to work on and assessment and repair of such machinery or equipment of evidence shipboard Appropriate basic mechanical knowledge and skills obtained from: machinery and Maintenance and repair, such as dismantling, adjustment and .1 approved equipment reassembly of machinery and equipment workshop skill The use of appropriate specialized tools and measuring training instruments
Design characteristics and selection of materials in construction of equipment
Interpretation of machinery drawings and handbooks
The interpretation of piping, hydraulic and pneumatic diagrams
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Assessment of Learning The proposed assessment system essentially broke new grounds on how evaluations of acquired skills are carried out. The standard practices in Philippine MET followed STCW four columns template, as shown in the graph below
Method for Knowledge, understanding Competence demonstrating Criteria for evaluating and proficiency competence competence
STCW column four (4) “Criteria for evaluating competence” is ambiguous to the extent that it gives so much leeway to educational/training institutions and administrations to evaluate competence as they see fit; this leads to a situation at least in the Philippine MET setting that assessment and evaluation of a particular competence is varied in such a way that a learner from one institution cannot successfully pass the assessment of another.
To ensure standardization, new elements are added – Performance Criteria/Standards and for practical assessment this is further broken down to three elements: Safety, Procedure, and Results. Presented below is a matrix on constructively aligned training outcome.
Performance Task Code STCW Performance Criteria/Standards Module Competence KUP Behavior Condition Safety Procedure Result
Example: (see page 26/27 Annex B, Annex C for the complete document) Task Code: Module 6 - Fuel valve calibration Competence: Table A-III/1 Maintenance and repair of shipboard machinery and equipment KUP: 1. Dismantling, adjustment, and reassembly of machinery and equipment; 2. The used of appropriate specialized tools and measuring equipment.
Terminal Learning Outcome: Given a fuel injection valve, tester, tools and manual, the student will be able to set/adjust the fuel valve opening within specifications as prescribed by the manufacturer. Condition: Given a fuel injection valve, tester, tools and manual, Behavior: the student will be able to set/adjust the fuel valve opening Standards: within specifications as prescribed by the manufacturer. Performance Criteria: a. Safety b. Procedure c. Result Performance Standards: a. Level of Safety b. Deviation from published procedure c. Deviation from manufacturer’s specification (results) rdp - CAMS Page 7
Course Specification Title : Workshop Skills Training College : College of Marine Engineering Qualification Level : BSMARE, Philippine Qualification Framework Level 6 Qualification Standards : STCW2010 Regulation III/1 - 2.2, Table A-III/1-F2 & F3 CMO 02 s2012 Qualification Benchmark : Workshop Training and Seagoing Service, DMA Qualification Developer : Center for Advanced Maritime Studies - MAAP Quality Assurance Body : CHED, Maritime Industry Authority (MARINA) Timetable : 06 months Credits : 20 units Method of Delivery : Transmission Model Faculty Qualification : E1-4, 18 months as officer, IMO MC 6.09, 6.10, & 3.12 P.O. Addressed : 1, 2, 3, 4, 5, 6, and 9
Descriptor The course provides a framework wherein acquisition and development of learner’s maritime workshop skills is assured starting with occupational safety with progressing requirements in task complexity and dexterity. Fabrication of materials, disassembly - assembly of equipment, and system set up in marine applications are included to ensure that the learners could apply these skills aboard ship with minimum or no supervision.
Admission 1. Candidates for admission to this course must have completed all requirements set by his/her academic institution pre-requisite to workshop training; or 2. Endorsed by shipping company as part of the candidates one year apprenticeship.
Objective The student to acquire the workshop skills relevant to marine engineering through hands on training, so that he will be capable of independently applying these skills in planning as well as execution of marine engineering, refrigeration, electro technical, maintenance, and repair task.
Workshop Skill Training Outcomes At the end of the Workshop Skill Training, the candidate shall be able to demonstrate: 1. Use of machine and hand tools for fabrication, maintenance and repair. 2. Thermal joining and cutting using Oxy-Acetylene and Arc welding techniques. 3. Erection, dismantling and reassembly of machinery and components 4. Troubleshooting, corrections of errors, maintenance and repair of machines and plants
Workshop Training Modules 1. Occupational Safety 7. Refrigeration Technology 2. Workshop Technology 8. Pneumatics and Hydraulics 3. Vice and Engineering Work 9. Pumps 4. Thermal Joining and Cutting 10. Heat Exchangers 5. Basic and Motor Control Wiring 11. Separators 6. Diesel Engine 12. Piping rdp - CAMS Page 8
Tasking (Assigned piece of work to be finished within a certain time)
Workshop activities or tasks are from routine shipboard operations These tasks are incorporated into the workshop training modules in addition to the module learning outcomes
1. M2- Measurement of bearing clearances 2. M2- Ball or Roller bearing condition analysis on running motor M5 3. M2- Crack detection using penetrating dyes 4. M3- Extraction of broken bolt 5. M3- Fabrication of nut via tap 6. M3- Fabrication of bolt via die 7. M3- Tightening of nuts/bolts with proper torque 8. M3- Alignment of machine and drive motor using v-belt 9. M3- Alignment of pump and drive motor (m9) 10. M3- Adjustment of relief valve set point 11. M3- Operating quick closing valves 12. M3- Tank sounding using sounding tape & volume calculation with calibration table 13. M3- Calculating change in liquid volume inside a tank with change in temperature 14. M4- Brazing of copper pipes 15. M4- Fabrication of 45 degrees elbow from straight pipe 16. M4- Fabrication of whole pipe section, flange type 17. M4- Application of vinyl, rubber and heat shrink insulator (also wiring) 18. M4- Cable splicing & soldering 19. M4- Cable Termination 20. M5- Assembly of electric motor wire leads to Delta configuration 21. M5- Assembly of electric motor wire leads to Star configuration 22. M5- Measurement of insulation resistance of motors 23. M5- Measurement of electrical continuity of pipe and hoses 24. M5- Wiring fluorescent fixture with 2 on off location 25. M5- Electric motor disassembly and assembly 26. M5- Setting up interlock to ensure safe operation of machinery 27. M5- Adjustment of set point and differential setting of pressuretat 28. M5- Adjustment of set point and differential setting of thermostat 29. M5- Wiring DOL motor starter 30. M5- Wiring DOL motor starter with reversing control 31. M5- Wiring Star – Delta motor starter 32. M5- Wiring fire alarm system 33. M5- Setting up resistance type sensor for temperature monitoring or control 34. M5- Setting up thermocouple sensor for temperature monitoring or control 35. M5- Wet cell battery maintenance; charging, density via hydrometer & electrolyte 36. M6- Disassembly of fuel valve 37. M6- Fuel valve calibration 38. M6- Measurement of liner ovality 39. M6- Measurement of piston ring clearances 40. M6- Valve tappet clearance adjustment 41. M6- Disassembly and assembly of small Diesel engine 42. M7- Assembly/disassembly of compressor rdp - CAMS Page 9
43. M7- Refrigerant leak testing 44. M7- Vacuum drying 45. M7- Refrigerant charging 46. M7- Refrigerant recovery 47. M7- Starting/stopping refrigeration system 48. M8- Setting pneumatic/hydraulic control to move objects or operate machinery 49. M9- Pump disassembly/assembly 50. M9- Repacking pump stuffing gland 51. M9- Wiring pump start stop control via level sensor 52. M9- Wiring pump start stop control via pressure sensor (m12) 53. M9- Pump operation single 54. M9- Pump operation in parallel 55. M9- Pump operation in series 56. M10- Opening and cleaning shell and tube heat exchanger 57. M10- Opening, cleaning and reassembly of plate type heat exchanger 58. M10- Overhauling of Fresh Water Generator 59. M11- Disassembly – assembly of separator bowl 60. M11- Starting – operating – stopping a separator 61. M12- Gasket fabrication using gasket maker 62. M12- Gasket fabrication using hole-puncher etc. 63. M12- Gasket fabrication with ball-peen hammer 64. M12- Bolting two slightly misaligned flanges 65. M12- Lapping of valve lid to valve seat 66. M12- Permanent repair of leaking pipe 67. M12- Pipe threading 68. M12- Repacking valve stuffing gland 69. M12- Temporary repair of leaking pipe, with or without pressure 70. M12- Hydrostatic testing of pressurized vessel
Note: a) Some tasks are already written in the module as Terminal Learning Outcomes but they are still listed here for clarity. b) The workshop is necessary as the activity may not be experienced by the cadet while on shipboard training as the crew will not interrupt operations but will wait only for opportune time.
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Module 1: Occupational Safety
Objective
Acquire theoretical and practical skills in the planning, establishing and sustaining occupational safety towards eliminating risks as far as circumstances may permit by performance of workshop tasks
Terminal Learning Outcomes
At the end of the module, the student shall:
1. Demonstrate understanding of the potential risks involved in the execution of workshop work at a permanent as well as temporary workplace and how these risks are eliminated or minimized.
2. Plan and establish occupational safety prior to starting a working task so that risks of for instance electric shock, unintentional start and movement of machinery etcetera, fall and plunge, burns and scalding, poisoning, lack of oxygen, unintentional admission and/or accumulated energy in the form of electricity, air/gas, steam, liquid and radiation plus unintentional pollution are eliminated and in this connection to be capable of performing qualified working- and safety direction of involved personnel,
3. Demonstrate carrying out initial and current risk assessment in connection with the execution of a work task, so that potential elements of risk are met,
4. Demonstrate consciousness of potential risks and accordingly protection by application of equipment, substances and materials in an actual working process
Assessment
Successful demonstration of learning outcomes.
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Module 2: Workshop Technology
Objective
Acquire the skills required in selecting suitable and appropriate techniques and tools plus controlling equipment for marine engineering processes in maintenance, repair and assembly
Terminal Learning Outcomes
At the end of the module, the student shall 1. Demonstrate proper usage of hand tools and measuring equipment plus machine tools inclusive associated tools, 2. Demonstrate positional tolerance by selecting suitable measuring techniques for control in assembly 3. Chose correct application of occurring components in the shape of screws, bolts, disks, nuts, sprigs, split pins, locking rings, bearings, packing etc. along with associated principles and techniques used for joining/separation and assemblage/dismounting of engine components, including understanding of safeguarding against unintentional loosening/slackening of the components, 4. Demonstrate non-destructive techniques for crack search of components with penetrating liquid 5. Possesses techniques for assessing the condition of a bearing.
Tasking 1. Measurement of bearing clearances 2. Ball or Roller bearing condition analysis on running motor M5 3. Crack detection using penetrating dyes
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 3: Vice and EngineeringWork
Objective Acquire practical skills in the use of hand tools, measuring equipment and miscellaneous machine tools belonging to this region of operation, so that he will be able to apply relevant tools and equipment for work tasks comprising repairs, testing and maintenance of engine plants with associated systems and components together with other related constructions and technical installations
Terminal Learning Outcomes At the end of the module, the student shall 1. Demonstrate the use of hand tools, measuring equipment and machine tools in the shape of drills, screw-cutting machines, cold saws and/or cutting machines, milling machines and lathes normally present at a process technical maintenance- and repair workshop. Furthermore, to be capable of demonstrating this in practical drills designed to develop the basic skills by practical execution of suited and approved marine engineering tasks of gradually increasing independency, difficulty and complexity, 2. Demonstrate ordinary user control and maintenance of tools and other equipment 3. Demonstrate applying current techniques for separation of complicated and problematic thread joints plus techniques for repairs of destroyed or damaged thread, 4. Demonstrate carrying out correct bolting in compliance with torque and linear expansion demands 5. Demonstrate applying correct techniques when joining tolerance fit is employed, including among other things replacement of ball and roller bearings together with packing and understanding regarding shrinking technique, 6. Demonstrate carrying out correct alignment of clutched machines.
Tasking 1. Extraction of broken bolt 2. Fabrication of nut via tap 3. Fabrication of bolt via die 4. Tightening of nuts/bolts with proper torque 5. Alignment of machine and drive motor using v-belt 6. Alignment of pump and drive motor (m9) 7. Adjustment of relief valve set point 8. Operating quick closing valves 9. Tank sounding using sounding tape & volume calculation with calibration table 10. Calculating change in liquid volume inside a tank with change in temperature
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 4: Thermal Joining and Cutting
Objective
Acquire the practical skills to be capable of utilizing welding equipment and suitable welding technique as well as well as carrying out soldering tasks in the form of hard- and soft soldering. The student will be able to select the suitable and adequate soldering techniques in actual work situations.
Terminal Learning Outcomes
At the end of the module, the student shall 1. Organize a workplace for welding, cutting or soldering. 2. Demonstrate welding tasks with the use of MIG/MAG, electrode- and gas welding for joining of iron/steel 3. Demonstrate oxyacetylene cutting of metals. 4. Demonstrate hard soldering or brazing in the form of silver solder by employment of gas burner, 5. Demonstrate soft soldering in the form of tin man’s solder by employment of gas burner and/or soldering iron,
Tasking 1. Brazing of copper pipes 2. Fabrication of 45 degrees elbow from straight pipe 3. Fabrication of whole pipe section, flange type 4. Application of vinyl, rubber and heat shrink insulator (also wiring) 5. Cable splicing & soldering 6. Cable Termination
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 5: Wiring
Objectives On the basis of electro technical documentation and under guidance, the learner will be able to acquire sufficient theoretical and practical skills to perform limited wiring tasks, including selecting and applying suitable electrical materials, techniques and associated tools
Terminal Learning Outcomes At the end of the module, the student shall 1. Demonstrate use of relevant hand tools for wiring, 2. Demonstrate lighting fixture wiring control arrangements 3. Demonstrate wiring motor control in DOL and WYE-Delta configuration. 4. Demonstrate wiring for automatic level control in pump system 5. Demonstrate wiring for automatic pressure control in pump system 6. Demonstrate familiarity with current standards and norms for electro technical documentation.
Tasking 1. Assembly of electric motor wire leads to Delta configuration 2. Assembly of electric motor wire leads to Star configuration 3. Measurement of insulation resistance of motors 4. Measurement of electrical continuity of pipe and hoses 5. Wiring fluorescent fixture with 2 on off location 6. Electric motor disassembly and assembly 7. Setting up interlock to ensure safe operation of machinery 8. Adjustment of set point and differential setting of pressuretat 9. Adjustment of set point and differential setting of thermostat 10. Wiring DOL motor starter 11. Wiring DOL motor starter with reversing control 12. Wiring Star – Delta motor starter 13. Wiring fire alarm system 14. Setting up resistance type sensor for temperature monitoring or control 15. Setting up thermocouple sensor for temperature monitoring or control 16. Wet cell battery maintenance; charging, density via hydrometer & electrolyte
Assessment Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 6: Diesel Engine
Objective
Acquire practical skills in order to complete tasks of maintenance and repair of a small diesel- engine on the basis of available documentation.
Terminal Learning Outcomes At the end of the module, the student shall 1. Explain the structure and mode of operation of the diesel-engine, 2. Demonstrate use of special tools and measurement equipment for the maintenance of diesel engines, 3. Demonstrate disassembly, control, repair and assembly of the wear parts of diesel engines, 4. Demonstrate disassembly, control, repair, adjustment and assembly of the fuel system, 5. Demonstrate disassembly, control, repair, adjustment and assembly of the diesel engine’s air, lubrication, cooling water and starting system. 6. Demonstrate successful assembly by starting and operating the diesel engine
Tasking 1. Disassembly of fuel valve 2. Fuel valve calibration 3. Measurement of liner ovality 4. Measurement of piston ring clearances 5. Valve tappet clearance adjustment 6. Disassembly and assembly of small Diesel engine
Assessment Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 7: Refrigeration
Objective
Acquire practical skills concerning the structure and operation of a small refrigeration plant in order to complete tasks of assembly and maintenance of these plants.
Terminal Learning Outcomes
At the end of the module, the student shall 1. Demonstrate assembly of refrigerating compressor on the basis of documentation and use of relevant assembly techniques, 2. Demonstrate use of necessary special tools and measuring equipment for refrigeration plants, 3. Demonstrate draining off and containing refrigerants and oils for recycling or destruction, 4. Demonstrate leakage test, discharging and filling up with the correct amount of refrigerant and oil.
Tasking 1. Assembly/disassembly of compressor 2. Refrigerant leak testing 3. Vacuum drying 4. Refrigerant charging 5. Refrigerant recovery 6. Starting/stopping refrigeration system
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 8: Pneumatics and Hydraulics
Objectives
Acquire practical skills concerning the structure and operation of pneumatic and hydraulic plants to be capable of carrying out assembly and maintenance of these plants under guidance.
Terminal Learning Outcomes
At the end of the module, the student shall 1. Explain the structure and mode of operation for pneumatic plants, including compressors and air processing systems, 2. Demonstrate constructing simple pneumatic and or hydraulic control systems on the basis of documentation and relevant assembly techniques, 3. Demonstrate use of necessary special tools and measuring equipment for hydraulic plants, 4. Explain purity requirements in connection with hydraulic and pneumatic plants, 5. Account for the structure and mode of operation for simple hydraulic plants, 6. Explain safety requirements in connection with hydraulic and pneumatic plants.
Tasking 1. Setting pneumatic/hydraulic control to move objects or operate machinery
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 9: PUMPS
Objective
Acquire practical skills in order for him to complete tasks of maintenance and repair of centrifugal and reciprocating pumps on the basis of available documentation and under guidance.
Terminal Learning Outcomes
At the end of the module, the student shall 1. Explain the structure and mode of operation of the pump, 2. Demonstrate use of special tools and measurement equipment for the maintenance of pumps, 3. Demonstrate disassembly, control, repair of the wear parts and assembly of centrifugal pumps, 4. Demonstrate disassembly, control, repair of the wear parts and assembly of reciprocating pumps, 5. Demonstrate successful assembly by starting and operating the pumping system
Tasking 1. Pump disassembly/assembly 2. Repacking pump stuffing gland 3. Wiring pump start stop control via level sensor 4. Wiring pump start stop control via pressure sensor (m12) 5. Pump operation single 6. Pump operation in parallel 7. Pump operation in series
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 10: Heat Exchangers
Objective
Acquire practical skills in order to complete tasks of maintenance and repair of Heat Exchangers on the basis of available documentation and under guidance.
Terminal Learning Outcomes
At the end of the module, the student shall 1. Explain the structure and mode of operation of the plate type, shell and tube heat exchangers 2. Demonstrate use of special tools and measurement equipment for the maintenance of heat exchangers 3. Demonstrate disassembly, control, repair of the wear parts and assembly of heat exchangers 4. Demonstrate successfully assembly by operational test.
Tasking 1. Opening and cleaning shell and tube heat exchanger 2. Opening, cleaning and reassembly of plate type heat exchanger 3. Overhauling of Fresh Water Generator
Assessment
Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 11: Separator - Purifier
Objective
Acquire practical skills in order to complete tasks of maintenance and repair of a separator on the basis of available documentation.
Terminal Learning Outcomes At the end of the module, the student shall 1. Explain the structure and mode of operation of the separator 2. Demonstrate use of special tools and measurement equipment for the maintenance of separator 3. Demonstrate disassembly, control, repair and assembly of the wear parts of separator, 4. Demonstrate successful assembly by starting and operating the separator
Tasking 1. Disassembly – assembly of separator bowl 2. Starting – operating – stopping a separator
Assessment Successful demonstration of learning outcomes. Successful completion of required task meeting published standards.
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Module 12: Piping System
Objective
Acquire practical skills in order to complete tasks of maintenance and repair of simple piping systems that may include pumps, electrical controls, mechanical controls etc. on the basis of available documentation.
Terminal Learning Outcomes
At the end of the module, the student shall 1. Demonstrate use of tools and measurement equipment in maintaining simple piping systems, 2. Demonstrate gasket fabrication/making for a specific flange. 3. Demonstrate assembly of slightly misaligned flanges. 4. Demonstrate assembly of a complete simple piping system that includes pumps and related control system. 5. Demonstrate successful assembly by starting and operating the pumping system.
Tasking
1. Gasket fabrication using gasket maker 2. Gasket fabrication using hole-puncher etc. 3. Gasket fabrication with ball-peen hammer 4. Bolting (assembly) of two slightly misaligned flanges 5. Lapping of valve lid to valve seat 6. Permanent repair of leaking pipe 7. Pipe threading 8. Repacking valve stuffing gland 9. Temporary repair of leaking pipe, with or without pressure 10. Hydrostatic testing of pressurized vessel
Assessment
Successful demonstration of learning outcomes.
Successful completion of required task meeting published standards.
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Workshop Skills Training
Completion and Grading
Successful Completion of the Workshop Skill Training Requires Demonstration of:
1) 100% of Terminal Learning Outcomes plus,
2) 75 % of all Tasks (52 out of 70 tasks)
Breakdown
a. 42 tasks mandatory, selected by MHEI or 60%
b. 10 tasks selected by the student or 15%
c. Each additional completed task equivalent to 1.39% max. 25%
d. Cumulatively all task, 60% + 15% + 25% =100%
The student grade acquired in Workshop Skill will be calculated together with the grade acquired in his 6 months Watchkeeping duties onboard a commercial vessel to get Shipboard Training grade for 40 credit units.
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Conclusion and Recommendations
The inclusion of the knowledge, understanding and proficiency identified in STCW Table A- III/1 Function 2: Electrical, electronic and control engineering at the operational level and Function 3: Maintenance and repair at the operational level towards attaining the following competences; (a) Appropriate use of hand tools and measuring instruments for fabrication and repair onboard; (b) Maintenance and repair of electrical and electronic equipment and (c) Maintenance and repair of shipboard machinery and equipment, in the propose Workshop Skill training course, ensures those students who undergo the process are adequately trained and ready for any shipboard activity calling for those specific skill. We cannot however guarantee that trainees will have the same level of proficiency and competences as materials and equipment of each institution varies as well as the availability of competent staff to do the actual delivery.
We therefore call on the regulators, the maritime higher educational institutions and training centers and other stakeholders to review and assess whether those declarations as specified above were meet and if in the affirmative for them to adopt the same as part of the Bachelor of Science in Marine Engineering curriculum. In case the course is adapted by their institution, we request that they cite the Center for Advanced Maritime Studies and the Maritime Academy of Asia and the Pacific as the source of the materials.
Author: Chief Engineer Rodolfo Paiso Executive Director – Center for Advanced Maritime Studies Maritime Academy of Asia and the Pacific
Disclaimer: The author is a member of the Maritime Curriculum Review Committee (MCRC), of the Philippine Commission on Higher Education (CHED), the content of the paper is his personal opinion and not of the commission.
References 1. Danish Maritime Authority (DMA) “Workshop Training and Seagoing Practice” 2. United States Coast Guard NVICs 3. NAVEDRA Terminal and Enabling Objective templates
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Annex A
Sample of a Training Plan In the Philippine MET setting, we refer to this as Teaching, Learning Activity (TLA). In this example the Instructor teach by transmission mode and live demonstration, the student learn by memorizing the procedural steps (enabling) and replicating the live demonstration towards attainment of the Terminal Learning Outcome (TLO).
Module 6: Diesel Engine Task: Calibration of fuel valve
Terminal Learning Outcome: Given a fuel injection valve, tester, tools and manual, the student will be able to set/adjust the fuel valve opening within specifications as prescribed by the manufacturer.
Enabling Outcomes: The student should be able to; 1) Look up the opening pressure in the manual. 2) Connect the fuel valve to the tester. 3) Fill up tester and bleed connection. 4) Build up pressure by slow movement of pump lever. 5) Visually check system for oil droplets prior to set pressure. 6) Pop test the fuel valve at design pressure 7) Re-adjust opening pressure as necessary 8) Conduct jet and buzzing test 9) Visually check spray pattern
TLA : Transmission model, Live Demonstration Training Aids : Tester with fuel, injector manual and tools Venue : VTC Assessment • Formative – EO • Summative- TLO
Fuel valve tester Fuel Valve Fuel Spray pattern rdp - CAMS Page 25
Annex B Assessment of Workshop Skills Assessment define The process of evaluating whether an individual’s performance meets established proficiency criteria. A practical demonstration as witnessed by the designated assessor (adapted from USCG Assessors Manual). CAMS expanded the definition by splitting the criteria into safety, procedural, and result including standards (benchmark) within the specific criterion.
Workshop Assessment Elements Each of the 12 training modules will be assessed, where the learner needs to demonstrate that all Terminal Learning Outcomes are acquired in addition at least 70% of all tasks are completed meeting published standards.
Workshop Skill Training Assessment Matrix Performance Task Code STCW Performance Criteria/Standards Module Competence KUP Behavior Condition Safety Procedure Result
Example: Task Code: M6 Fuel valve calibration Competence: Table A-III/1 Maintenance and repair of shipboard machinery and equipment. KUP: 1. Dismantling, adjustment and reassembly of machinery and equipment; 2. The used of appropriate specialized tools and measuring equipment.
Terminal Learning Outcome: Given a fuel injection valve, tester, tools and manual, the student will be able to set/adjust the fuel valve opening within specifications as prescribed by the manufacturer.
Condition: Given a fuel injection valve, tester, tools and manual, Behavior: the student will be able to set/adjust the fuel valve opening Standards: within specifications as prescribed by the manufacturer.
Performance Criteria: a) Safety b) Procedure c) Result
Performance Standards: a) Level of Safety b) Deviation from published procedure c) Deviation from manufacturer’s specification rdp - CAMS Page 26
Annex C Sample of Assessment Document
Module 6: Diesel Engine Task: Calibration of Fuel Valve Assessment
Terminal Learning Outcome: Given a fuel injection valve, tester, tools and manual, the student will be able to set/adjust the fuel valve opening within specifications as prescribed by the manufacturer.
Performance Criteria Competent NY Competent Remarks A. Safety B. Procedural C. Result
Safety Performance Standards Competent NY Competent 1. Candidate PPE suitable for the activity 2. No ignition source within 1 meter radius 3. Work piece properly assembled 4. Fuel valve enclosed in a protective shield 5. Candidate using correct fuel type Procedural Performance Standards Competent NY Competent 1. Look up the opening pressure in the manual 2. Connect the fuel valve to the tester 3. Fill up tester and bleed connection 4. Build up pressure by slow movement of pump lever 5. Visually check system for oil droplets prior to set pressure 6. Pop test the fuel valve at design pressure 7. Re-adjust opening pressure as necessary 8. Conduct jet and buzzing test 9. Uniform atomized fuel Result Performance Standards Competent NY Competent 1. Opening pressure 240 bar +- 5 bar 2. Spray injection angle 155 degrees 3. Number of spray orifice 6 4. No sharp angle deviation 5. No fuel dripping before & after atomization 6. Uniform atomized fuel
Note: These results is specific to Yanmar model 6CXM-GTE/2
Date ______Venue ______Assessor ______
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FAST TIME MANOEUVRING SIMULATION TECHNOLOGY BRINGS NEW VISUALISATION OF THE FUTURE SHIPS PATH – AND ADVANCED USE OF THE WELL-KNOWN SPEED VECTOR
Knud Benedict (Prof. Dr.-Ing. habil.), Michael Gluch (Dr.-Ing.), Sandro Fischer(Dipl.-Ing.), Matthias Kirchhoff (Dipl.-Ing.), Michèle Schaub (M.Sc.), Caspar Krueger (BaS), Sebastian Klaes BaS) Hochschule Wismar, University of Applied Sciences - Technology, Business and Design, Dept. of Maritime Studies Warnemuende & Maritime Simulation Centre Warnemuende, Institute ISSIMS / Germany [email protected]
Michael Baldauf (Associate Prof. Dr.-Ing.) World Maritime University, Malmoe / Sweden, [email protected]
ABSTRACT: For shiphandling training and conning of ships it is of utmost importance to know about the actual motion and the manoeuvring capabilities of the own ship for coming shiphandling activities. Speed vector and simplifies path prediction are known as tools for presenting graphically the actual ships motion status - they show the future where the ship arrives if nothing changes. However, after changing one or even more of the manoeuvring controls, e.g. for initiating stopping or turning manoeuvres, the ship will deviate from this simplified predictions. It would be great to know what the ships is really doing – And this can now be calculated by the new “Fast Time Manoeuvring Simulation Technology” (FTS) developed at the Institute for Innovative Ship Simulation and Maritime Systems (ISSIMS). It calculates within one second of computing time up to 1000 seconds of manoeuvring time by a very complex ship dynamic simulation model for rudder and engine /thruster manoeuvres. This allows for the dynamic prediction of all manoeuvres of the ship in parallel to the actions / commands of the conning officer. So it is easy for him and the monitoring officers to see whether the manoeuvring actions have at least the correct tendency, and even more the effectiveness of the manoeuvres can be improved. This new type of support is called “Simulation-Augmented Manoeuvring Design and Monitoring (SAMMON)” – it allows not only overlooking the next manoeuvring segment ahead but also for the following or even for series of manoeuvring segments. Even more, it can be used to develop a full berth plan for entering a port as a concept verified by full simulation - and not only by guessing or by “wishful thinking” as it is done by now on ships. Within this paper, the difference between the new and the old prediction will be shown and also to what extend the conventional prediction can be used as indicator of trends and manoeuvring capabilities. This new FTS technology has a great potential for teaching and learning in the maritime education both for lecturing and for simulator training in briefing and debriefing sessions of exercises. And it will be a innovative tool on-board to make the manoeuvring ships more safer and effective.
1 INTRODUCTION – DESCRIPTION OF THE CONCEPT FOR USING FAST TIME SIMULATION 1.1 NEED FOR FAST TIME SIMULATION AND SIMULATION SUPPORT Manoeuvring of ships is and will be a human centred process despite of expected further technological developments. Most important elements of this process are the human itself and the technical equipment to support its task. However, most of the work is still to be done manually because even today almost no automation support is available neither for routine nor for complex manoeuvres. Up to now there is no electronic tool to demonstrate manoeuvring characteristics efficiently or moreover to design a manoeuvring plan effectively - even in briefing procedures for ship handling training the potential manoeuvres will be “guessed” and drafted on paper or described by sketches and short explanations. Impact of wind or current are taken into account on rather vague estimations based on experiences. However, due to the new demands there is a need to prepare harbour approaches with complete berth plans specifically in companies with high safety standards like cruise liners. These plans are necessary to agree on a concept within the bridge team and also for the discussion and briefing with the pilot. The plan for the potential manoeuvres must be developed– but still in a contemplative way by thinking ahead – only drafted on paper or described by self-made sketches and short explanations. The plans are made by hand on paper charts or on a printout of electronic chart interface – by now there is no tool available to provide support for manoeuvring planning yet. Ship Handling Simulation for simulator training has a proven high effect for the qualification. However, it is based on real time simulation, and i.e. 1 sec calculation time by the computers represents 1 sec manoeuvring time as in real world. This means despite all other advantages of full mission ship handling simulation that collecting/gathering of manoeuvring experiences remains an utmost time consuming process. For instance, a training session for a berthing manoeuvre might take one hour – if the first attempt failed or an alternative strategy should be tried then the next session needs another hour – this is not very effective. For increasing the effectiveness of training and also the safety and efficiency for manoeuvring real ships the method of Fast Time Simulation will be used in future – Even with standard computers it can be achieved to simulate in 1 second computing time a manoeuvre lasting about to 20 min using innovative simulation methods. These Fast Time Simulation tools were initiated in research activities of the Institute for Innovative Ship Simulation and Maritime System ISSIMS at the Maritime Simulation Centre Warnemuende, which is a part of the Department of Maritime Studies of Hochschule Wismar, University of Applied Sciences - Technology, Business & Design in Germany. They have been further developed by the start-up company Innovative Ship Simulation and Maritime Systems (ISSIMS GmbH [6]).
1.2 OVERVIEW ON THE SOFTWARE MODULES FOR FAST TIME SIMULATION A brief overview is given for the modules of the FTS tools and its potential application: • SAMMON is the brand name of the innovative system for “Simulation Augmented Manoeuvring – Design, Monitoring & Conning”, consisting of four software modules for Manoeuvring Design & Planning, Monitoring & Conning with Multiple Dynamic Prediction and for Simulation & Trial. There are the following modules: o Manoeuvring Design & Planning Module: Design of Ships Manoeuvring Concepts as “Manoeuvring Plan” for Harbour Approach and Berthing Manoeuvres (steered by virtual handles on screen by the mariner) o Manoeuvring Monitoring & Conning Module with Multiple Dynamic Manoeuvring Prediction: Monitoring of Ships Manoeuvres during Simulator Exercises or Manoeuvres on a Real Ship using bridges handles, Display of Manoeuvring Plan and Predicted Manoeuvres in parallel; Calculation of various prediction tracks for full ships dynamic Simulation and Simplified Path prediction as Look Ahead for the future ships motion. o Manoeuvring Simulation Trial & Training Module: Ship Handling Simulation on Laptop Display to check and train the manoeuvring concept (providing the same functions as Monitoring tool; steered by virtual handles on screen) These modules are made for both: o application in maritime education and training to support lecturing for ship handling to demonstrate and explain more easily manoeuvring technology details and to prepare more specifically manoeuvring training in SHS environment, i.e. for developing manoeuvring plans in briefing sessions, to support manoeuvring during the exercise run and to help in debriefing sessions the analysis of replays and discussions of quick demonstration of alternative manoeuvres and o application on-board to assist manoeuvring of real ships e.g. to prepare manoeuvring plans for challenging harbour approaches with complex manoeuvres up to the final berthing / unberthing of ships, to assist the steering by multiple prediction during the manoeuvring process and even to give support for analysing the result and for on board training with the Simulation & Trial module. • SIMOPT is a Simulation Optimiser software module based on FTS for optimising Standard Manoeuvres and modifying ship math model parameters both for simulator ships and FTS Simulation Training Systems and for on board application of the SAMMON System. • SIMDAT is a software module for analysing simulation results both from simulations in SHS or SIMOPT and from real ship trials: the data for manoeuvring characteristics can be automatically retrieved and comfortable graphic tools are available for displaying, comparing and assessing the results. The SIMOPT and SIMDAT modules were described in earlier papers ([1] for tuning of simulator ship model parameters and also the modules for Multiple Dynamic Prediction & Control [2] for the on board use as steering assistance tool. In this paper, the focus will be laid on the potential of the SAMMON software for supporting the lecturing and briefing / debriefing process with elements specifically for simulator training for Advanced Ship Handling in the Maritime Simulation & Training Centre MSTC of the AIDA Cruises Company at Rostock / Germany.
2 USE OF FAST TIME SIMULATION FOR LECTURING AND FAMILIARISATION 2.1 STOPPING CHARACTERISTICS: RESULT DIAGRAM AND ITS APPLICATION FOR USING THE SPEED VECTOR AS STOPPING DISTANCE INDICATOR One of the elements during the lectures in simulator training courses is the familiarisation with the ship manoeuvring characteristics and its effective application – and Fast Time Simulation is a very smart tool to do this in a short time and with high success. The following sample addresses the ships stopping capability. Specifically for the samples in this paper the cruise ship “AIDAblu” is used; this ship has the following dimensions: length Lpp= 244.6m , beam B=32.2m draft T= 7.00 m. she has two pitch propellers and two rudders, two thrusters each at the bow and at the stern. To get an overview about the ships stopping distances from several speeds and with various astern power, some test trails could be done either with the Design & Planning tool (Fig. 1) or with the SIMOPT and SIMDAT program (Fig. 2). By means of the Planning tool (Fig. 1) the ship can be set in the ENC window on an initial position MP 0 where the initial speed can be adjusted using the handles in the right window. Then the ships is moved by the slider at the bottom of the ENC window, e.g. to a position after 1 min and there the MP 1 is set. Then we use the handles to reverse the engine to EOT=-100% and we see immediately the stopping position on the ENC window. For application of this stopping behaviour during the voyage or in ports, it is helpful to visualise the stopping distances in the ECDIS or RADAR. The SAMMON Monitoring tool allows for superimposition of the ships track as result of a change of the EOT handle position after 1 second (fig: Monitoring tool stopping full astern ships predicted track from FULL ASTERN ). As long as such a sophisticated dynamic prediction tool is not available on the bridge yet, it is helpful to use the speed vector as alternative.
Fig. 1 Display of the Manoeuvring Design & Planning Module: Two stopping manoeuvres for AIDAblu from different speed rates to Full Astern (EOT=-100%): • Top: Crash stop from Full Ahead (EOT=+100% for 22, 2 kn) at MP1 • Bottom: Stopping manoeuvre from Half Ahead (EOT=+53% for 12.6kn) at MP1
Fig. 2 Results of SIMOPT program for series of stopping manoeuvres for cruise ship AIDAblu (Computing time 17 sec): • Top: Result table for from several Ahead speed rates from EOT = 10 to 100 % and two Astern power variants with EOT= – 100% and -30% (SIMDAT) • Bottom: Stopping diagram for distances (solid lines) and respective times for speed vector length (dotted lines)
The basic idea is to adjust the speed vectors’ length to the stopping distance: The required speed vector length can be easily calculated from the well-known relation speed = distance /time, which can be changed to time = distance / speed. From this equation, we can calculate the Vector time and this is tvector=Stopping distance / Starting speed, e.g. the Crash Stop Stopping Distance 1600m from starting speed 22 kn (12 m/s) gives: tvector= 1600 m / 12m/s =138 s = 2:18 min. If we do these calculations for all stopping distances of the solid lines in Fig. 2 we get the dotted graphs. The re result is that for all crash stop manoeuvres (blue line) with Full Astern the vector time is close to two minutes (blue dotted line); this is to be seen in Fig. 3 where the ship stops close to the end of the 2 min speed vector. Therefor the conclusion might be: Setting the speed vector for tvector = 3 min would give some extra safety distance reserve and would even allow to stop the ship with Astern power of EOT= -30% only!
Fig. 3 Display of the SAMMON Trail & Training Module with stopping manoeuvres for AIDAblu from Slow Ahead (8.3 kn) to Full Astern (EOT=-100%): Comparison of dynamic prediction (black dotted shapes, starting from solid contour) and the speed vector (magenta dotted line) set to 2 min.
2.2 WIND EFFECT – RUDDER AND DRIFT ANGLE FOR BALANCE ON STRAIGHT TRACK Another important issue is the behaviour of the vessel under wind impact that can be easily explained and investigated by means of the SAMMON System. For an introduction, it is show in Fig. 4 what rudder and drift angle are required to steer the ship under beam wind - within the SAMMON Planning module the initial heading and course can be adjusted in the top right window to get the ships track between the fairway buys. For developing a mental model for the understanding of the wind effect, it is helpful to have an overview what rudder and drift angle are generally needed for different wind conditions and ships speeds. In the planning module this can be investigated in trying out several wind encounters and wind to ships speed. This can be done as a trainee group exercise and the results are collected and entered into a diagram as in Fig. 5. In this diagram the rudder angles and drift angles are plotted versus the absolute wind encounter angel between wind direction and ships course – it is zero for heading against the wind and 180° for stern wind. For the basic understanding of this effect, the equilibrium conditions under wind impact on a straight track with constant ship speed should be analysed in detail. Generally, the wind impact depends on the following parameters and ratios: • Ratio of the areas above and below waterline, e.g. Cruise ships: lateral areas 8000m² and 1600², i.e. ratio 5! (for Container vessels this is about 1.2 only) • Ratio of relative wind speed VR² to ship’s speed V² • α - Wind angle of attack, depending on wind direction, heading and speed of the vessel • Ship’s form: o underwater hull form (CB, trim, draught) and o shape of above water area with superstructure and different cargo / loading conditions e.g. containers.
For given ship conditions the wind impact changes with the encounter angle and the speed ratio VR² /V². For simplification and for better use of the data for route planning the absolute wind speed VA and the constant speed V0 of the ship for a given EOT without wind will be used together with the absolute wind encounter angle (instead of the relative wind and encounter angle). In Fig. 5 it can be seen that the ship has a leeward turning tendency for wind from the bow to beam wind and a windward turning tendency for wind from the stern quarter. The maximum rudder angle is needed for an encounter angle of about 135°. For the wind speed 30 kn the required rudder angle would even exceed the maximum rudder angle of 35° because the turning moments due to wind and the unstable moment due to the drift angle point in the same direction – the ship could not be steered at this low speed.
Fig. 4 Wind effect on straight motion - Approach to Rostock Port: AIDAblu enters the fairway under wind speed 30 kn from 60°. With EOT 26% (equivalent to 5.2 kn ships speed) she needs 9° PT rudder and drift angle ca. 22°
Such a diagram as in Fig. 5 is the basis for understanding the wind effect and for estimating the required rudder and drift angle beforehand. To simplify the data collection (which is also recommended for the real ship) it is very helpful if you create a “reference graph” form the collected data that can be used for “All” wind and ship speed ratios and not only for the conditions during the measurements in the following way. Dividing all rudder δ and drift ß data by VA²/V0², we get the reference rudder angle δ* and reference drift angle ß*:
* δ * ß δ = ß = V V ( A)² ( A)² Vo Vo
In the right diagram, it is to be seen that all respective reference drift and rudder angle are nearly on one graph each. This is good to know because then all measurements can be better checked and it is helpful for the planning. A sample calculation will be shown for the conditions in Fig. 4 for required drift and rudder angle from Reference Rudder and drift angle. In the Fig. 5 we get for course 161° and wind angle 61° the absolute wind encounter angle 100° - from the diagram Fig. 5 we estimate at the red dotted line at 100°: δ*=-0.25 and ß*=0.6. And finally with the wind speed VA=30 kn, and the ship speed V0=5kn, i.e. ratio VA/V0=6.0, we get the required angles:
Required rudder angle: = = 0.25 (6.0) = 9° 2 ∗ 𝑉𝑉𝐴𝐴 2 𝛿𝛿 𝛿𝛿 ∙ � �𝑉𝑉0� − ∙ − Required drift angle: = = 0.6 (6.0) = 21.6° 2 ∗ 𝑉𝑉𝐴𝐴 2 These results are in good coincidence𝛽𝛽 with𝛽𝛽 the∙ drift� �and𝑉𝑉0 �rudder angles∙ in Fig. 4.
Fig. 5 Balance of wind effects on straight track with constant speed - Equilibrium parameters rudder and drift angle versus absolute wind encounter angle for wind speed of 20 kn and 30 kn (EOT 30%, according to ship speed 6.2.kn) • Left: results of simulation for rudder and drift angle in degree for two wind speeds of 20 kn, and 30 kn • Right: same data as reference rudder δ* and drift angle ß* related to VA²/V0² with sample for wind encounter angle 100°
2.3 CURRENT EFFECT – DIFFERENCE IN MOTION OVER GROUND AND THROUGH WATER The SAMMON system is also a suitable tool for demonstrating and explaining the nature of current effect. In Fig. 6 the principle of current impact is shown with the characteristic superimposition of speed vectors: The ship is moving with no current from MP0 to MP 1 – the STW is equal to SOG. When a cross current is acting at MP1 then the ship will be shifted and accelerates in transverse direction; small rudder controls are applied to keep the heading to 0° if the cross flow affects the ship not fully symmetrically along the ship length. In the steady state at MP2 the final SOG=4.17 kn is the vector sum of STW=3.00 kn and Current speed 3 kn. Notice: There is only a drift angle in the motion over ground, but no drift angle through water, the transverse speed through water is already close to the drift speed…
Fig. 6 Principle of current impact - superimposition of speed vectors: Speed over Ground SOG is the vector sum of Speed through Water STW and Current speed
The effect of strong steady current on a small course change manoeuvre is to be seen in Fig. 7: the top picture shows the reference manoeuvre without wind. The ship speed with EOT 20% is STW=SOG= 3.7 kn. At MP1 the rudder was switched for a short moment to STB 5° and then in MP 2 back to Midship. Result: the ship moves side wards like in a course change manoeuvre with the respective short rudder activity! The same manoeuvring procedure is shown in the right part of the figure - but now with strong current with 3.7 kn to South, i.e. the same speed as the ships speed STW. Therefore, there is no forward motion at position MP1 and the ship moves sideward with SOG 1 kn due to the short rudder impulse in the same way as in the left picture. In contrary to the motion under wind she needs no rudder for this transverse motion.
Fig. 7 Effect of strong current on small course change manoeuvre with EOT 20% i.e. at ship speed CTW 3.7 kn; at MP1 the rudder was switched for a short moment to STB 5° and then in MP 2 back to Midship: • Left: without current the track shows a normal Course change manoeuvre, • Right: with current from bow / to South with the same speed 3.7 kn as ship speed STW, the ship moves side wards and needs no rudder for this transverse motion
Is there a model to understand the motion of a ship in steady current? – The motion relative to water is as if the ships track is painted on a carpet, moving in the direction of the current! Alternatively, it can be seen as manoeuvring in an aquarium, which is moving with the current speed. The proof of this model can be seen inFig. 8: during a turning circle under current the ships dynamic relative to water does not change; only the ship position is shifted with the current speed and direction. The current shifts every position by a distance D with: D = current speed x time elapsed, e.g. for the sample indicated by the green arrow is D = 2.57 m/s x 600 s = 1544m. As a result, the blue turning circle track changes to the red spiral, moving exactly with the current. On the right side is to be seen that the dynamic of motion through water does not change – the rate of turn with and without current is the same, also the speed through water is equal – only the speed over ground is different. The same appears for the transverse speed below.
Fig. 8 Current impact on turning circle 35° STB for AIDAblu with EOT 100%, Speed CTW 22.3kn Blue: without current, Red: with current 5kn, setting 0° to North • Left: comparison of tracks, current shifts every position with current speed x time elapsed (green arrows) • Right top: rate of turn ROT (equal) & forward speed SOG (different) and STW (equal), • Right below: transverse speed through water (equal) and transverse speed over ground
In the following, the effect of ships speed in steady current on turning will be shown. The reference track without current is shown in Fig. 9 for rudder STB 20° and EOT 70%, i.e. STW 16.7kn; for the lower speed rate 20% and STW 3.7 kn the track is nearly identical. The effect of ships speed in steady current on turning is to be seen in Fig. 10. On the left side the ship speed is much higher as the current from bow, therefore the track is a spiral into the direction with the current – but it is closer to a turning circle than the track on the left side where the ship speed STW is only 3.7 kn. The conclusion is the effect of current increases with the ratio of current speed to ships speed! Therefore, the question is: What can be done if the turning ability over ground is reduced by the current? The worst situation is current from stern: in this case, the turning ability over ground is drastically reduced as one can see in Fig. 11 on the left side. One option could be to use a Kick turn to improve the turning ability, which is a recipe if a small river bend requires small turning circles. In case of using this option in strong current, there is even a double effect: • the increase of rudder effectiveness due to the higher rudder inflow speed when giving a kick ahead with the engines improves the turning • this comes together with the increase of speed and therefore the decrease of the ratio current to ship speed - The increase of speed does not allow to shift the position that long time.
Fig. 9 Reference track for Turning circle STB 20° without current, EOT 70%, i.e. STW 16.7kn
Fig. 10 Effect of ships speed on Turning circle STB 20° in steady current 3.7 kn from bow, setting 180° (AIDAblu) • Left: Turning circle with EOT 70%, i.e. STW 16.7kn • Right: Turning circle with EOT 20%, i.e. STW 3.7kn
Fig. 11 Impact of Kick Turns on turning motion under current for AIDAblu (Initial situation: EOT 20% (CTW 3.7kn) and current 3.7 kn 0° to North) • Left: standard turning circle manoeuvre STB 20° with constant speed rate • Right: Kick turn with STB 20° from 20% to EOT 70%
3 USE OF FAST TIME SIMULATION FOR SIMULATOR BRIEFING 3.1 TASK DESCRIPTION – INTRODUCTION, CONVENTIONAL BRIEFING AND NEW CONCEPT During the exercise briefing, the navigational officer is introduced into the harbour area, the starting situation and the environmental conditions within this area on a conventional sea chart to be seen in Fig. 12. The objective is to bring the ship through the fairway channel of Rostock Port from North, to turn the ships and heading back through the channel to berth the ship with Port Side at the Passenger Piera. The respective harbour area is divided into manoeuvring sections, which are following a specific aim: 1. Section 1: the ship speed should be reduced until she is ready to be turned, SOG should be around 3 kn to be prepared for section 2. 2. Section 2: the ship should be turned and adjusted to go back in the fairway on opposite course to the final berth. 3. Section 32: the ship should be stopped and berthed.
Final position: Passenger berth, alongside PS:
Section 3: return track & approach to the berth
MV „AIDAblu“ at starting position: STW: d 6 k ; HDG: 161° Section 1: approach to turning area
Section 2 Turning area
Fig. 12 Exercise area and environmental conditions in Port of Rostock for berthing scenario, divided into two sections for planning the manoeuvres and completed by guessing for desired positions as ship shapes only In the conventional briefing, only these rough indications of the manoeuvring status can be used to develop a potential strategy for berthing the ship. In conventional berth plans only ship contours are used to be positioned in drawings with WORD or POWER POINT - The specific manoeuvres and settings of engine rudder and thrusters cannot be discussed in detail because specific manoeuvring characteristics can hardly be used for the specific situations. And real time simulation is too time consuming… The fast time simulation allows for new methods for individual exercise preparation with self-developed manoeuvring concepts: • Drafting Manoeuvring Concept in more detail as Manoeuvring Plan with the Design and Planning tool; • Optimisation of the concept by several planning trials with that tool, • Pre-Training with Trial and Training Tool to try out the concept with real time simulation on a laptop 3.2 BRIEFING BY MEANS OF THE „MANOEUVRE PLANNING & DESIGN MODULE“ 3.2.1 Basic exercise with no wind and current
With the new fast time Simulation there is the chance for designing a Manoeuvre Plan as a detailed strategy with the specific settings at distinguished positions called the Manoeuvring Points MP. Some basic functions and interface displays for the Fast Time Simulation within the Design and Planning Tool are shown in the next figures. Fig. 13 explains the method in a sea chart environment represented by an interface which combines the electronic navigational chart ENC window (centre), the interface window for the steering panel of the ship (right) for adjusting the controls for the selected manoeuvring point MP and the interface to display the status of the current actual ship manoeuvring controls (left) at the position of the next manoeuvring point MP which is indicated as ship shape in red colour in the ENC. In the following, the course of actions is described in a series of figures to make a full manoeuvring plan by means of the control actions at the manoeuvring points MP – this will be done first for easy conditions with no wind and current to explain the procedure of fast time planning: In Fig. 13 the initial position MP 0 is to be seen where the instructor has set the ship in the centre of the fairway. The ships has already been moved by the slider at the ENC bottom to set the next manoeuvring point MP 1: there the stopping manoeuvres is started with EOT -30%. The prediction already shows that the ship would lose speed according to the handle positions. In Fig. 14 the ship is nearly stopped and turns by means of the thrusters – the contour is shifted to a position where the thrusters are stopped and the engines speed up to return to the fairway with opposite course. In Fig. 15 the vessel is brought close to the berth and at MP5 the engines are reversed to reduce speed and to stop the ships at a position parallel to the berth to be shifted by thrusters to the pier from the next MP 6. Afterwards the plan needs a further MP in order to reduce the transversal speed shortly before berthing.
Fig. 13 Fast time planning in sea chart: Initial ship position at MP0 and prediction for the stopping manoeuvre at MP 1: The prediction already shows that the ship reduces speed to the set handle positions.
Fig. 14 Ship position at MP2 and prediction for the turning manoeuvre: The prediction shows that the ship is turning due to the set handle positions of Bow and Stern Thrusters with 80%.
Fig. 15 Final part of the manoeuvring plan: The vessel is brought into a position parallel to the berth to be shifted by thrusters to the pier from the next MP 6
3.2.2 Advanced exercise with strong wind The full potential of the fast time simulation can be seen for challenging weather conditions. In Fig. 16 the scenario is now to be solved for 25 kn wind from 61°. The initial position is the same as in the previous example but the first task for the trainee is to find the balance condition in the fairway: after some attempts, a drift angle of about 16° and rudder angle 3° was adjusted and the ship contour was shifted to the buys at the entrance of the fairway. The next manoeuvring segment is for stopping and turning in Fig. 17: On the left side it can be seen, that in case the ship would be plainly stopped here as in the previous exercise she would heavily drifting with the wind. Therefore, the engines are split to support the turning by the STB engine while the PT engine goes astern. In the final part of the manoeuvre, the crucial segments are difficult because of the strong wind on the return track on opposite course: in Fig. 18 the ship enters the fairway now from south and because of the strong wind from the bow there is a need to adjust heading, course and rudder. It is advantageous to split the engines because the rudder is more effective when one engine goes with more power. In addition, the ship is better prepared to stop because one engine is already going astern and does not need additional reversing time. On the right side of the figure, the stopping manoeuvre is to bring the ship into a position parallel to the berth. In Fig. 19 the thrusters and rudders are used with full power to counteract the wind effect for the final berthing, the approaching speed of the drift motion towards the pier is below 0.8 kn (for 30 kn it would be over 1.5 kn).
Fig. 16 Fast time planning in sea chart under wind 25 kn from 61°: Initial ship position at MP0 and prediction for future track under drift angle
Fig. 17 Ship position at MP2 and prediction for the turning manoeuvre with two strategies: • Left: turning only with thrusters (same concept as without wind in Fig. 14) • Right: more powerful solution with split engines and rudder support
Fig. 18 Continuing the manoeuvring plan on the return track on opposite course: Left: the ship enters the fairway now from south and adjust heading, course and rudder with split engines Right: stopping manoeuvre to bring the ship into a position parallel to the berth
Fig. 19 Complete manoeuvring plan with final berthing manoeuvre
3.3 BRIEFING BY MEANS OF THE „MANOEUVRE TRIAL & TRAINING MODULE“ The Trail & Training Tool is a desktop simulation tool for real time manoeuvring simulation Fig. 18. It has the same handle panel on the right side as the planning tool). It contains conning information together with the prediction and it can display the planned manoeuvring track. The centre window shows the ENC together with motion parameter for longitudinal speed and transverse speed. The ships position is displayed in the centre of the ENC as ship’s contour where also the track prediction can be indicated as curved track or as chain of contours for the selected prediction time. The prediction parameters as range or interval of presentation can be set in the control window at the left side. In Fig. 18 the scenario under wind is shown, the ship is just entering the turning area and starts to turn. The table on top of the ENC shows the manoeuvre control settings from the planning and the planned track is shown in blue colour..
Fig. 20 SAMMON Trail & Training Tool: Real time simulation and Manoeuvring Prediction integrated into ECDIS with comparison of full dynamic predictions (dotted ship contours) and the simple static prediction (magenta curve) together with planned manoeuvring track (blue line) in (same in Monitoring Tool, except the handle panel))
4 EXECUTION OF EXERCISE AND DEBRIEFING WITH FAST TIME SIMULATION 4.1 USE OF SIMULATION AUGMENTED SUPPORT WITH SAMMON MONITORING TOOL IN SHIP HANDLING SIMULATOR There are several ways to support the execution and debriefing by the FTS: The support during Execution of Exercise is depending on the degree on what the trainee is allowed to use the new manoeuvring prediction technology during the exercise run. • On a low level the multiple dynamic prediction may be used to gradually let the student know on his potential options for using the controls as a means for good visualisation of quality of manoeuvres – this is only to support the learning process specifically as long as the new technology is not available on the conventional ships • On the highest level the trainees can make full use of the dynamic prediction and the prepared manoeuvring plan as underlying concept to achieve the best fit with the plan and the exercise result. The full use of the prediction is increasing safety & effectiveness even for advanced trainees • For instructors (and peer students) multiple dynamic predictions are always a great help because the chances for success of a trainee’s action can immediately be seen or the exercise could be stopped earlier if it is obvious that the trainee will fail. In the Debriefing the fast time tools allow for an in-depth assessment of quality of manoeuvring results: • Assessment of results by comparison with trainees own concept or optimised plan can be shown in the replay function of the Monitoring Tool which can be used with Multiple Prediction functionality; or more in detail within the SIMDAT tool where the time history of the trainees action can be shown graphically e.g. for rudder, thruster and engine activities • Discussion of alternative manoeuvres at specific selected situations can be supported by the Design & Planning tool by loading any specific situation during the exercise run and to operate the manoeuvring handles differently.
During the exercise, it is possible to take advantage from the Multiple Prediction for the manoeuvres. In Fig. 21 the setup is to be seen where the instructor or bring their laptop onto the simulator bridge (where the manoeuvring plan might have been developed), the prediction is controlled via the bridge handles. The same laptop with the Monitoring tool can also be placed at the instructor station.
Fig. 21 Using Multiple Prediction in Simulator Training at MSTC of AIDA Cruises Rostock Left: Portable Setup for Prediction Display in Monitoring Tool on Trainees Laptop on Bridge - the prediction is controlled by the Bridge Handle via WLAN Right: Prediction Display in Debriefing session (left screen): The dynamic prediction can be used even during Fast Replay to complement the simulator instructor display (right screen)
The benefit of using the FTS is to be seen for several purposes: • The multiple dynamic predictions shown on the instructors screen are always a great help for instructors and maybe also for peer students looking over their shoulders to learn from the actions of the other trainees in charge on the bridge. Thea have a better overview on the current situation and the chances for the potential success of a trainee’s action can immediately be seen; the exercise could be stopped earlier if it is obvious that the trainee will fail. • multiple dynamic prediction may be used to gradually let the student know on his potential options for using the controls as a means for good visualisation of quality of manoeuvres – this is to support the learning process specifically as long as the new technology is not available on the conventional ships. • if the trainees are allowed to make full use of the dynamic prediction and also the prepared manoeuvring plan as underlying concept to achieve they achieve best fit with the plan and the exercise result. The full use of the prediction is increasing safety & effectiveness even for advanced trainees and can support to find out the best performance.
4.2 DEBRIEFING OF EXERCISE AND COMPARISON OF RESULTS WITH MANOEUVRING PLAN
Several methods of comparison exist for the debriefing after the training by using FTS software. Whilst in the Ship Handling Simulator (SHS) there is the possibility to additionally record the training session using the „Monitoring & Manoeuvring Module“, there’s a correspondent option to save the training and planning procedure in the „Trial & Training“ as well as in the „Manoeuvre Design & Planning Modules“. All of the files from the planning and from the execution can be shown together in form of the ship track as well as in diagrams from several parameters over the whole manoeuvring time in the SIMDAT program. The following figures show some possible methods to display the results:
In Fig. 22 a comparison is made between the two simulator results of the trainees with different level of preparation and the manoeuvring plan of the second trainee. The achievements of the better prepared trainee are obvious – the planned manoeuvre is very close to the executed track and the actions of the controls has been done also nearly in accordance with the planned procedures. It is obvious that there is not just a reduction of manoeuvring time when applying the Fast Time Simulation tool in briefing and training; the thruster diagrams show also that a well prepared manoeuvre can minimize the use of propulsion units and therefore be more efficient. The great advantage of the Fast Time Simulation is the opportunity to discuss alternatives of manoeuvres and also effects and strategies for different environmental conditions, which might affect the ship unexpectedly at critical positions.
Fig. 22 Results from two manoeuvring exercises in SIMDAT interface: “Track Display” with contours (Top and extract below ) and „Data Display“ for time history for thruster activities a) run of the trainee without support by Fast Time Simulation (blue) (b) run of the trainee with full support by pre-planning with Design and Planning Module (green) c) comparison to the prepared manoeuvring plan with manoeuvring points (red)
5 CONCLUSIONS / OUTLOOK Fast Time Manoeuvring simulation has proven its benefits for both lecturing and training for improving ship handling knowledge and skills. For the future, its great potential will be investigated to be further involved into the real ship operation on-board. The majority of the participants in the ship handling courses expressed their opinion that the Design & Planning Module could be used for preparing berth plan on the ships. There is a high potential for optimisation to reduce manoeuvring time and fuel consumptions as well as minimise emissions. It is also possible to use the potential of FTS for various analyses (e.g. fairway layout, accidents) to find measures to make shipping safer.
6 ACKNOWLEDGEMENTS The research results presented in this paper were partly achieved in research projects “Multi Media for Improvement of MET” (MultiSimMan) and in the follow up project “MultiSimMan-Green”, funded by the German Federal Ministry of Education and Research (BMBF), surveyed by the German Aerospace Centre (DLR). Additionally it has to be mentioned that the professional version of the SAMMON software tools has been further developed by the start-up company Innovative Ship Simulation and Maritime Systems GmbH (ISSIMS GmbH; www.issims-gmbh.com).
7 REFERENCES [1] Benedict, K., Baldauf, M., Felsenstein, C., Kirchhoff, M.: “ Computer-based support for the evaluation of ship handling simulator exercise results” MARSIM - International Conference on Marine Simulation and Ship Manoeuvrability, Kanazawa, Japan, August 25th – 28th 2003 [2] Benedict, K., Baldauf, M., Kirchhoff, M., Koepnick, W., Eyrich R.: “Combining Fast-Time Simulation and Automatic Assessment for Tuning of Simulator Ship Models” MARSIM - International Conference on Marine Simulation and Ship Manoeuvrability, Terschelling, Netherlands, June 25th – 30th 2006. Proceedings, M-Paper 19 p. 1-9 [3] Benedict, K.; Baldauf, M.; Fischer, S., Gluch, M. Kirchhoff, M.: “Manoeuvring Simulation for Dynamic Prediction Display to be used On-board and in Ship handling Simulator Training” MARSIM - International Conference on Marine Simulation and Ship Manoeuvrability, 36th AGA of IMSF and International Conference, Panama City, Panama; August 17-20 2009. Conference Proceedings p. S-60- to S-70. [4] Benedict, K.; Baldauf, M.; Fischer, S.; Gluch, M.; Kirchhoff, M.; Schaub, M.; M.; Klaes, S.: Fast Time Manoeuvring Simulation as Decision Support for Planning and Monitoring of Ship Handling Processes for Ship Operation On-Board and Training in Simulators. MARSIM - International Conference on Marine Simulation and Ship Manoeuvrability, Singapore, 23 -27 April 2012. [5] Fischer, S., Benedict, K.: “Analyses of manoeuvring procedures on ferry Mecklenburg-Vorpommern in Rostock Sea Port and potential improvements using alternative manoeuvring concepts with Dynamic Predictor” Internal research report (in German only), Hochschule Wismar, Dept. of Maritime Studies, Warnemuende 2009 [6] ISSIMS GmbH Web page for SIMOPT & SIMDAT: http://www.issims-gmbh.com/joomla/index.php/software- products [7] Benedict, K.; Fischer, S.; Gluch, M.; Kirchhoff, M.; Schaub, M.; Baldauf, M.; Müller, B.: Use of Simulation Augmented Manoeuvring in Ship-Handling Simulator Training. In Craig Dalton & Sam Teel (eds.): 18th International Navigation Simulator Lecturers Conference (INSLC18) Proceedings, Plymouth Massachusetts, MMA Publishing, pp 46 - 59 [8] Benedict, K.; Fischer, S.; Gluch, M.; Kirchhoff, M.; Schaub, M.; Baldauf, M.: Manoeuvring simulation for supporting co-operative operation of ships on board and from shore. Conference of the International Maritime Simulator Forum (IMSF) together with the 41th Annual General Meeting (AGM) and Workshop Seminar 2014 at the Dalian Maritime University, Dalian / China from 14-17 October 2014
AUTHOR’S BIOGRAPHY Knud BENEDICT graduated from the Faculty of Naval Architecture of the Rostock University in 1972. He achieved his Doctoral Degree in Ship Hydrodynamics/ Manoeuvrability (1978) and his Habilitation on Ship Operation Technology/Advisory Systems (1990). Currently he is Professor for Ship’s theory at Hochschule Wismar University of Applied Sciences: Technology, Business and Design (Wismar University) and Director of its ISSIMS Institute. Furthermore, he is Visiting Professor at World Maritime University Malmoe for Marine Technology. Until 1997 he was the Dean of the Department of Maritime Studies at Wismar University and since 1998-2013 he was the Head of its Maritime Simulation Centre Warnemuende. Sandro FISCHER graduated from the Maritime Academy Warnemuende and received his MSc. in Marine Transport Engineering/ Navigation in 1994. He is the main developer of the advanced ECDIS-based applications at HSW since 2001. Michael GLUCH graduated from the Maritime Academy Warnemuende in 1991 and achieved his Doctoral Degree in Automation Sciences in 2008. He is chief coordinator for research at the SSIMS Institute of Hochschule Wismar and head co-ordinator of the manoeuvring prediction software. Matthias KIRCHHOFF achieved his MSc. in the field of automation and control engineering. He is working on the development of the fast time simulation, computer-based optimization and evaluation tools. Michèle SCHAUB graduated from Hochschule Wismar in Nautical Science/ Maritime Transport and she holds a CoC on management level. She received a Master Degree from Rostock University. Now she is Research Associate specifically dealing with subjects of manoeuvring models and parameters at Hochschule Wismar. Caspar M. KRUEGER graduated from Hochschule Wismar in Nautical Science/ Maritime Transport and he holds a CoC on management level. He joined ISSIMS as a Research Assistant performing simulation based experiments to study technical feasibility of unmanned shipping. Sebastian KLAES graduated from Hochschule Wismar in Maritime Transport/Logistics. He was Research Assistant at World Maritime University from 2009 to 2011. In ISSIMS he is involved in developing and implementing algorithms to generate manoeuvring plans for routine and emergency situations.
Michael BALDAUF graduated from the University of Rostock in 1990 and achieved his Doctoral Degree in Maritime Safety in 1999. He was chief coordinator for research at the Hochschule Wismar before he joined World Maritime University WMU in 2009. Presently, he holds a position as Associate Professor in Maritime Safety and Environmental Administration at WMU and is Deputy Director of ISSIMS. In his work, he is dealing with aspects of integration of new navigational equipment for enhanced applications to contribute to safe navigation.
Exploration on Applying ISO 9001 Quality Management System to
Maritime Experimental Teaching
Jia Dongxing1, Chen Jinbiao1, Shi Chaojian1, Chen Tingting2 (1.Merchant Marine College, Shanghai Maritime University, Shanghai 201306, China) (2.Nantong Shipping College, Nantong 226010, China) [email protected] Abstract: The rapid development of maritime technology influences marine education. Maritime experimental teaching takes an important role in marine colleges and training institutions, and one of the purpose of practical teaching is to aid students with understanding the new technology after training. It is necessary to take quality management in maritime practical teaching to control the training effect. The rules for the competency examination and certification of seafarers serving in seagoing ships take training-serving-training-serving mode for career crews to job promotion in China, and explicit specific performance requirement after training. The process-management idea from ISO quality management could standard the process, and guide the way during experimental teaching. Taking ship maneuvering course which is usually designed in the simulated environment as an example, explore how to apply ISO quality management system to experimental teaching in some aspects, like consisting of teachers and students, experimental syllabus, experimental process, and performance test, and also discuss the possible shortness of rigid process-management. Key words: ISO9001; quality management system; maritime experimental teaching; process management
1 Introduction
1.1 The characteristic of maritime college
Maritime education is the foundation of shipping industry, and even plays the overall function in some level. With the accelerating process of global economic integration and the progress of science and technology, the extensive application of new technologies including information technology, the rapid development of the shipping industry and the tough requirements of marine environmental protection, are raising standards on crew training[1]. The maritime experimental teaching can exactly bridge the gap between theory and practice. Under this atmosphere, exploration how to apply quality management system (QMS) to improve maritime experimental teaching is one of the strategic issues in maritime colleges. 1.2 The STCW convention and “11 rules “
The international convention on standard of training, certification and watchkeeping for seafarers (or STCW), requires each contracting party to make sure its authorized organizations and agencies use QMS to training, examination and certification for seafarers [2]. Based on STCW convention, China’s transport ministry made rules for the competency examination and certification of seafarers serving in seagoing ships (or simply 11 rules) on the 12th ministerial meetings in 2011. The 11 rules require maritime training colleges and institutions in China to apply the QMS to their daily teaching [3]. The STCW convention and 11 rules guide maritime education, and take important roles on experimental teaching. All which make the foundation of quality management in daily maritime teaching.
1.3 The change of ISO 9001:2015
As one of the four core standards in ISO9000, ISO 9001 regards quality as the satisfaction degree of demands for inherent characteristics. The idea of full quality management in ISO 9001 requires the organization to take quality as the center and whole staff participation as the foundation to make sure customers satisfy the service, and all members and society gain maximize revenue. ISO 9001:2015 no longer requires documented procedure and underlines documented information existing in process control[ 4 ]. Replacing documented information and quality document with documented information is convenient to operate in practical. In ISO 9001: 2015, there are no provisions in records, internal audit, management review, non-conformance, corrective and preventive action. Overall, documents are basis, and records are evidence of system. The records existing in process control are more and more important.
2 The status of applying QMS to maritime education
2.1 The bridge between QMS and teaching work
Facing to the double restrictions from human capital market and education service market, transformational development for education quality from market requirement and advantages of training institutions is the important characteristic of higher education in China[5]. ISO9001 QMS regards teaching activities as service, and clears the thoughts that schools provide satisfied teaching service to students and society, all which emphasize service consciousness of management. The quality of maritime education reflects in students grasp useful knowledge and behave perfect in future job. It is necessary to build a new learning-teaching relationship between students and teachers to ensure maritime education develop to the direction of student-oriented teaching. Quality management in maritime experimental teaching is one aspect of whole teaching service. Figure 1 simply shows the students-centered teaching service. Maritime colleges and training institutions apply QMS to training students, and qualified students apply for jobs from shipping industry. Maritime administrations provide management service and feedback information to shipping industry and colleges. Maritime colleges adjust teaching plan based on information from students, shipping industry and maritime administration. feedback CMSA feedback supervise school adjust QMS train students serve Shipping industry feedback
Figure 1 QMS and students-centered teaching service[6]
2.2 Review and improve the running state of QMS
Improve teaching quality constantly
Quality objective, management responsibility Demand from Teaching Teaching Satisfaction society resource process of society and management management and students students Teaching quality control, analysis and improve
Figure 2 the interaction of QMS in teaching Quality records are important evidence for reviewing and key feature of QMS. It is very necessary to keep records validated and integrated for reviewing, and internal audit and external audit are very important methods in QMS. Quality inspection during the period of teaching and internal audit of quality system could be done together. Based on documented procedure from QMS, audit has been one of the features in teaching management in some maritime universities[7]. As self-checking behavior, internal audit is limited in some levels, auditing the validity and integrity of records from government institutions or other certification companies at regular intervals is necessary. Maritime colleges in China usually need to receive external audit from Det Norske Veritas (DNV) once a year and Maritime Safety Administration of the People’s Republic of China (CMSA) once two year, in order to keep the validity of QMS. Auditing regularly the validity and integrity is the key part and important feature of ISO 9001 QMS, and it makes the system running under reliable control. The third-party audits also meet the idea that management and assessment should be separate in modern higher education. On the foundation of internal audit and external audit, management audit is necessary to ensure the suitability of QMS. Discussing the feedback information from students, the situation of correcting unqualified items, management representatives hold management audit and give reports. Meanwhile auditing the suitability and validity of QMS should be in the supervision of Management representatives. Figure 2 shows the interaction of QMS in teaching.
3 The characteristics of applying QMS to maritime experimental teaching
3.1 Apply QMS to analysis maritime experimental teaching
As one of higher education experimental courses, maritime experimental course is closely related with shipping industry. Quality management in maritime experimental teaching needs to not only meet the basic demand of higher education experimental teaching but also follow the Manila amendments to STCW convention. The background of maritime technology developing highly and shipping industry communicating globally requires to update maritime experimental equipment and build reasonable content in maritime experimental courses in time. As parts of procedural document, maritime experimental reports and records should meet the student experimental expectations with maritime feature. Figure 3 shows the hierarchical relationship during quality management in maritime experimental teaching. The evaluation standard of experimental course in higher education determines the structure of documented procedure. The quality manual contains quality policy and requirement from QMS in ISO9001:2015. The application document describes quality activities of functional departments participating in quality management, and explains approaches, methods and requirements of these activities. Other related documents like records and reports record detail procedures and requirements needed in quality management.
Contain quality policy and requirement from QMS Quality manual Evaluation standard in ISO9001:2015 of experimental course in higher education The application Describe quality activities and explain approaches, document methods and requirments
Other related documents like records and Record detail procedures and requirements reports needed in quality managament
Figure 3 hierarchical relationship in procedural document[8]
3.2 Apply QMS to manage the process of maritime experiment teaching
One significant change in ISO9001:2015 QMS is that, documented procedure is not very necessary, and documented information formed during process control is essential [4]. During maritime experimental teaching, raw data processing and experimental procedure form lots documented information. Adaption to these change in ISO9001:2015 QMS, apply plan-do-check-act idea recommended in ISO9001:2015 QMS to design cycle method for experimental teaching. The cycle method is shows in the table 1. Setting experimental course should keep pace with the high development of maritime technology. Unlike configuring experimental equipment, experimental teaching methods could only be improved constantly in practice, so it is necessary keep records under the circumstance of lacking of standard system documents. In order to improve experimental course constantly, make procedural documents like experiment instruction and log during the cycle of P-D-C-A.
Table 1 P-D-C-A cycle method recommended in ISO9001:2015 Factors Plan Do Check Act Quality Plan system of quality Make annual Audit and Adjust annual objective management, policies objective and assessment. Check objective based and and objectives, decompose to completeness and on feedback management determine job each department. performance of from students. responsibility responsibilities. each department. Teaching Plan recruiting Recruit teachers, Regularly check the Adjust plan resource teachers, constructing construct labs and implementation of according to the management labs, and updating update plan actual and equipment according equipment. implement the to shipping industry. new plan. Process Distinguish the links Experimental Combine audit with Improve management during the process of teachers and daily checking. Find experimental experimental teaching students follow out problems and teaching and make standard of corresponding develop prevention according to quality. rules to carry out approaches. problems and experiments. feedback. Teaching Make plan for quality Daily QM. Internal audit. Adjust course quality controlling, analyzing Assessment External audit from setting and control, and improving students’ DNV, CMSA. reform teaching analysis and behavior and plan. improve improve quality objectives
4 Taking ship maneuvering course as an example
The quality management during maritime experimental teaching in school level must influence the ultimate experimental course. Taking ship maneuvering course as an example, explore how to apply ISO QMS.
4.1 The general introduction of ship maneuvering course
The ship maneuvering course is one of the major courses for students majoring in marine technology, and it is usually designed in the simulated environment provided by marine simulators. Students need to grasp basic nautical theoretical knowledge and know how to operate some common instruments for sail. Experimental teachers should hold captain or first mate position. During the process of experiment, students play navigation roles in realistic bridge designed by simulator to finish a voyage, and then exchange roles to finish another task. In order to guarantee fairness and authority, the invigilators for examination and certification always come from maritime safety administration and colleges in China.
4.2 The general process of ship maneuvering course
During the practical operation, students need making full use of management skills to set sailing plan, divide the work, operate navigation instruments and solve accident events to finish the voyage. Sometimes sailing in limited water, many target ships would connect with the owner ship, and students need to judge the encountering situation and take measures to avoid collision. When the visibility is poor, students should obey anti-collision rules to handle the ship. If some emergency arises like man overboard, oil spilling, stranding or collision, students should immediately take measure to reduce the loss and avoid accident expanding. The basic shiphandling skills, such as steadying the heading under the influence of external force, also need lots of practicing in realistic bridge.
Initialize Training environment Be familiar with instruments
Divide the work
Prepare work Make the route
Meeting before navigation
Navigate in narrow channel
Shiphandling and operation Exchange job and role Navigate when visibility is poor
Navigate when accident events hanppen Self evaluation
Every role sums up Summarize the training Mutual rating The coach sums the whole training Training over Figure 4 the specific process to hold ship maneuvering course Figure 7 shows the specific process to hold ship maneuvering course. The coach initializes the parameters including channel information, types of target ships and owner ship, and the state of every ship for designing training environment at first. Then, 2~4 students as a trained team in bridge start the preparing work, like being familiar with instruments, dividing the work, drawing the route, etc. After that, the particular operation begins, every student take a role of crew on duty and cooperate with others. The role changing exists during the whole operation. When the owner ship has reached the destination and the operation training is over, the coach summarizes the result with the team. During summarizing, every student could speak out his and others strengths and weaknesses, and the coach summarizes everyone’s behavior. Finally, the whole BRM practical operation training is over.
4.3 Quality management
According to the P-D-C-A idea recommended in ISO9001 QMS, training students in the simulated environment is only the D part during experiment teaching, there still exist lots early and later works for quality management. At the beginning of semester, need to make the plan for experimental teaching. During the practical training, experimental teachers need to record and finish related quality documents, while students finish training manual and experimental reports. Teachers mark students’ reports and give reasonable advice. Experimental supervision and feedback from CMSA are exactly the check action for quality management. Problems and advices found in the check action could be the foundation of adjusting the ship maneuvering course, which would be improved in future semester.
4.4 Risk management
One of the significant change in ISO9001:2015 QMS is emphasizing the function of risk management. Risk management is flexible and ease to operate in handling uncertainty. The constant downturn in shipping industry leads to the difficult employment situation for students graduated from maritime colleges, and the enrollment expansion these years makes the situation worse. The employment meanwhile influences the teaching plan, and plays an important role in senior students’ daily life in colleges. Onboard recruitment and practice may be conflict sometimes with teaching arrangement. It is very necessary to value the priority from the number of students, the shipping industry and the uncertainty. Risk management recommended in ISO9001:2015 could be exactly one method to handle this situation during maritime experimental teaching.
5 Conclusions
ISO9001:2015 version has been officially released in September 2015, and the validity of current ISO9001:2008 will continue to September 2018. Both the new and the old version would take effect during these three years, QMS applied to maritime experimental teaching, should be updated on time. Keep QMS running effectively, and constantly improve the quality of teaching to adapt students to the high development of shipping industry. That is the necessary way to guarantee quality of experimental teaching. Many maritime colleges and training institutions have tried kinds of practical methods. Wish this paper inspire fellows to explore on applying ISO9001 QMS to maritime experimental teaching. 6 Acknowledgments
The research was sponsored by grants from the Key Project in the National Science & Technology Pillar Program (Grant No.2015BAG20B05).
7 References
[1] Liu Zhengjiang, Dong fang. The strategy of e-navigation and reform in maritime colleges in China under the background of manila amendment to STCW [J]. Maritime Education Research, 2011, 03:1-3 [2] Wu Zhaolin. STCW rules[M]. Dalian: Dalian Maritime University Press,2008 [3] Ministry of Transport of the People’s Republic of China. Rules of the People’s Republic of China for the competency examination and certification of seafarers serving in seagoing ships[S]. 2011 [4] Zhao Hongjuan, Zhang Qingchuan, Luo Shuiyun, Liao Min. Analysis the change and exploration the application of ISO9001:2015[J]. China Quality, 2016,01:20-24 [5] SHI Bang-hong, Wang Sun-yu, YUAN Ben-tao. Trends in higher Education Quality Management in China [J]. TSINGHUA JOURNAL OF EDUCATION, 2008, 06:16-20 [6] Geng Hejun. Discussion on Maritime students training [J]. Marine Education and Research, 2007,02:13-15 [7] Hu Zhiwu, Jin Yongxing, Chen Weiping, Gao Wensheng. The situation of quality management system in shanghai maritime university [J]. Maritime education research, 2009,01:16-20 [8] YE Han-xia, KAN Xian-hong, XU You-na. Exploration on Building up the ISO9001 in Experimental Teaching Quality Management System [J]. Research and Exploration in Laboratory, 2006, 10:1309-1312.
8 Authors biography
Jia Dongxing, male, was born in 1988 in Shanxi province of China. He obtained his master degree of engineering from Shanghai Maritime University with the major of traffic information engineering and control in 2013, and works in Shanghai Maritime University now. His main scientific interest includes Ship Handling Simulator System, Desktop Multiple Navigation Simulation System and Networked Marine Radar Simulation System, etc.
MAAP Leading Quality Assurance Standards in the Philippine Maritime Education and Training.
VADM EDUARDO MA R SANTOS AFP (Ret.) President [email protected] Michael A. Amon, MEM Quality Management Representative [email protected] or [email protected]
Maritime Academy of Asia and the Pacific, Kamaya Pt., Mariveles, Bataan, Philippines Tel.No.: +63 02 794-9100, Fax. No. +63 741-1006
Abstract
“The Maritime Academy of Asia and the Pacific (MAAP) envisions itself as a leading institution of excellence in the maritime education and training in the Asia-Pacific region and beyond” is the vision of the institution. Whereas, this paper would like to present how MAAP embodies and manifest its accomplishments, role and contributions in leading Quality Management System (QMS) improvement, best practices, partnership and linkages in the Philippine maritime education and beyond.
As the STCW 2010 mandates leadership and managerial skills for controlling the operation of the ship and care for persons on board, MAAP’s vision parallels these requirements in the context of quality assurance standards in maritime education. With ISO 9001:2015 implementation, MAAP was the first to be certified in the maritime education by DNV GL in the Philippines along side with Ferari, the first certified in the world under DNV GL. This paper shall share its transitional journey to the new standards including program accreditation of BSMT and BSMarE to Level 1 now going to Level 2.
Caring for other governmental (MARINA, CHED) and non-governmental (PAMTCI, PAMI, maritime schools/training centers) maritime agencies and institutions, as one to the stakeholders of the institution, shall also be discussed in this paper such as conduct of trainings, sharing technical expertise, establishment of international association like Nautical Institute and IMarEST, and sharing infrastructure to ensure quality in maritime education.
Furthermore, the paper shall share the accomplishments and recognition of MAAP that has been engraved as the milestone of quality assurance standards of the Philippine MET to inspire and motivate others to take a leap of faith in leading towards excellence for a safer, greener and smarter seafaring.
Keywords: Leading, Quality Standards, Maritime Education and Training
1. Introduction
The Maritime Academy of Asia and the Pacific which was founded in January 14, 1998, has been an advocate in quality since it started operation on September 1999. In less than a year Det Norske Veritas granted the QMS Certification on 23 May 2000. From then on, the academy has moved forward to be the leading in breakthroughs and innovations with regards to the quality of maritime education in the Philippines.
The Academy has served the education and training arm of its mother organization Associated Marine Officers’ and Seamen’s Union of the Philippines (AMOSUP). Through us, we support the union’s cause of sustaining the Filipino seafarers’ competitive edge in manning the world fleet. By providing a comprehensive undergraduate, upgrading, and post- graduate programs and courses that comply with national and international standards, the academy ensures competence of our graduates and trainees.
However, the Philippines seafaring prominence have been daunted with the threat by the European Union (EU) of not recognizing Filipino Seafarer Certification because of non- compliance with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarer (STCW). In effect this means the quality of maritime schools and training center during the European Maritime Safety Agency (EMSA) series of audits, reassessment and follow-up since 2006-2013, were not at par with the STCW. Fortunately EU voted not to ban the Certificate of Competence recognition of Filipinos but a regular reporting and monitoring are enforced.
With the international pressure to comply with STCW and enhance program and course offerings, the Academics and Training Center made a paradigm shift from the traditional curriculum into a competence focused outcome-based education. This has been done by integrating the Competence Management System (CMS) into Course Syllabi and Assessment Tasks. To streamline all units, the academy has embarked on charting its Voyage Plan 2020 to plot our passage plan met the external issues affecting our institution. Internally aligned MAAP and AMOSUP has also extended assistance to the Philippine Maritime Administration (MARINA), Commission of Higher Education Department (CHED), Non- governmental Organizations (NGO), Maritime School and Training Centers, and other relevant stakeholders.
“Leaders become great, not because of their power, but because of their ability to empower others” (John Maxwell), Hence, Top Management spearheaded our journey towards ISO 9001:2015 transition certification and shared our resources to external parties for them to capably respond to the challenges of the times. Leadership is inspiring other towards positive change and growth. This has been manifested by the academy by its hands-on involvement in the crafting of standards and curricula program of the CHED as represented by MAAP professional officers and executives during development and review.
Noble efforts shall not be laid in vain therefore MAAP has achieved several accreditations, recognitions, achieved positive trends, memberships, expansion, and sharing of best practice to maritime education and training stakeholders.
2. Literature Survey
Quality Standards general landscape has now evolved into a new era with the introduction of International Standard Organization (ISO) of the Annex SL. Formerly known ISO Guide 83, Annex SL defines the framework for a generic management system. The High Level Structure (HLS) of Annex SL are as follows:
1. Scope 6. Planning 2. Normative references 7. Support 3. Terms and definitions 8. Operation 4. Context of the organization 9. Performance evaluation 5. Leadership 10. Improvement
As per STCW Regulation I/8 where quality standard system is a requirement where almost all of the maritime school adapt the ISO 9001 standard. This means all shall then be covered by this new framework. This is another challenge posed to the maritime schools because a transition needs to be done by September 2018 or else their certification shall not be recognized.
ISO 9001:2015 standards have been published last September 2015 and the significant changes that will affect maritime education are the follows:
1. Context of the Organization 2. Identification of Interested Parties and determine their needs 3. Risk-based thinking 4. Leadership 5. Documented Information 6. Internal and External Communication 7. Control of External Providers 8. Management Review Inputs
CHED the maritime education regulatory body under supervision of MARINA has defined quality as the “alignment and consistency of the learning environment with the institution’s vision, mission, and goals demonstrated by exceptional learning and service outcomes and the development of a culture of quality (CMO 46, series 2012).
According the CHED Handbook Topology Outcomes “Quality, thus, is premised on the HEIs’ ideals and on their commitment to achieve them while involving their respective organizations in the process. This kind of commitment is translated into having a mindset for QA which is “about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality, however defined and measured, is delivered.”7
“The internal capacity of HEIs to translate policy into quality programs and quality results depends on established internal QA systems. The starting point of QA is the articulation of the desired quality outcomes, set within the context of the HEI’s Vision, Mission, and Goals (VMG).”8
The VMG can be stated in operational terms as the HEIs’ institutional outcomes (i.e., attributes of ideal graduates and desired impact on society) that would serve as the foundation for the development of a proper learning environment (i.e., teaching-learning and support systems). It is important to note that the learning environment needs to be focused on developing the attributes of the HEIs’ ideal graduates.
This then is CHED’s definition of outcomes-based education: it is an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve the desired level of competence. Thus, this kind of teaching- learning system will have its appropriate assessment of student performance.
The HEI’s management systems are set up to support its goals and strategies. There should be appropriate assessment tools to measure performance and to check if the mechanisms, procedures, and process actually deliver the desired quality. Such systems and processes, when properly implemented could lead to quality outcomes as well as sustainable programs and initiatives (refer to Figure 1). QA systems then “look at institutional performance in terms of the HEI’s capacity to translate policy (in terms of VMG) into quality programs and quality results.”9 “
Quality Assurance in the Philippine Maritime Education is categorized into three levels under two topologies the horizontal and vertical topology (CMO). Higher Education horizontal topologies are Professional Institution, College, and Universities while vertical topology are Autonomous, Deregulated, Regulated. Vertical classification is based on the maritime higher education institution (MHEI) Commitment to Excellence (COE) and Institutional Sustainability and Enhancement. (ISE)
The criteria and point system for COE is shown in Table 1 while For ISE is shown in Table 2.
The required points and additional evidences are as follows for autonomouse and deregulated status are as follows:
3. MAAP Quality Assurance Standards (QAS)
MAAP Quality Assurance is one of a kind for its integrated management system is certified under by three international standards as an institution and its programs and course accredited or recognized by national and international bodies. QMS or institutional certification and program/course accreditation are as follows:
QMS Program/Courses 1. ISO 9001:2015 by DNV GL 3. PSB 100:2002 by TUV SUD PSB 2. PSB 100:2002 by TUV SUD PSB 4. Offshore Petroleum Industry Training Organization Standards 5. Philippine Association of Colleges and Universities Accreditation (PUCUCOA) 6. 4 CHED Recognition/Accredited 7. 33 MARINA Accreditation 8. 3 TESDA Accredited Courses
“ Ever the trailblazer in the maritime quality management system, another milestone achieved by MAAP as being the 1st maritime academic institution to be certified under the ISO 9001:2015 Standards globally. It is therefore an honor by DNVGL to give this ISO 9001 certification” was the exact words from DNV GL BA Unit head during the formal awarding of the academy’s certificate to new standard during MAAP Graduation Day last May 28, 2016.
Looking back at the trends of MAAP performance on DNV GL QMS certification and re- certification/transition audits for sixteen years, positive trends can be noted is shown in Chart 1. Decrease in Major and Minor Nonconformities Form 2000 to 2006 were recorded and Zero Nonconformities were maintain for 10 long years from 2006 to 2016. Noteworthy findings has its peek in 2012 and was maintained at six (6) which is the average for sixteen years. Observations were also trimmed down to two and opportunities for improvement were down to four. Chart 1. MAAP DNV Certification, Re-Certification, and Transition Trend
0 0 1 3 3 6 4 5 9 7 0 7 8 2 0 0 6 11 1 16 0 0 7 6 0 5 6 2 10
2000 2003 2006 2009 2012 2015 2016 Noteworthy Major NC Minor NC Observation OFI
For the record MAAP is the only certified MHEI in the Philippine using PSB 100:2002 standard. The standard combines the ISO 9001 and STCW requirements into maritime education approach. Adapting standard made the academy a cut above the rest as EMSA has no significant findings on its 2006 audits. A unique part of TUV-SUD as they certify our QMS they also certify our program and courses.
Generally, MAAP adheres to two international quality standards one focuses on the management system and academic programs and courses striking a balance of check on the institutional aspect and the core service operation.
Moving towards the national level with the aim of achieving autonomous status of our institution, the institution started to undergo a self-assessment scheme for the accreditation of academic programs. Going beyond the minimum administration and regulatory accreditation by MARINA and CHED, MAAP has undergone the accreditation from Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) for Bachelor of Science in Marine Transportation (BSMT) and Marine Engineering (BSMarE) programs.
PACUCOA is also a full member of Federation of Accrediting Agencies of the Philippines (FAAP) and the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) giving credence to the organization. With four levels of accreditation the Academy has reached level 2 accreditation visit last September 5-6, 2016 and aims for level the following year pursuing a fast track approach.
With the entry of offshore industry, the academy has pursued OPITO standards accreditation of courses such as Basic Offshore Safety Induction and Emergency Traiing (BOSIET), Helicopter Underwater Escape Training (HUET) with Emergency Breathing System (EBS), and Further Offshore Emergency Training (FOET).
What are they key factors that all of these accreditation and certification have been achieved in terms of quality assurance then? One key is the manifestation of one quality management principle of LEADERSHIP. Yes, now a major clause in the ISO 9001:2015, Clause 5. Leadership requirement is the catalyst that thrives for quality assurance standards at work in the Academy.
Top management take active participation in the strategic planning, risk management sessions, departmental quality planning, monthly operation monitoring and control thru executive committee meetings, internal audits, stakeholders meetings (student, sponsors, parents), advising administration and regulatory bodies, and management reviews of the institution.
Another key factor is that the Quality Assurance is not just a add task or job but a full time work with a dedicated manager, staff, office and resources. With this approach all international standards, accreditation and audits are managed by a single dedicated unit to ensure all requirements are complied with. The group also conducts TQM awareness program and walk-in audit or unannounced audits.
To fully activate another quality management principle of engagement of people in quality assurance initiatives and operation excellence, the Quality Assurance Department (QAD) celebrates Quality Day that involves recognition of outstanding instructors selected by students themselves, quality practitioner, division and department. This program was designed to foster and celebrate individual competence and team work among office units. On top of that the awarding, the event is done outside the confines of the academy serving as team building and company outing as well.
Customer Focus of the academy is evident key factor in the Quality Standard for aside from the dedicated developers of the programs and courses and Academic and Training Council is reviewing and developing policies and guidelines to ensure that students and trainees get a student-centered and outcome-based curricula.
Relationship Management is another key factor and QMS principle MAAP is proud of because of the sustained growth of cadets’ sponsors and shipboard deployment where most MHEI are having difficulty with.
4. MAAP Contribution in Philippine MET Quality Assurance Systems
Having an effective quality assurance system would be more meaningful if we share and influence others to be better maritime schools, administration, and regulatory bodies exemplifying leadership in the industry.
For maritime schools MAAP QMR conducted trainings on Strategic Planning and Risk Management thru the request of the Philippine Association of Maritime Institutions (PAMI) and other special request. These training have been done across the archipelago of Luzon, Visayas, and Mindanao. With about 54 total number of participants and 43 total number of maritime schools sponsored by PAMI.
To further assist the quality assurance in Philippines MHEIs CHED and MARINA Assessor conducted their calibration at MAAP free of charge with exchange of ideas on how to conduct monitoring visits and audits last August 27, 2015.
On the training center side, Philippine Association of Maritime Training Center Inc. (PAMTCI) also requested same training and even sponsored training on ISO 9001:2015 and internal audit to its member. The total number of participants were 32 and different training centers were 24.
One significant finding of EMSA was about simulator training, exercise, and assessment. This led to the mandating all simulator instructor to undergo IMO 6.10 by CHED Memorandum Order 13 and 14, s. 2013. MAAP took the challenge of offering FREE Train the Simulator Trainer and Assessor course for all interested as authorized by MARINA. As to date there were about 448 graduates from 28 batches.
With the transition of Philippine Education into K+12 Educational framework, a K-12 Senior Maritime High School Curriculum was spearheaded by the institution to provide inputs to the maritime high school strand.
To further develop the teaching capability of Filipino instructors MAAP in cooperation with GlobalMET-TKF and funded by TK Foundation has completed Professional Development Program from 2014 to 2016 that involved about 61 participants and 19 different of schools.
To keep the professional instructors and management abreast of the current maritime trends MAAP spearheaded the establishment of NI and IMarEST Philippine branch. NI Philippines has conducted Seminar Workshop on Preventing Collision last May 23, 2014 at the MAMAP House with a total of _____ participants from ___ schools. This was graced by Capt. Yashwan Chabra as the Facilitator. To date MAAP has 22 members coming from the Deck Professionals. Soon after, IMarEST launch and Maritime Technical Forum was done with 40 MAAP faculty and staff as members and about 909 students of MAAP are also members.
Most of MAAP executives and managers occupy key position in different maritime organizations leading and directing the quality of maritime education in the Philippines and international. They are as follows:
MAAP Position Position -Maritime Organization President Founding Chairman – Nautical Institute (NI) Philippines Founding Chairman – Institute of Marine Engineering, Science and Technology (IMarEST) Philippines Vice-Chairman – GlobalMET
Vice-President President – PAMI Technical Review Committee - CHED AVP for Training Executive Vice-President – PAMTCI AVP for Post- Curriculum Review Committee - CHED Graduate Dean of Academics Technical Review Committee - CHED MIITD Manager Steering Committee – ICERS Assessor Steering Committee – IMLA-IMEC QMR DNV GL Lead Trainer
5. MAAP QMET Accomplishments
Perhaps the most the fulfilling achievement of the institution is to be ranked by an independent organization named FindUniversity.ph as the number 1 Philippine Maritime Schools Ranking in 2016 and 2015. FindUniversity.ph is a directory of academic programs offered by colleges and universities in the Philippines, aiming to provide the most thorough and useful information for people who are looking for the right school. Only first takers passers were taken over four exams ranging for OIC to MM/CE.
The academy or its top management has been awarded also for three key areas in education in terms of education, research, and extension service. To name a few awards were Asia’s Education Excellence, Outstanding Extension Service Leadership Award, and Outstanding Asia Research Award. Our students were consistent finalists in the Ten Outstanding Students of the Philippines and Regional recognition was attained, National Physics competition and National Literary competition.
Consistent high percentage in the national assessment perhaps is one of the key indicator that lead us to be the number 1 in ranking but also covers the definition of quality by CHED and the fulfillment of the Program Learning Outcomes set.
Another unprecedented feat that the institution has attained reflecting that quality assurance in maritime education is indeed effective was the inclusion of the school to be first Academy in Philippines to be member of the prestigious International Association of Maritime University. What was unique about the membership is the school is not even a university but was able to meet the requirements of the IAMU during the visit of Dr. Nguyen Thanh Son last January 18, 2016.
Eventually, sustained growth in cadet sponsorship has been charted by the Department of Shipboard training. This means that sponsors tends to be loyal to the academy and new sponsors are coming in with International Maritime Employers Council (IMEC) and International Mariners Management Association of Japan (IMMAJ) as the major organizational blocks as sponsors.
Indeed the reputation of MAAP has transcended in the national and even international scene as one of the forefront in the maritime educational innovation like competence management system, integrated bridge and engine simulation, use of 3D modeling in classroom instruction, first vertically aligned post graduate programs (Master of Science in Marine Transportation and Master of Science in Marine Engineering), first ISO 9001:2015 certified in maritime education in the Philippines and globally by DNV-GL, only QMET certified institution, and multi-awarded.
6. Conclusion
In accordance with quality premise from the CHED Handbook as: a. Alignment and consistency of the learning environment with the HEIs VMG; b. Demonstration of exceptional learning and service outcomes; and c. Development of a culture of quality.
MAAP indeed has exemplified all premise because emanating the quality culture within the academy are resounding student and institutional accomplishments with value-adding service to the major stakeholders were prominent including the accolades that were renown in the national and international maritime education arena.
Leading is not only of being the best in its class but rather extending a hand to all that needs a push and pull to attain quality assurance in the maritime education as MAAP live by its core values of Integrity, Self-Discipline, Excellence and Family.
Therefore, MAAP has stamped its leadership in the industry as manifested with the accomplishments and services given to the Philippine maritime education and training community with the concept of satisfying the degree of set inherent characteristics distinct to a maritime leading higher education institution.
7. Recommendations
To further pursue performance excellence MAAP needs to further so sail across the next level of local and international accreditation such as: a. Attain program center of excellence status b. Attain level 3-4 PACUCOA program accreditation c. International accreditation of Programs d. Attain institutional autonomy e. Attain Philippine Quality Award (Malcolm Baldrige Performance Excellence)
QUALITY MANAGEMENT SYSTEMS – STRATEGIES, PROGRESS AND QUALITY OUTCOMES
Catherine Asirifi
Abstract
The Regional Maritime University (RMU) in September, 2007 received an ISO 9001:2000 certification and in 2010, ISO 9001:2008 certificate after successful recertification audit. This paper attempts to critique the RMU Quality Management System by analyzing the strategies, progress and quality outcomes in the training requirements of the International Convention on Standards of Training Certification and Watch Keeping (STCW) Code. The paper also examines the implementation of quality management systems in other maritime educational institutions and the impact so far. Finally, the author will evaluate whether good enough quality is beyond best practices or best thinking.
Introduction
Quality is a subjective measure and can be perceived (Summary Sheet- Athlone Institute of Technology) from the user point of view where the degree of quality is dependent on how much user requirements are met by the product. The features of the product directly reflect the quality.
In maritime education and training, the competency and the proficiency of the seafarer are paramount if the ship must be safe to minimize maritime casualties. Thus compliance to set requirements of the International Convention on Standards of Training Certification and Watch Keeping (STCW) for seafarers 1978, as amended in1995 and again in 2010 by Maritime Education and Training (MET) institutions is very instrumental.
The Regional Maritime University (RMU) has established, documented, implemented and maintained a Quality Management System (QMS) with an emphasis on Planned Audit both Internal and External for continual improvement. Information necessary to support the Operations and Monitoring of the processes is available to the University. RMU also recognizes the need to continually improve its QMS in accordance with ISO 9001.2008 and the National Standard for Maritime Institutions (Guide 2001) set up by the Ghana Maritime Authority (GMA) to reflect the changing and varied needs of stakeholders. The RMU originated from the Ghana Nautical College, established in 1958 to serve the professional maritime needs of the newly independent State of Ghana. In 1983 it took on the status of a training institution owned by the Republics of Cameroon, The Gambia, Ghana, Liberia and Sierra Leone (Counseling and Guidance Officer – Regional Maritime…) under the Maritime Organization of West and Central Africa (MOWCA). It operated as the Regional Maritime Academy until 2007 when it was chartered as a University - a demand by the National Accreditation Board at the introduction of courses offered by other Tertiary Institutions (competitors) As the English speaking Maritime Institution on IMO white list in the sub-region of the West and Central Africa which specializes in Maritime Education and Training as well as Higher Education courses including Masters and skills training for the youth, RMU is placed on a unique platform that demands strategies to help maintain and improve its QMS.
The RMU QMS
The Regional Maritime University quality manual describes the quality system in use by the Regional Maritime University. It explains the manner in which the University intends to comply with requirements of ISO 9001:2008 and Guide 2001 standards; its Quality policy and objectives. It also provides guidelines for various Procedure Manuals, which include documents, such as Standard Operating Procedures (SOP), Work Instructions and associated documents such as forms and quality plans. The Quality Manual has been designed to comply with the Quality Policy and Objectives; ISO 9001:2008 and Guide 2001 standards requirements. Management of the Quality Manual shall be done as per ISO 9001:2008, requirement 4.2.3 and QMS/SOP/02, Control of Documents.
The table below is the contents of the RMU Quality Manual.
Table 1. Contents of the Regional Maritime University Quality Manual
Doc. No. Clause ISO 9001:2008 Title QM/1.1 - Front Page QM/1.2 - Table of contents QM/1.3 - List of amendments QM/1.4 - Distribution list QM/1.5 Management of Quality Management QM/2.1 - Introduction to Organisation QM/2.2 1 Scope of quality management system; Exclusions. QM/2.3 5.3 Quality Policy and objectives QM/2.4 4.2.3 Management of Quality Manual QM/3.0 3 Reference Standards, Abbreviations, Definitions QM/4.0 4 Quality Management System 4.1 General 4.2 Documentation requirements QM/5.0 5 Management responsibility 5.1 Management commitment 5.2 Customer focus 5.3 Quality Policy 5.4 Planning 5.5 Responsibility, authority, communication 5.6 Management review QM/6.0 6 Resource Management 6.1 Provision of Resources 6.2 Human Resources 6.3 Infra-Structure 6.4 Work environment QM/7.0 7.0 Product realisation 7.1 Planning of product realization 7.2 Customer related processes 7.3 Design and development 7.4 Purchasing 7.5 Production and service provision 7.6 Control of monitoring and measuring equipment QM/8.0 8.0 Measurement, analysis and improvement 8.1 General 8.2 Monitoring and measurement 8.3 Control of non-conforming product 8.4 Analysis of data 8.5 Improvement Doc. No. Clause Title ISO 9001: 2008
QM/Anx/01 4.1 Interaction of QMS-Processes
QM/Anx/02 5.5 Organisational Chart
QM/Anx/03 4.2.3 Document Responsibility Matrix- Document Control
QM/Anx/04 - Guide 2001
+
Source: Regional Maritime University’s Quality Manual
Strategies Implemented by RMU
The University’s First Five-Year Strategic Plan spanned 2007-2012. Typical of many strategic plans in our part of the globe, the plan, even if fully implemented, would not have addressed most of the strategic constraints and the required paradigm shift. Nevertheless some notable accomplishments were made. For example after assessment the following:
Establishment of a Research Unit and improvement of Staff Conditions of Service Recruitment of Teaching Assistants Internal processes quarterly meetings of Business Management Units Sponsorship for Graduate Studies Setting up of an Endowment and Provident Funds
The assessment also revealed that the 2007-2012 Strategic Plan served as an operational plan hence some critical targets were not achieved. These included needs assessment regarding the attracting of young faculty and preparation of capital budget plan. Mobilization of resources to implement the plan and upgrading of teaching resources such as the provision of public address systems in all classrooms. Making research and consultancy and income generation center, development of a database of alumni and the preparation of a marketing plan. The 2013-2017 Strategic Plan was informed by the assessment of the first plan, so actions with implementation plans with timelines were included. The plan also focused on the main levers requiring policy actions separate from an operational plan that will implement the strategic plan targets on an annual basis and monitored.
There was also the need to place emphasis on the development of systems and especially electronic infrastructure that will enable the University to access modern pedagogy and resources readily available such as open source learning systems and e-library platforms. The need to shift from the old paradigm (Differentiated practice: the new paradigm using a …) of teaching and learning was also noted in order to be at par with the best in the world (India’s Startup Success Comes Down To 25 Years Of Bold …) by providing the necessary platforms to do so as well as upgrading the skills of the faculty to that end.
Approach to the Formulation of the 2013-2017 Strategic Plan
The following were the steps taken as indicated in the diagram above
A Situational analysis was made to examine the status quo An Audit was done to check gaps between the objectives of the 2007-2012 Strategic Plan and the Status Quo as at June 2012. Determination of 0f Institutional Vision for 2013-2017 Determination of Institutional Mission for 2013-2017 Determination of Core Values to underpin actions for Mission and Vision attainment Identification of Strategic Goals to achieve Mission/Vision Identification of Key Issues in respect of each Strategic Goal Specific Objectives for Key Issues Determination of Specific Actions to achieve Objections with Timelines and Responsible Persons Determination of Key Performance Indicators Development of Human Resource, Finance, and Marketing Plans
Strategic Goals for RMU 2013-2017 Strategic Plan The RMU seeks to meet the following strategic goals in pursuance of its mission and vision.
To strengthen governance structures to provide world-class University leadership and management. To attract, develop and retain top-class faculty and staff within an empowering Organizational structure Develop innovative and Market-oriented programmes and courses to build the capacity of participants to meet the current and future demands of the maritime and allied industries To apply state-of-the-art infrastructure, systems and municipal services to deliver optimum teaching, learning and research experiences To achieve financial sustainability commensurate with RMU vision and mandate To meet and exceed all prevailing and relevant standards.
For the first goal, for example,
- Statutes were compiled from all Sectors, Departments, Units, Operating Manuals, Procedures and Policies for the comprehensive development of University-wide Statutes
-Transformation of the current governance structure to reflect that of a modern University
-Effective Management, by streamlining the appointment of Chief Executive Officer (CEO) and top management staff through independence search Committee
-Change nomenclature of officers in line of RMU’s status and that of Chartered Universities and National Accreditation Board regulations
-Implement transition to using academic titles of Professor, Associate Professor
-Establish and formalize Executive Committee in charge of day to day management of the University of Vice Chancellor, Pro Vice Chancellor, Registrar, Directors and Deans
Continual Improvement
The continual improvement in RMU QMS is in accordance with ISO 9001:2008 and the requirements of the National Standard for Maritime Institution (Guide 2001) set up by The Ghana Maritime Authority (GMA)
The effectiveness of the Quality Management System is continually improved by employees of RMU, by using the quality policy and quality objectives as milestones, Process Improvement Team, audit results, analysis of data, corrective and preventive actions and management reviews.
The Regional Maritime University has identified the scope of the QMS as follows:
Provision of knowledge and learning experiences through Maritime Education and Training for shipboard officers, ratings and shore based maritime entities and allied firms.’
This QMS is to ensure the availability of information necessary to support the operation and monitoring of the processes in the University. Planned Audit both internal and external is what ensures continual improvement.
For the Academic sector of RMU, Reference for Procedures is as follows:
Reference Procedure: ACA/SOP/03 Procedure for appraising class attendance ACA/SOP/04 Appraisal of teaching and learning ACA/SOP/05 Maintenance of teaching facilities ACA/SOP/06 Laboratory exercises ACA/SOP/07 Inspection and Evaluation of Courses Organized Outside the RMU ACA/SOP/08 Moderation of Examination Questions ACA/SOP/09 Preparation of ACA Report ACA/SOP/10 Collection of Salaries for Part-Time Lecturers ACA/SOP/11 Student Grade Appeal ACA/SOP/12 Determination of Fees for Short Courses
Validation of processes for production and service provision
RMU’s product is delivered as (Free Quality Handbook | 7.5. Validation of Processes for … ) it is produced. This makes it essential to RMU to validate education and training process performance and competence of process owners, to provide adequate confidence of its product quality to its customers before delivery.
In achieving this, regular appraisals are done - appraisals of staff by HODs - appraisals of teaching and learning by students - Continuous and end of semester assessment - Stakeholders analysis (Customer Feedback and Customer Care)
Monitoring and Measurement of Processes
In the implementation of Monitoring, Measurement, Analysis and Improvement, process needed is planned by Responsible Heads of Department:
- to demonstrate conformity of the product, - ensure compliance with the Quality Management System, - to continually improve the effectiveness of the quality management system using process improvement (CONTINUAL IMPROVEMENT WITHIN THE QUALITY MANAGEMENT SYSTEMS.) teams, applicable methods including statistical methods, and their extent of their use.
Process Performance report indicating the performance of processes with set key performance indicators (KPIs) or quality objectives derived from work plans. Head of the department analyses the performance of respective processes, identify areas for improvement, plan and implement action plans with the involvement of employees.
When planned results are not achieved, analysis, followed by correction and corrective action are taken, as appropriate to ensure conformity of the product and process performance.
Internal Audit (QMS/SOP/06 Procedure for Internal Quality Audits)
A documented procedure to conduct internal audits at planned intervals is established by the Management Representative (MR), to conform to planned arrangements to the requirements of ISO and the RMU QMS and that it is effectively implemented and maintained. When planning the audit program, the status and importance of the processes and areas to be audited as well as results of previous audits are all taken into consideration. (Internal Quality Audits – Houston ISO 9000)
The documented procedure explicitly clearly specifies responsibilities and requirements for planning and execution of audits and also for reporting results and maintaining records. The management responsible for the audited area then ensures that the necessary corrections and corrective actions are taken without undue delay to eliminate detected nonconformities and their causes. (USDA Export Verification (EV) Program Specified Product …) The effectiveness of the audit process is then discussed at the closing meeting to plan for its improvement. The results of the Audit forms a major input to the Management Review Meeting. Follow up activities includes the verification of actions taken the verification result is reported.
Measurement, Analysis and Improvement
In the implementation of Monitoring, Analysis and Improvement, process needed is planned by Responsible Heads of Department: This is achieved by means of regular appraisals; - appraisals of staff by HODs - appraisals of teaching and learning by students - Mid-semester and end of semester assessment - Moderation of Examination Questions - Stakeholders analysis
Reference Procedure: ACA/SOP/03 Procedure for appraising class attendance ACA/SOP/04 Appraisal of teaching and learning ACA/SOP/08 Moderation of Examination Questions ACA/SOP/09 Preparation of Academic reports ACA/SOP/11 Students Grade Appeal REG/SOP/09 Preparation of Registry reports PSL/SOP/05 Preparation of Personnel reports QMS/SOP/06 Procedure for Internal Quality Audits QMS/SOP/04 Procedure for Management Reviews
Monitoring and measurement of products
Examination Coordinator establishes the procedure for analysing examination results and analysis of all prescribed end of semester exanimation. RMU maintains the evidence of quality approval of the product by means of certificates awarded. The Vice Chancellor, Registrar and Heads of Departments are the defined authorities for release of product/certificates.
Reference Procedure: STO/SOP/01 Procedure for the receipt and inspection of goods FIN/SOP/05 Procedure for Annual Stock Taking FIN/SOP/06 Procedure for disposal of slow moving and obsolete stock REG/SOP/06 Procedure for Certification of Main Stream Academic Courses REG/SOP/08 Procedure for Renewal/Validation/Replacement of IMO/Other Short Course Certificates issued by the University EXM/SOP/01 Pre-examination processing EXM/SOP/02 Conducting examinations
The Regional Maritime University recognises the value of all sectors and the need to satisfy the requirements, hence the excellent approach to assuring quality in all areas. The following table is an example of the RMU QMS of a UNIT.
RMU QSM of the Quality Unit ISO 9001:2008 / GMA GUIDE 2001
QMS/ Procedure ISO 9001: Requirement Guide Requirement SOP 2008 Clause 2001 1 Codification of 4.2.3 Control of 3.10 Document Documents Documents And Data Control 2 Control of 4.2.3 Control of 3.10 Document Documents Documents And Data Control 3 Control of 4.2.4 Control of 3.7 Control of Records Records Quality Records 4 Management 5.6 Management 3.11 Management Review Review Review Meetings 5 Preparation of 4.1 Quality 3.7 Control of QMS Report Management Quality System Records 4.2.4 Control of Records 5.4.1 Quality Objectives 8 Measurement Analysis and Improvement 8.2.3 Monitoring of Measurement of Process
6 Internal Quality 8.2.2 Internal 3.11.1 Internal Audit Audit Quality Audit 7 Control of 8.3 Control of 3.9 Corrective and Nonconformance Nonconforming Preventive Corrective and Product Measures Preventive Actions 8.5.2 Corrective Action 8.5.3 Preventive Action
Progress and Outcomes of the RMU QMS
RMU Internal Auditors (IAs) assess the outcomes of each Department or Process being audited in the same way External Auditor conducts its audit. The IAs seek to establish if the quality outcomes of the various departments are demonstrated by members of the department and whether they understand the quality issues, general policies and procedures applied and its corresponding evidence demonstrating the quality outcomes. Safety precautionary measures and nature of operating environment are not left out.
The RMU Strategic Plan 2013-2017 clearly demonstrated linkages between its goals, strategies, performance monitoring and measurement and every unit audited is expected to know the Mission/Vision/Quality Policy statements and how its goals are being fulfilled and KPIs and other performance measures relevant to the RMU Strategic Plan.
Four years down the line of the RMU 2013-2017 Strategic Plan, progress and the quality outcome analysis, evidence of significant strides are there physically to show progress and outcomes. The state-of-the-art laboratory Complex fully equipped with electronic teaching aids and other building projects springing up boosts the infrastructure aspect.
The Bridge Simulator, Engine room Simulator, GMDSS, ARPA and ECDIS Simulators acquired are all pluses for achievements. Sometimes the need for “self-review” arises when you become keen on outcomes rather than the usual compliance-based audit especially when outputs are less tangible. (Cooper et al, 2014). Details of audit records are also available to buttress this. Another observation made is that, out of the set goals, over 75% is already on the ground and tends to be in line with international trends in higher education. There are parts of RMU Quality Policy where within the organization; periodic reviews are made to meet both quality objectives and overall corporate goals.
RMU has formed strategic teaching alliances with international partners to make the maritime student more mobile, and this assures the quality of education beyond national borders. The RMU has also established comparators (such as South Africa, the Philippines) as basis of benchmarking of KPIs and other measures.
The progress as mentioned made by RMU in its QMS implementation is made in relation to Key Performance Indicators (KPIs) of action plans with supporting documentations.
The RMU has harmonized ISO 9001:2008 and Guide 2001 such that there are no unconformities between them such as to get different interpretations of quality elements. It, therefore, does not seem RMU is running two standard systems in parallel. RMU Internal Quality Audit (IQA) Reports are the same for both ISO 9001:2008 and GMA Guide 2001.
Corrective Actions Pending
Now the status of IQA16, Corrective Action Report (CAR) position status as at June 2016, needs a follow-up for closure.
Quality Management Systems implemented in other Maritime Education and Training (MET)
Maritime Academy of Nigeria
The Academy established a Quality Control Department in the year 2000 to monitor and control the teaching and learning process in the Academy as part of the Academy’s effort to meet the requirements of Regulation I/8 and Section I/8 of the STCW code. (ADMINISTRATION – macademyoron.org)The Academy after choosing the International Organization for Standardization (ISO) Standards as a quality model for all Departments of the Academy, added to the functions of the Department to develop, implement, maintain and improve the Quality Standards System (QSS) in all the processes of the Academy. (ADMINISTRATION – macademyoron.org.) The name of the department has since changed to the SERVICOM Unit in charge of customer oriented Service Delivery in Government Business. The Department now has the mandate to restructure for the efficient running of Quality Control and SERVICOM activities.
Vietnam Maritime University (VMU)
VMU is said to be the first institution in the Vietnam to have successfully been certified as an ISI 9001.2000 IN 2005. VMU QMS was applied for under the Joint Accreditation System (JAS) of Australia and New Zealand (ANZ) to its Maritime Education and Training system. They were said to be waiting for ISO 9001:2008. (Quality Management System | Viet Nam Maritime University.)
Maritime Training Center of Mercy Ships
ISO 9001 QMS has been implemented according to ( Jon and Marcos, 2011) and the QMS is said to be the keystone of the strategy of Mercy Ships Maritime Training Center to gain wider international approval for its maritime training courses.
Australia Maritime College (AMC)
To AMC, “Quality is fitness for purpose, i.e. ensuring whatever you produce or whatever service you provide, is fit for the intended purpose” (Ruan,1999) AMC sought ISO 9001 Quality Accreditation from Lloyds Register of Shipping Quality Assurance (LRSQA). AMC Quality Manual was developed; staff were trained extensively and encouraged of a culture of quality awareness. In June 2000, AMC was advised of an altered standard which led to re-evaluated strategy as a whole. The establishment of the Australian Universities Quality Agency (AUQA) informed the enhancement (AUSTRALIA: Audits hold institutions accountable…) of AMC QA processes in line with AUQA requirements. Key Results Areas (KRAs), AMC Corporate goals and Key Performance Indicators (KPIs) were all set down in the AMC Strategic Plan that led to continual improvement.
Constanta Maritime University (CMU)
CMU is a preeminent higher education institution in the maritime field. The university was established in 1990 and has since been accredited by the (CONSTANTA MARITIME UNIVERSITY-cmu-edu.eu.) Ministry of National Education (MEN), The Romanian Agency for Quality Assurance in Higher Education (ARACIS) and by the Romanian Naval Authority (ANR).
CMU has also been audited by international agencies, such as Bureau Veritas Quality (CONSTANTA MARITIME UNIVERSITY-cmu-edu.eu.) International (UKAS) in 2013 and the European Maritime Safety Agency (EMSA) in 2014.
CMU holds a (CONSTANTA MARITIME UNIVERSITY-cmu-edu.eu.) Certificate in ISO 14001:2004 (Environmental Management System requirement) and ISO 9001:2008.
What impact has the Implementation of QMS at METs made?
Figuratively, what is happening is that, ‘every institution is being kept on its toes’, to the extent that, Quality Certifications are being exhibited on index pages of websites for branding.
There are many reasons why MET institutions develop, implement and certificate quality
Management systems based on ISO 9000 standards. Among these reasons could be to achieve a higher and recognized level of the quality of their products, better (Inlplementation of quality management systems in Romanian …) cooperation among institutions involved in MET activities, assure a high common standard to be met by the MET institutions which could be developed in the future, better perception by the international market which is addressed, avoid non-conformities related to (Inlplementation of quality management systems in Romanian …) national or international regulations, possibility to be certified by a worldwide certification society, better position on the national education market. (Implementation of quality management systems in Romania,2014)
Conclusion
Every MET is talking about quality but how good is ‘Good Quality?’ Several years back in my Software Engineering class, an argument ensued about how to know whether developed software was of good-enough-quality. I read an article on ‘Good Enough Quality: Beyond the Buzzword. (Bach, 1997) said, on any given project, our publicly declared methodologies often bear little resemblance to our actual practices.
Considering ISO 9001 SINGLE PROCESSWITHIN THE SYSTEM
SOURCE: HANDOUT FROM A TRANSITION TO ISO 9001:2015 COURSE BY SGS ACADEMY, ACCRA GHANA
MODEL OF PROCESS-BASED QMS showing links to ISO 9001
ISO 9001 CLAUSES
MAINTAINED AND RETAINED DOCUMENTED INFORMATION REQUIRED BY ISO 9001
If followed, are designed to help when weighing product quality and can confidently say when someone tells us that ’good enough is not good enough’, we can say that ‘good enough for you is not good enough for us’ or ‘good enough to survive is not good enough to success’.
The dialogue then becomes that of whose values matter or what purpose we are trying to achieve.
Beyond the notion of ‘Best Practices’ is a more fundamental idea: ‘Best thinking’. (Bach,1997).
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AUSTRALIA: Audits hold institutions accountable… (n.d). Retrieved from
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CONTINUAL IMPROVEMENT WITHIN THE QUALITY MANAGEMENT SYSTEMS
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Free Quality Handbook | 7.5. Validation of Processes for … (n.d.). Retrieved from
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James Bach (1997) Good Enough Quality: Beyond the Buzzword an IEEE Computer Society Article
Quality Management System | Viet Nam Maritime University. (n.d.). Retrieved from
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Regional Maritime University Quality Manual (QM, 2008) Regional Maritime University Strategic Plan (2007-2012)
Regional Maritime University Strategic Plan (2013-2017)
Summary-Sheet - Athlone Institute of Technology. (n.d.). Retrieved from http://www.ait.ie/media/athloneit/Speech-Enhancement-and-Speech-Intelligibility.doc
Trends in the Quality Assurance of Maritime Education, A … (n.d.). Retrieved from http://iamu-edu.org/wp-content/uploads/2014/06/cooper-lewarn-otway.pdf
USDA Export Verification (EV) Program Specified Product …(n.d). Retrieved from http://www.ams.usda.gov/sites/default/files/media/QAD_1013_Procedure%5B1%5D.pdf IMLA24 Conference Proceedings, November 9-14, 2016, Texas A&M University at Galveston (authors not in attendance)
The Study of Distance Education and Quality Control at Vietnam Maritime University by Tran Long Giang On Importance of Commercial Ports in the System of International Transport and Economic Relations by Nanuli Charbadze, Leila Khardina and Nino Putkaradze Discussion on Bridge Resource Management Teaching Reform by Zhang Feng, Shao Zheping and Zhao Qiang Adopting Modern Techniques in Distance Education Delivery for Maritime Education by Catherine Asirifi Evaluating the Concordance between Programme Structure and Students Ability of Advanced Undergraduate Programme at Vietnam Maritime University by Pham Thi Bich Van, Hoang THi Lich, Vu Phuong Thao, Pham Van Huy, and Pham Minh Thuy Some Methods to Improve the Maritime Education and Training Quality for Marine Engineering at Vietnam Maritime University by Tien Anh Tran
A Needs-Based Instructional Material (IM) for Quality Standard by D.R.P and L.G. Esmero The 24th International Maritime Lectures Association Conference “Quality Standards in Maritime Education”
Study of distance education and quality control at Vietnam Maritime University.
PhD. Tran Long Giang Vice Dean of Research and Development
Vietnam Maritime University, [email protected], +84 902096556 484 Lach tray street, Hai Phong city, Vietnam
Abstract
Currently, the demand for distance learning for working students in Vietnam is increasing that requires replacing traditional teaching method and applying a new method of teaching. Thanks to the quick development of information technology, students can take part in the online class without attend classes in person and on campus. Students have to have reliable computer and internet access to an online class. All necessary materials for subject, questions and responses of students, answers and comments of lectures can be easily done in an online class. Students can also complete assignments whenever it is convenient for them. Quality assurance for an online class plays an important role in distance learning. Therefore, the president of Vietnam Maritime University has decided to subscribe and use Turnitin software to control the quality of distance learning and teaching at the Vietnam Maritime University. After a year of using this software, the quality of distance learning and teaching at Vietnam Maritime University have been much higher. In this paper, the author presents procedure of implementation of this software and analyzes the achieved results for quality control of distance learning at Vietnam Maritime University.
Keywords: distance learning, quality assurance, Turnitin software.
1. Introduction
Vietnam Maritime University is one of the 17th key national university in Viet Nam. Every year the university have welcomed about 3.500 students for all departments and institutes. Beside that a large number of students have the demand for distance learning at Vietnam Maritime University is increasing in recent years. Students who have graduated from Vietnam Maritime University and working for shipping company or student from other universities they have no time to take the course at Vietnam Maritime University (for example students from Hai Phong University) but they still need update knowledge about specialization and certification for their work. The online class is suitable for them because they can take the online class anywhere and anytime. The only things they need at are computer and internet. (For example, they can learn in the library of Vietnam Maritime University– Figure 1, They can learn in other university libraries – Figure 2 and in the public area – Figure 3)
The online classroom is the new model for universities in Viet Nam. At the present time, there is a few university in Viet Nam applied this type of training. The most important thing of this type of education is how to the design and quality control of distance learning programs. In this paper, the author presents the model of distance education and quality control at Vietnam Maritime University applied for two pilot courses as example with the name of subject as navigation lock.
Figure 1. Distance learning at the library of Vietnam Maritime University.
Figure 2. Distance learning at other library universities.
Figure 3. Distance learning in any public area with wifi and laptop.
2. Quality control of distance learning at Vietnam Maritime University In order to control the quality of the online class, our university using Turnitin program, this is popular checking plagiarism in the world. The distance learning procedure at Vietnam Maritime University follows seven steps: Step 1. Student online booking subjects with ID and Pass (Figure 4)
Figure 4. Booking online for the course with student ID and Pass After successful booking online, students need to goes to step 2. Step 2. Lecturer will provide ID and Password of class for students through email Step 3. Lecture will provide documents, videos, and links to the documents (students can get electronic data in the electronic library of Viet Nam Maritime University through provided ID and Password – Figure 5)
Figure 5. Electronic library of Vietnam Maritime University. Step 4. Student submits assignment online by using their own Turnitin account. Step 5. Lecturer will give comments and mark on student assignments by using Turnitin program (Figure 6). Submit, resubmit, comment and marking by using Turnitin to make sure student do not copy and cheat and deliver their assignment in time. The lecturers will use Rubric in the Turnitin program in order to mark assignment for their students.
Figure 6. Marking student assignment. Step 6. Students make responding to the lectures comments or revision. Step 7. The certificate will be awarded to the students after finishing the course.
3. Outcomes and achivements
After one year of implementing Turnitin to our Distance Learning Pilot Courses at Vietnam Maritime University, we have great control and improvement on the quality control of learning and teaching. The similarity index in the assignment of student reduces significantly. After two pilot courses, we have achieved the improved results as shown in Table 1. Table 1. The similarity index of assignments of students reduces after one year implementing Turnitin software for control quality of distance education Not using First pilot course Second pilot course Similarity Index Turnitin control implementing implementing Turnitin control Turinin control Under 30% 2/40 14/30 27/33 Between 30%-40% 3/40 10/30 5/33 Over 40% 35/40 6/30 1/33
Besides reducing of similarity index of the assignments of the student. We found that the interaction between the students with lectures and student with other student increasing through the review function in the program. This helps students deeper understanding lesson.
4. Conclusions
After a year of implementing Turnitin to our distance learning pilot courses, the quality of these courses in distance learning and teaching at Vietnam Maritime University have been controlled and improved significantly as shown in Table 1. The process of quality control by using this program is simple and accurate, the comments and marking of lecturers for assignments of students is easy to understand for students and reduce time significantly for lecturers with time scoring and customizable commenting. With excellent experience from pilot courses, Vietnam Maritime University will expand this model to other training courses in the coming years to equip our students with 21st century skills, and also support our university’s goal of education
Refferences
1. http://vimaru.edu.vn/ 2. https://turnitin.com 3. https://tailieuso.vimaru.edu.vn 4. https://www.vnu.edu.vn ON IMPORTANCE OFCOMMERCIAL PORTS IN THE SYSTEM OF INTERNATIONAL TRANSPORT AND ECONOMIC RELATIONS
Associate Professor Nanuli Charbadze
Associate Professor Leila Khardina
Assistant Nino Putkaradze The objective conditions of globalization and internationalization of economic relations determine the requirements for the reliability of transport support of commodity and cash flow of individual states. The transportation sector is a strong factor in terms of economic and regional balanced development, as well as also having a great influence on national integration to the world economic market. A special place in this process takes a sea transport. Ports have various unique characteristics that make them important. Ports are significant as they link any country’s hinterlands with overseas points. Throughout its existence, seaports play a vital role in the development of world trade and international maritime transport, which also accompanied by a constant improvement of the global port industry as a whole. At the present stage, there are two basic provisions that determine the importance of seaports as for the national as well as for the global economic system. First, the ports are an integral part of the international maritime transport, as provide the majority of all international trade transactions. Secondly, in terms of globalization processes and international labor development, the basic functions of the sea port activities are changing. Now they are not only binding elements of the various modes of transport, but transport and logistics centers in the system of international freight traffic. Priority of optimization of transport economic relations of individual states and transnational complexes define potential goals of trade ports development. Focusing on internal enterprise efficiency under the existing external restrictions sets the goal of increasing profitability and competitiveness of individual ports. Commercial ports, because of its industrial structure and multi-purpose ensure the implementation of the economic activity of national and foreign producers. Besides, they perform a broad range of services related to the specifics of foreign economic activity. This determines the features of port management, evaluation principles of activity and investment decisions.
Any economic system which is based on the principles of socio- economic stability can develop under intensive barter. It is important to take into consideration production competitiveness of internal and external markets. At the same time, international specialization of each state and region is formed due to the production territorial and natural conditions differentiation. So there is the objective necessity of the development of national, regional and global transport systems, where a special place belongs to maritime transport, which unites scattered production into a single global market. The strengthening influence of objective external factors on the growth of the transport component in the final results and the expenditure resulting from the change of production enterprises location shows how important is to focus on the progressive development of the fleet and cargo terminals. As an independent branch of efficiency of transport services economy improving the interaction between different modes of transport in intermodal systems, messages and other forms of international cooperation becomes necessary. The relations of marine transport enterprises, cargo owners and forwarders determine the feature of planning and development of functional activity. These conditions determine the nature of the transport and economic relations formation, fleet production structure, commercial ports, as well as state management of transport complex. The place of commercial port - both in general economic environment and in the market of transport services is defined by its ability to implement the basic functional purpose - the acceleration of transport and cargo flows handling.
Sphere of production
Sphere of turnover Customs operations Risks insurance
Sea transport enterprises
Optimization of product sale time Safety of operational activity
Sphere of consumption Commercial ports of the world have been developing based on the incremental turnover, technical and economic level improvement of transport fleet. If the transport fleet provides movement of goods from the production point to the point of consumption, then the commercial ports redistribute cargo flows by modes of transport. In any case, financial and functional status of any shipowner and commercial port operations are determined by the volume of traffic and the time of goods delivery to the place of consumption. The optimal development of the port is based on the rational structure of capital investments and provides full satisfaction of cargo work needs at maximum intensity. The place of transport system in macroeconomic parameters except purely transport quality indicators is defined also by a ratio of admissible and real transport expenses. To ensure functional and economic stability in transport service market the majority of ports in the world have considerable reserve capacities. Their elastic use increases efficiency of navigation and provides competitive stability of the port. Commercial port must have the status of the normalized logistic part of regional transport system. Increase of seaport interaction efficiency with other transport enterprises has to be based on cargo and transport flows priority. Commercial sea port is a complex enterprise with wide production and economic relations. Ports are capable to provide conditions for self-sufficiency and self-financing throughout the long period if there is the objective scale of fixed capital. The more the technical equipment of the commercial port is, the more the total efficiency of its production and financial performance as well as the compliance with the stevedoring market parameters. The complexity and efficiency of seaport is characterized by the following indicators: -scale of reloading work; - dynamic of cargo handling structure and diversification level; -level of production potential use; - resources productivity; - intensity of vehicle handling ; - socio- economic efficiency of functioning; - the volume of the necessary and implemented investment means; Foreign trade activity is based on the provision of port facilities for the goods flows handling which is form the world economy. In addition, an essential element of foreign trade activity of commercial port is service system for foreign states vehicles. The reliability of decision-making when the world market is open for transport services is based on the accuracy and completeness of the situation analysis regarding to demand (goods flows intensity) and supply (availability of adequate quality transmission capacities) from the ports. Therefore, the situation analysis should be carried out with constant frequency and special technique aimed at long-term sustainability of transport services operating on the international market. For the objective efficiency maintenance of competitiveness and increase of technical and economic levels of port, development balance concerning a condition of regional market transport services the general indicator reflecting foreign economic activity formation parameters is necessary. It has to correspond to criterion of maximizing effect on the final result of transport logistics. In the conditions of transport services competition on the market and a priority of time and quality of goods delivery , average expenses are unreal and contradicts to real use of resources need which is not considered as a part of the current expenses. On degree of completeness and a way of the accounting of development and functioning effect indicators of adaptation measures (productivity) can be divided on budgetary, extra transport, enterprise, generalizing, integrated and private. When choose the strategy for commercial sea port development it is necessary to control, first, all stages of business cycle changes and, secondly, change of resource intensity level of new transport technologies. Two directions productivity and competitiveness are possible in this plan. The general economic result of the enterprise or system grows quicker than change of resources and transport work volumes. It is caused by favorable factors of an average resource intensity change and depend on production parameters growth of the enterprise and balance achievement of adjacent transport capacities under the terms of IMS or the international transport corridors. For achievement of adaptation processes effective management regarding current market tactical changes it is necessary to consider the nature of general results formation and expenses by types of the prevailing influence of actions. From a commercial port point of view it is necessary to consider two sides of the world navigation predetermining the directions of port potential accumulation. First, change of goods flows structure and improvement of new ships standard sizes. Second, technical and economic level of fleet in general and its distribution or concentration on the sea states who define the sea transport policy main concepts. Achievement of the normalized financial stability of functional activity has to be based not only on competitiveness of goods flows attraction, but also on innovative solutions. The main task is to maximize a cash flow through improved management, production organization and technical and economic level of the enterprise. In this process strengthening of concentration and specialization, use of production and economic results growth reserves on the principles of interaction with transport enterprises of the region of a port placement are economically expedient. The decision about commercial ports development and the choice of investment options are based on the nature of cash flows change. The income of the port predetermines not only development efficiency caused by the NTP parameters but also increase of its role in the world market system and in separate integrated transport systems structure because of competitiveness increase possibility. For optimization of functioning results of the port it is important to provide a growth of production results or an intensification of vehicles handling. Multidimensional nature of the basic and related functional activities of the port determines the diversity of revenue sources and forms. Basic income is connected with the performance of cargo handling, storage of goods, extra port works and service of vehicles. Turnover of the port determines the dynamics of port and canal dues. The ratio of incomes is closely related with cargo handling structural changes and with the change of port working conditions. The port charges are intended to cover the costs of maintenance of hydraulic facilities, territory and port waters. Part of the funds are used for safety reasons. Development of a commercial port, improving of services structure, strengthening protection measures lead to a permanent change in the rates of port charges. The port charges are an important source of financial stability of the company's presence in the stevedore market system. In the formation of business strategy and decision-making regarding the socio-economic development problems of the commercial port it is necessary to use a criteria which reflects the essential requirements and objectives of sustainable enterprises operating in the transport services market. In this aspect we can distinguish justification and implementation criteria of development projects. The objectivity of economic development based on market mechanisms, aimed to meet logistics system needs is a theoretical and practical basis for forecasting the most important parameters of the commercial port functional activities. The objective nature of the transport service world economic relations becomes the basis of the prediction. Its quality is ensured by analysis of real processes, the identification of the objective conditions, factors and trends in the development of port facilities in the regions of intensive cargo traffic. The functional activity effectiveness as it is known, depends on the realization of the production potential conditions. Unfortunately, due to the considerable extent of tariff bonus allowance real level of efficiency is not traced enough. The tariffs established according to the port efficiency principle and cargo owners’ interest have to depend on reloading process quality change and cargo flows handling reliability. Transport support of national and international trade and economic relations is a highly effective form of activity. That is why the transport service market system, is a constant competition for the development of transport flows. The basis of the functional activity effectiveness considers the optimal technical and economic level of commercial ports and functional activity organization. However, there are certain conditions of the national transportation system economic sustainability. Notable among them are: - adequate level of competitiveness of ports and shipping companies according to transport services market parameters - participation in intermodal messages, operating and maintenance of national section of the international transport corridors; - the transport and tariff policy of the state based on the legislation and international conventions. The concept of transport systems functional stability and development of the international transport corridors is based on maximizing of the operating transport complexes impact, coordination of national blocks by criteria of production and organizational adequacy and with all interested parties conditions on the solution of the most complex problems. In these conditions development of the economic mechanism for creation and functioning of transport corridors considering delivery time factor and results and expenses distribution or use is important. The transport logistics and globalization of the economic relations strengthen requirements for interaction for all enterprises of a transport complex in the cargo delivery process. There are problems and unresolved problems of optimization of production capacity development of individual units in sea transport complex. Considering technological unity of the interacting transport subsystems functioning, improvement of result management of their work it is necessary to focus on maximizing integrated economic effect. All units working on logistic principles basis, work in other mode, than other units of production infrastructure do. One of the features of integration processes on transport is decrease of goods delivery complexity with increase of information software management costs.
Literature
1.Адизес И.К. Управление жизненным циклом корпорациию.-СПб.:Питер,2007
2.Бочаров В.В. Финансовый менеджмент.-СПТб.:Питер,2004
3.Плужников К.И. Транспортное экспедировавние.-М.:-Рос-Консульт,1999.
4.Степанов О.Н.Экономическая стратения эффективного развития морских торговых портов.-Одесса:Консалтинг,1998
5.Alderton P.M. Sea transport operating and economics. London: Thomas Reed,1986
Key Words:
Commercial ports, global transport system, transport service, port facilities, international conventions, goods flows, international transport corridors, logistics, globalization, integration process, goods delivery, cash flows, profitability, competitiveness
Discussion on the Bridge resource management teaching reform ZHANG Feng, SHAO Zheping, ZHAO Qiang (Navigation College, Jimei University, Xiamen, 361021, China) ABSTRACT：Weakness in bridge organization and management has been cited as a major cause for marine casualties worldwide. Frequently accidents in operations are caused by resource management errors. Bridge resource management (BRM) is an Emerging disciplines introduced to ship modernization, during the process of development and management. After implementation of the Manila amendments to STCW convention, Bridge resource management course has been listed in a mandatory training program by China MSA. Our university revised the training course of the ship maneuvering & collision avoidance with bridge resource management training to the transition period Captains and officers, on-the-job crews and students at school. After training in recent years, we found that there exist certain problems, analysis of these problems, combined the actual training puts forward Suggestions on how to enhance the training effect.
Key words: Bridge resource management (BRM); Training; revised; problems analysis； Teaching reform
0 Introduction IMO STCW 78/95 B-VIIIP2 part, emphasizing: The bridge team staff must be sufficient, competent and composed of different ranks of seafarers, they must be a clear division of tasks, communication and contact between individuals should be clear and no mistake, each team member should concentrate on work, and at any time under any changes of environment or situation, they should reflect immediately and take effective measures. In recent years, especially after the implementation of Manila amendment of STCW Convention, the Bridge Resource Management was put into part A, as a compulsory training content according to the provisions of the international maritime. According to IMO regulations, in order to ensure the safety of ships at sea, some countries in Europe such as Sweden, Norway, Holland and the United States , the transportation and maritime safety departments, ship owners association, shipping company and Pilots Association draw on the experience of the Scandinavian Airlines System (SAS) for training aviation personnel by carry on flight team management and control course. Many bridge resource management courses have been developed to train seafarers on ship safe navigation at sea. Navigation College of Jimei University carried out BRM course for several years, after training, the ship officers were well strengthened by safety awareness and correct working attitude, ensue them to have the better ability to deal with complex situations, to master and flexible application of the bridge resource, ensure the safe navigation of the ship.
1 The goal of BRM BRM is a training course that can improve the level of bridge personnel on duty and guarantee bridge equipment effectiveness. BRM highlights that ensuring stable, effective and safe operation on board by collaborative efforts of bridge team members. STCW Manila Amendments not only contain training requirements, but put forward guidance for BRM training. As a consequence, BRM is considered as one of the important way to prevent marine accidents, serving the purpose of: (1) helping master manage bridge team during each voyage, (2) Improve the ability of team members to deal with any possible situation., (3) Help the master to understand the workload of crew members and other possible effects, to determine the conditions of the duty factor (4) Ensure that the training crew members are conscientiously perform their duties, and through cross supervision to improve the safety behavior and responsibility of all crew members; (5) Helping bridge team members and the captain (or pilot) to better communicate and support their work. 2. STCW78/10 requirement on Bridge Resource Management a. ensuring that personnel watch keeping arrangement according to the situation; b. considering qualification or health limitations; c. should highlight individual obligation, responsibility and team responsibility for watchkeeping personnel; d. masters, chief engineer officers and all watchkeeping personnel shall maintain proper watchkeeping, the most efficient use available resources e. duty crew should familiar with all bridge equipments and can operation smoothly. f. duty crew should familiar with all information coming from ship’s station and responses correctly. g. all duty crew should share with information h. duty crew should keep communicate with each other under any circumstance i. if any doubt about actions taken for safety, duty crew should notice captain、chief engineer and duty engineers without any hesitate. 3. The current situation of developing BRM training in Jimei University Ministry of Transport of the People's Republic of China(MOT) has put forward the object of building a seafarer power in 2020, which demand higher requirements for navigation colleges and seafarer administration. Colleges shall conduct a comprehensive reform of specialized courses and training methods by taking the opportunity of carrying out STCW Manila Amendments, to continually enhance quality of education and training and levels of crew members as well. Navigation college of Jimei University arrange teachers study Manila Amendment and tracking its development since 2011. Deeply studied and discussed with BRM training course, also studied the new outline of MSA competence examination, including the transition period Captains and officers, and also the school students (especially student of year 2011). We made reverent Syllabus and teaching plan to ensue these students can get the new competence certificates before they graduated. We renewed and updated some navigational materials and equipment, thinking about the requirement of shipping company; focus on ability of English communication, ship management and professional dedication.
3.1 Main courses 1. Classroom education (theory courses) a. obtaining and maintaining safety consciousness and situational consciousness b. accident causes and human error chain c. internal and external communications on board ship d. decision-making e. communications between engine room and bridge f. bridge personal g. management and operating procedures response to emergency situation h. company regulations, domestic regulations and international regulations i. safety management j. analysis and discussion on collision, oil pollution and stranding refer to serious and typical case at home and abroad 2. ship maneuvering simulator training (1) Initially learning ship maneuvering simulator (Manipulation and control device, navigation and location equipment, simulation environment), Own ship coach explain it to trainee based on the interface of simulator in our university. In this phase, teaching methods . Their only difference is the training task that seafarer trainee (master and chief officer) should undertake including a process of anchoring. Realistically simulate in Dalian outer harbor, own ship sailing to merchant anchorage from open water. The normal procedure consists of preparation stage, sailing stage and anchoring stage. (2) Perform navigational watchkeeping by group(master, pilot, officer, helmsman ) in specific narrow channel waterways Realistically simulate sailing to Xiamen port 19# buoy from No.1 anchorage of Xiamen port, to take the pilot. Trainees should stand by engine, draw a passage plan, refer to nautical publications related to Xiamen port according to training for the first time. They are familiar with characteristics of waterways, speed limitations, report system, etc. Items listed above must be checked by own ship coach Student trainee should become familiar with basic sailing approach, communications between ships, collision avoidance approach, regulations of narrow channel sailing, communications between ship and bank(including communicating with VTS and pilot station), sailing under different weather and visibility, master calculating ETA and proceed at a safe speed according to ETA. What seafarer trainee have to master include not only techniques that student trainee take, but also ship handling knowledge, like the minimum distance while keeping away from obstruction, randomly occurring events handling, etc. (3) Navigational watchkeeping and entering and leaving port maneuvering under different visibility and weather. (4) Emergency management and handling under various emergency situations (collision, stranding, engine or steering engine out of control, fire, abandon ship, man overboard, etc. ). (5) Integrative sailing (practice assessing) In this stage, student trainee ought to single sailing while seafarer trainee taking counteracting exercise. Develop practice assessing by combining training programs. 3.2 Course objective Those who taking BRM course must meet following requirements after finishing training: a. Realize and understand the importance of optimizing combination of bridge personnel and correcting attitude, strengthen the safety awareness; b. Know and implement his or her own responsibilities and obligations, participate in and undertake work assignments together on bridge, earnestly perform ship safety navigation c. Reasonably apply human and equipment resources, obtain relevant information as early as possible, draw and carry out a plan for keeping safely sailing; d. Realize and know the impact of various external factors on ship, grasp status of ship sailing and estimate imminent situation; e. Inspect and supervise the result and effect on safety sailing of handling operation that other bridge personnel undertake f. Bridge personnel group shall take effective actions and measures immediately to avoid accident, according to their own responsibilities and division requirements; g. Improve skill and level of ship safety management. 3.3 Curriculum assessment It is bridge resource management training, especially simulator training that enhances trainees’ practical ability, team awareness and sense of responsibility. Moreover, it improves students’ interest in navigation major and reinforces professional thinking further. In recent years, graduate employment and feedback from the Employer reflect that comprehensive qualities of navigation grads from our university are significantly improved. The improvement is inseparable from our professional curricula construction and reform, which includes curricula construction of bridge resource management. It is for our navigation education, will also advance navigation education reforming further.
4. Problems that existing in the teaching process of bridge resource management 1) It is limited number of experimental equipment that results in little opportunity trained on simulator. Each own ship manned with not more than four trainee, based on the regulations about BRM training from official document Seafarer [2011] 923. However, ship maneuvering simulators in navigation colleges are usually taken multiple tasks, which including scientific research, educational cognition experiment, seafarers' competency training, BRM training examination, etc. All of that lead to the restricted training for student trainee. In many cases, the fact that students can only watching but not handling affects the training quality. 2) It is difficult to develop systematic study on theoretical knowledge of bridge resource management without an unified textbook. 3) The training program is short of qualified professional teacher. It is increasingly apparent that professional teacher shortage becomes critical, as the navigation college scale up. For senior officers, especially masters, the training process is not complex because of rich experience trainees do possess. Training effects can be achieved so long as those experienced teachers (especially the teacher on the master console) are able to point out shortcomings while monitoring training. However, for student trainee who are inexperienced, each training own ship must be manned an experienced teacher. Besides, more and more is demanded on technical requirements and workloads for BRM practical training at present. It will be hard to ensure that a sufficient number of experienced teachers participating in practical training unless implementing reform. 4) Those training contents and method are unreasonable. At present, we follow the procedures and methods used for training senior seafarers while training student trainees. Two group of students, group of training and group of watching, will be arranged on one own ship, for making the best of time. The training way mentioned above used for training student trainees who are inexperienced and planned to apply third officer is not so helpful. It seems like a group of laymen just looking on. We must ask the own ship teacher to explain step-by-step to trainees if we want to get results. 5) Time for BRM practical training is relatively insufficient. For student trainees whose major are navigation, their theory course are 18 credit hours while practical course are 20 credit hours. It basically meets the requirements of China MSA (Maritime Safety Administration). Practical training time every single student trainee actually takes just only meets minimum requirements, due to limited number of ship maneuvering simulators or unreasonable course arrangement. Besides, there are some other problems being solved. For instance, non-appropriate time arrangement leads to theoretical training maintaining an unsustainable status; teacher without explaining practical training precautions while theoretical training 6) Simulation environment is different from truly realistic environment. For senior seafarer, simulator cannot provide all parameters as real bridge do, especially being lack of immersive environment. It is not easy to link objects and shore configurations displayed on the screen with the realistic. Some senior officer feel it hard to adapt to the simulator, and they pay more attention to using electronic equipment to keep clear and maintain ship position. It means that more and more good electronic game player be trained but not professional seafarer. For senior seafarers, that can be easily corrected by their own experiences. As for student trainees who have no experience, it will be negative for their future work because unscientific simulator training have lasted first impressions. 7) Most of the student trainees are lack of practical experience. They have no idea about ship sailing, course, engine telegraph, etc. They cannot freely steer course. So how could these students use collision regulations to estimate crossing, meeting or overtaking situation if sailing without steady course? The comprehension and application of common practice and good Seamanship are naturally an almost impossible task for them.
5. Discussion on training reform of bridge resource management 5.1 Reform in teaching materials Considering the fact that there is no a set of unified BRM textbooks, we suggest that college professional teachers manage to compile textbooks which are suitable for student trainee. BRM, which involves knowledge relating to navigation and management, is a branch of management discipline. This is why we need all of the professional teachers take part in. To compile a set of textbooks, we professional teachers should give full play to our knowledge and exchange ideas with each other. There is a Chinese proverb: "Consider the past, and you shall know the future." We are going to take the practical part of ship management, ship handling, collision avoidance, nautical navigation, navigation meteorology and other professional knowledge as textbook line, aiming at helping students reviewing what they have learned while they are receiving BRM training. Currently, our college has recognized the importance of publishing textbook and has issued a document to set up a BRM subject team on 10th May 2016. There are totally 27 teachers in our team, and the number of master is more than a half. We are from various teaching and researching section, which including seamanship section, ship management section, navigation section and experimental center. There is no doubt that our team is strong. The next goal is to complete compiling new textbooks while practical teaching. 5.2 Self-improvement of teacher, including recruiting experienced master and knowledgeable doctor The number of students is increasing with university expanding enrollment. The number of each year’s class grows to twelve at present from four since 2000. We are severely lacking of professional teacher. Pressure from teaching and research deeply troubles teachers. That affects the quality of teaching. To cope with it, our college has recruited young master towards society since end of 2012. There are nearly ten masters, experienced multiple interviews, have taken part in our teaching group since February 2013. They are full of experience, some have worked aboard special vessel, some have worked aboard ultra-large vessel and some have worked at pilot station. All of these perfect diversification of the knowledge of the teaching staff, which meet those needs of students who want to work at various types of ship and different positions after graduation. In addition, our college has recruited many outstanding doctors, and encouraged young teachers to constantly improve themselves by gaining doctor degree, truly achieving integrating theory with practice, and enable teaching team becoming more and more perfect. 5.3 The improvement of teaching facilities, putting use of new simulator in Wan Bang Experimental Center. Considering those old simulators have been used for more than 10 years, the quality and quantity are unable to meet the current teaching tasks. Those teaching facilities need to be improved urgently. Our university converted Wan Bang Building into an experimental center last year. We have developed a new type of ship maneuvering simulator, and the number of own ship grows to 18, with 4 master console. At present, the simulator has been successfully put into use, and completed first BRM training towards seafarers from Taiwan province. The effectiveness of training is really good. 5.4 The improvement of teaching method BRM is a kind of course that emphasizes practice. It is necessary to spend more time on practical training, and the reform of theoretical training is also indispensable, such as way of teaching, improvement of PPT, etc. At present, our college has established "industry pioneer class". The main content is to help students grasp the knowledge of navigation by making full use of resources inside and outside of our university as soon as possible, then cooperating with enterprise, arranging internship to get on board. One of our training objects is that help students under the system become a master in eight years. One of the most important parts of this training program is that instructors can open the laboratory to students for practice at any time when it is allowed. Thus, problem about practical training time will be solved satisfactorily. When students are trained, the instructor can set any situation at random. Students can ask their instructor at any time if they encounter any question. The teaching method mentioned above achieves the effect as if students are on aboard. 5.5 The teaching content and requirement between student trainees and seafarer trainee need to be made a better distinction. Content in this part is always an objective and practical question. A few years out of our college, students those who have finished four-year undergraduate study here go back to take examination to get the qualification of chief officer or master. When they firstly met the course of BRM, they found that what they was learning has little difference with what they had learned. That was useless for their promotion. The course team of BRM has recognized the problem and has carried out many times discussions. We planned to rearrange training relation to student trainees and seafarer trainee, according to
5.6 Vessel “YU DE” put into teaching and practice In order to solve the problem of college students who have no practical experience of navigation, Jimei University, Department of transportation and Fujian Province each invested 80 million yuan, and built the vessel "YU DE" for practice. This ship is currently the largest teaching practice ship in the world. The ship is 199.90 meters in length and 32.26 meters in width, 18 meters in depth. The deadweight is 64,000 tons. The upper limit capacity is 173 people, which can enable 143 teachers and students studying and practicing on aboard. There are three functions of training, research and transportation in one. In addition, there are Navigation Research Laboratory and some other research place on board, which are contributed to the data transmission and analysis from bridge. The bridge on Vessel “YU DE” is divided into production bridge and practice bridge. The distinctive design is beneficial for students to get real understanding of ship sailing, ship collision and routine work, which is conducive to the students for a better learning specialized knowledge, linking theory with practice. The ship now is put into operation, and it can lay good foundation for future BRM learning.
Teaching practice ship—MV YUDE
Students celebrate the maiden voyage of MV YUDE 6. The prospect of bridge resource management teaching Marine accidents often cause huge property damage, casualties and serious environmental pollution. According to the statistics, 95% collision accidents are caused by human factors. It shows that human error is still the main cause of marine accidents. By more in-depth research of driving bridge resource management theory and practical training, assessment methods can improve the crew of the ship management skills, strengthen cooperation between watch keeping personnel on bridge, make rational and effective use of ship navigation station to the manpower and equipment resources, reduce the influence of human factors on the safety of the ship and to ensure the safe navigation of the ship. As we get deeper into practice teaching, the BRM will play a better role.
ADOPTING MODERN TECHNIQUES IN DISTANCE EDUCATION
DELIVERY FOR MARITIME EDUCATION
Catherine Asirifi
Abstract
The Regional Maritime University (RMU) – Ghana, an accredited, ISO certified tertiary institution that serves five member countries in the sub-region (Republics of Cameroon, The Gambia, Ghana, Liberia and Sierra Leone). There exists the challenge of prospective students being underprivileged to travel to Ghana and the general lack of facilities with its associated costs to compliment applicants from all five member countries. The use of distance education has been considered to be a viable way to address these challenges. In considering programs that could be facilitated by distance learning, program content/structure, class size/demand for program, availability of teaching/learning aids and ease of accreditation were considered as key factors. At the moment a Tele-presence facility exists; author evaluates modern technology with interactivity.
Introduction
The concept of distance education is changing with time, people and places. Distance learning occurs when the teacher and students are separated from each other temporally and spatially. Not too long ago, distance learners were also (Guest Editor?s Introduction Diminishing the …) temporally and physically separated from educational resources which resulted in a delay in obtaining responses to their queries, accessing library resources and communication with peers.
More recently, the emergence of multimedia technology (such as video, voice, data and print) has changed the way distance learners communicate with their instructors and with each other. Technologies such as (Guest Editor?s Introduction Diminishing the … ) The Web conferencing and videoconferencing have defied distance perceived by the student. Accordingly, new distance education terminologies are emerging every day, such as flexible learning, online learning, Web-based education and training, virtual universities and others. (Guest Editor?s Introduction Diminishing the …)
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Distance learning can be same time, different place education by connecting local classrooms to learners at a distance by using networked multimedia computers with video systems or TV over high-speed communication channels (such as fiber-optic or satellite media). Other distance learning students can learn at different times and places.
The styles of distance learning are varied and innumerable. Until recently, they ranged from sending out printed course materials and broadcasting courses using TV to one-way, Web- based content delivery—that is, making course materials, announcements, electronic libraries, and other information accessible through carefully designed Web pages. The lack of some form of interaction with the educator and fellow distant students was a serious drawback in all these styles. However, adding threaded bulletin boards, chat rooms, and email has helped bring online interactions to the distance learning environment. Educators use email questions and answers where Web conference (Guest Editor?s Introduction Diminishing the …)facilities are absent and when the personal nature of communication requires a private dialogue. With advances in media streaming, it’s now possible to send video clips (together with traditional text, graphics, sounds, and images) over the Internet and to store video clips on different media for access during online instruction. The Web lets students submit assignments online in multimedia formats and receive an evaluator’s review of their assignments online. (Guest Editor?s Introduction Diminishing the …)
Technology-enhanced learning, or e-learning, doesn't actually have separate theoretical models for learning but rather, (Guest Editor?s Introduction Diminishing the …) provides “e- enhancements of models of learning i.e. to say, using technology to achieve better learning outcomes, or a more effective assessment of these outcomes, or a more cost-efficient way of bringing the learning environment to the learners." (Guest Editor?s Introduction Diminishing the …)
A key challenge in this endeavor is to support the integration and interoperability of e- learning tools and applications over the Internet. For this reason, IEEE, and several industry bodies have developed standards to support the exchange of content, models, application, and performance information. Based on the IEEE Learning Technology Service Architecture (LTSA), these standards aren't intended to prescribe learning activities and tools, but rather define a service-oriented architecture for systems interoperability, multimedia content exchange, and learner knowledge sharing. (Guest Editors’ Introduction: Evolving the Infrastructure …)
Distance learning in Maritime Education and Training
International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (International Convention on Standards of Training …) 2010 specifies the following:
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“Administrations may now allow the training of seafarers by distance learning and e- learning in accordance with the standards in section A-I/6 and the convention now contains strong guidance. Seafarers should check with their administrations to ensure they provide for this and check with their company that facilities are available”
Distance Learning – Is the Regional Maritime University (RMU) READY?
1.1 Identifying Current and Envisaged Programmes that can be facilitated by the Video Conference facility. Evaluation of current mainstream programmes being run at the Regional Maritime University:- . BSc. Port and Shipping Administration . BSc. Shipping Logistics . MA Port and Shipping Administration. . BSc. Marine Engineering . BSc. Computer Science . BSc. Computer Engineering . BSc. Electrical/ Electronic Engineering . Higher National Diploma Marine Engineering . Short courses
Identified the under listed as programmes that can be facilitated by video conferencing. . BSc., Port and Shipping Administration . BSc., Shipping Logistics Management . MA Port and Shipping Administration. . Selected short courses (e.g. PSSR) Those mentioned above were selected based on the following; . Course content Current class size . Availability of teaching Aid and . Ease of accreditation
1.1.1 PROGRAMME CONTENT/STRUCTURE The programme content and structure for all courses were carefully analysed and discussed. Courses such as BSc. Marine Engineering 3
would require some form of laboratory or workshop work, which cannot be carried via video conferencing due to the credit hours allocated. This observation is same for courses such BSc Electrical Engineering, Higher National Diploma in Engineering, BSc. Computer Engineering, BSc. Computer Science and some selected short courses. On the other hand, programmes such as Port and Shipping Administration can be taught via video conferencing with long-term scheduled dates for or site visits to the Maritime Industry.
1.1.2 IMPACT OF CLASS SIZE The average class sizes of all the courses were also evaluated. The Committee concluded that a larger class size as might be the case of programmes such as BSc. Marine Engineering and Port and Shipping Administration could be challenging. Given the fact that the class size will vary based on the intake of a given year, the proposal was a cap on class size if video conferencing is to be adapted for Distance Learning programmes. The proposed average class size not exceeding 15, irrespective of the course.
1.1.3 AVAILABILITY OF TEACHING AIDS In addition to using video conferencing as a method of teaching, the availability of other teaching aids in complementing the existing set up (Video Conferencing facility). In summary, not all current programmes had full complimentary teaching aid that could be used to facilitate the aforementioned selected programmes (e.g. an electronic board)
1.1.4 EASE OF ACCREDITATION
Having carefully analysed the requirements of the accreditation board for a number of courses currently being ran by the Regional Maritime University and other Universities that currently use video conferencing as a means of teaching, the ranked courses were based on most likely to be granted accreditation and less likely as per the Table 1.0 below:
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Programmes Programme content/Structure Impact of Availability of other Ease of accreditation using video S/N current class teaching Aid conferencing size
1 BSc. Port and Programme content does not Average class No compatible Most likely Shipping include fieldwork or laboratory size ( 20-60) teaching aid required Administration requirements
2 BSc., Shipping Programme content does not Average class No compatible Most likely Logistics include fieldwork or laboratory size ( 20-45) teaching aid required requirements
3 MA Port and Programme content does not Average class No compatible Most likely Shipping include fieldwork or laboratory size ( 10-20) teaching aid required Administration. requirements
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4 BSc., Marine Field work or laboratory work Average class No compatible Less likely Engineering required size ( 20-80) teaching aid required
BSc., Computer 5 Engineering Field work and laboratory work Average class No compatible Less likely required size ( 10-20) teaching aid required
6 BSc., Electrical/ Laboratory required Average class No compatible Less likely Electronic size ( 20-45) teaching aid required Engineering
7 Short courses Varies depending on course Average class No compatible Most likely for some selected size ( 20-45) teaching aid required courses
8 Engineering Field work or laboratory work Average class No compatible Less likely Diploma required size ( 10-45) teaching aid required Programmes
,Table 1.0: Programme evaluation for Distance Learning via video conferencing (RMU,2016)
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1.2 Envisaged Programmes The facility as is, can be of utmost benefit to the University if, • Visiting Professors from say John Moore’s University, Liverpool or Shanghai Maritime University are made to deliver lectures on various Courses as backup lectures for students to have confidence in the Courses being run. • Staff and Students can join Training, Conferences and Web-based Seminars (Webinars) from educational Software Vendors like MATHWORKS. • Regional Maritime University (RMU) can also conduct Webinars for a fee. • Currently RMU is an exams Centre for Institute of Chartered Shipbrokers (ICS) (UK).There are no formal preparatory institutions for students to prepare for such exams. With the current set up RMU can organize and prepare students for such exams for a fee. (Webinars)
2.0 To explore all possible avenues to maximize the utilization of the facility. In exploring possible avenues to maximize the use of the facility;
• The University should do a targeted Advertisement about the existence of this facility for the business community to use as a meeting venue for a competitive lower fee.
• Run certain short courses solely as distance learning to use the facility. (Webinars)
• Prospective Students from Member Countries that are underprivileged to travel to Ghana can study as Distance Learning students.
• The University can apply to be used as Microsoft Exams Centre if a number of Laptops are made available at the facility while preparatory lessons are delivered to prospective students via the video conferencing.
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The present facility at RMU limits us to only Tele-presence (the appearance of being present although geographically dispersed.
For a classroom of many participants, we need an integrated room conferencing system which consists of a centralized location like a Server Room for the codec and the associated hardware. The main camera, displays and peripheral video sources are usually mounted in the main conferencing area. These have customized configurations with multiple features to enable interactivities.
There are software that enables participants to share audio, documents and applications with class attendees. This is useful when the host is conducting a lecture or information session. While the presenter is speaking they can share desktop applications and documents.
The recommendation was that these additional installations be made to complement the existing RMU facility.
ADOPTING MODERN TECHNIQUES IN DISTANCE EDUCATION DELIVERY FOR METs
The last few decades have seen advances in communication and computer networks and the evolution of programming languages. New e-Learning resource have emerged and enabled the usage of learning methodologies such as blended and distance learning. These "new" e- learning resources are called Open Educational Resource (OERs) and cover a wide range of materials, such as online video and audio. These OERs can be stored in repositories and reuse by different students and institution. (Open iTunesU. A new service to manageopenlearning…)
Learning Trend, Technologies and Tools.
There are myriads of free E-Learning Authoring Tools that interested Lecturers can access to create e-learning, courses and lessons at the following link.
Video Conferencing
Videoconferencing is an interactive tool that incorporates audio, video, computing, and communications technologies to allow people in different locations to electronically collaborate face-to-face, in real time, and share all types of information including data, documents, sound and picture. (Tandberg Video Conferencing Systems-What is Video…)
Types of Videoconference Systems
The four common types of videoconferencing systems in use today are
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Telepresence (Tandberg Video Conferencing Systems-What is Video…) Integrated Set-Top Desktop
Telepresence Videoconferencing Systems
Telepresence systems give the appearance of being present (tele- present) in an actual meeting even though the participants are geographically dispersed. Telepresence systems can either be portable (roll-about) or Immersion (room based). This type of group meeting system usually consists of a high definition codec coupled with several very large flat panel display devices and integrated hi fidelity audio. (Types of Videoconference Systems- Picturephone Inc.)
Set-top or appliance Videoconferencing Systems
Set-tops are complete videoconferencing systems designed to sit on a monitor. They are useful in small conference rooms and other small group venues. Set-top video communication systems are often maintained on a cart, making it possible to roll them around for use in different rooms (roll-about). (Types of Videoconference Systems-Picturephone Inc.)
Desktop Videoconferencing Systems
Desktop videoconferencing systems bring video communications into your personal workspace. This technology can deliver full- motion videoconferencing from your PC. Desktop systems have been engineered to accommodate the industry's requirements for standards-based videoconferencing. Today, there are systems available that deliver good quality at a low cost. These systems provide H.323 voice and video, as well as applications sharing. Desktop systems are typically composed of a software package and USB or FireWire camera. (Types of Videoconference Systems-Picturephone Inc.)
Very latest Technology that can be adopted is the groundbreaking IEEE research
“Educating the Internet-of-Things Generation,”
Researchers from the Open University describe their successful ‘My Digital Life’ course, an introductory computer science curriculum centered around and aided by IoT technology. Drawing upon their experience with almost 2,000 students, they highlight the technology’s pros and cons for collaborative and collective distance learning, especially for modules with real-world sensing applications. (The Internet of Things: The next Technological Revolution.)
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Massive open online courses (MOOCs) are web-based classes with no limit on student enrollment, allowing thousands of remote students to take the same course simultaneously. Although MOOCs haven’t sparked the revolution in education that many anticipated, they have certainly provided learners from around the world with opportunities that would otherwise have been unavailable. (Open Resources for MOOCs Guest Editors’Introductionfor…) An important concept in the quest for worldwide access to online learning, whether by MOOC or otherwise, is that of “openness.” Since about 2002, such openness has been characterized by the label open educational resources (OERs): freely available web-based materials that were developed for a particular teaching, learning, or research purpose, but that others can reuse for their own purposes. (Open Resources for MOOCs Guest Editors’ Introduction for…)
Conclusion
This paper only considered a small part of the evolving field of technology-enhanced distance learning. However, different combinations of service-oriented architectures, Web 2.0 technologies, personalization, and ubiquitous technology, appropriately aligned with educational imperatives and theories, will significantly shape distance learning experiences over the next decade. (Guest Editors’ Introduction: Evolving the Infrastructure …)
In September, 2016, very important conferences;
International Conference on Information Technology–Based Higher Education and Training (Upcoming Conferences Cover the Latest Trends for Education.) were held in ISTANBUL and BELFAST respectively on the following topics: Massive open online courses (MOOCs) Multimedia tutorials Distance learning Network-based education and training Interactive learning modules Accreditation and virtual classrooms.
International Conference on Interactive Collaborative Learning BELFAST, NORTHERN IRELAND
E-learning, computer-aided learning, virtual educational environments, remote and virtual laboratories, ethics, education with respect to culture and diversity, the role of public policy in engineering education, and “flipped” classrooms. In a flipped classroom, students watch online lectures, collaborate in online discussions, carry out research at home, and discuss concepts in the classroom with a mentor’s guidance. (Upcoming Conferences Cover the Latest Trends for Education)
Recommendations
Subscription of proceedings of the above IEEE sponsored conferences is recommended.
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The following link is also recommended for Lecturers who would like to use e-learning platform on certain days when stuck somewhere and cannot make it to the Classroom http://c4lpt.co.uk/directory-of-learning-performance-tools/instructional-tools/
A few screen shots for interested Lecturers.
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References
Guest Editor?s Introduction Diminishing the … (n.d.) Retrieved from
http://computer.org/web/csd/index/-/csdl/mags/mu/2001/03/u3018.pdf
Guest Editors’ Introduction: Evolving the Infrastructure … (n.d.). Retrieved from
http://www/computer.org/csdl/mags/lc/2007/03/w3016.html
International Convention on Standards of Training … (n.d.). Retrieved from
http://www.imo.org/en/About/Convention/ListOf/Conventions/Pages/International-Convention-on- Standards-of-Training-Certificate-and-Watchkeeping-for-Seafarers-(STCW).aspx
Open iTunesU. A new service to manageopenlearning… (n.d.). Retrieved from
http://www.academia.edu/28957095/open_iTunesU._A_new_service_to_manage_open_learn ing_resources
Regional Maritime University’s (RMU’s) Envisaged distance Learning Implementation Report (2016)
Tandberg Video Conferencing Systems-What is Video… (n.d.). Retrieved from http://www.tandberg-conferencing.com/index/what_is_video_conferencing/
Types of Videoconference Systems-Picturephone Inc. (n.d.). Retrieved from
http://picturephone.com/learn/types.html
The Internet of Things: The next Technological Revolution. (n.d.). Retrieved from
http://www.computer.org/csdl/mags/co/2013/02/mco2013020024.pdf
Upcoming Conferences Cover the Latest Trends for Education. (n.d.). Retrieved from
http://theinstitute.ieee.org/resources/conferences/upcoming-conferences-cover-the-latest- trends-for-education
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Evaluating the Concordance between Programme Structure and Students Ability of Advanced Undergraduate Programme at Vietnam Martime University Pham Thi Bich Van1, Hoang Thi Lich2, Vu Phuong Thao3, Pham Van Huy4, Pham Minh Thuy5 1. [email protected] 2. [email protected] 3. [email protected] 4. [email protected] 5. [email protected] Division of Global Studies and Maritime Affairs, Economics Faculty, Vietnam Maritime University (VMU). A4 Building, 484 Lach Tray street, Hai Phong city, Vietnam. Abstract The research is carried out to investigate the application of Asean University Network Quality Assurance (AUN-QA) version 2016 in the concordance between Programme structure and students ability in a particular case of major Global Studies and Maritime Affairs (GMA), Advanced Undergraduate Programme at Vietnam Martime University (VMU).
AUN-QA 2016 model is attributed by fifteen criteria including fifty sub-criteria. Programme structure is the third criteria among them which comprises three sub-criteria. Data is collected through a survey to around 800 respondents, including alumni, current undergraduate students, involving stakeholdes such as lecturers and staff. Multiple regression analysis is conducted to test the proposed positive concordance of GMA programme structure and student’s ability and find out the relationship between them.
Keywords: Maritime Education Assessment, Advanced Undergraduate Programme, Global Studies and Maritime Affairs, Vietnam Maritime University, AUN-QA.
Page 1
Introduction
The reason for selecting Advanced Undergraduate Programme as the subject for this research is its critical role in educational development of VMU. This programme is a cooperated agreement between Vietnam Ministry of Education and Training with high-ranking universities and colleges in developed countries around the world with the aim of promoting educational training for developing country like Vietnam to international standards. As one of the seven universities chosen for this programme, Global Studies and Maritime Affairs (GMA) major was officially established in VMU in 2010 with the cooperation with California Maritime Academy (CMA) in the United States. The programme structure and content as well as teaching method is mainly imported from CMA.
Analyzing the survey results
Characterisrics of research sample
The survey was informed to all current undergraduate students (except new enrolments for the course 2016-2017), alumni, involving stakeholders such as lecturers and staff with total expected number of respondents at around 800 people. The survey was released by hard-copy to current undergraduates and by online survey to the remaining groups. The number of returned surveys is 128 (Table 1), all are from undergraduates whereas the online survey posed the limited effectiveness.
Table 1: Respondents by class and gender
Class GMA 0303 & GMA 04 GMA 05 GMA 06 Total
Gender GMA 0304 Male 16 13 13 14 56
Female 17 14 14 22 67
No information 2 1 2 0 5
Number of students 35 28 29 36 128
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AUN-QA model
AUN-QA 2016 model is attributed by fifteen criteria including fifty sub-criteria. Programme structure is the third criterion among them which comprises three sub-criteria as can be seen in Table 2.
Table 2: AUN-QA model
Criterion 3 Programme Structure and Content 3.1 The curriculum is designed based on constructive alignment with the expected learning outcomes 3.2 The contribution made by each course to achieve the epected learning outcomes is clear 3.3 The curriculum is logically structed, sequenced, integrated and up-to-date
The three sub-criteria of Criterion 3 in AUN-QA model are conveyed into 9 surveyed questions in questionaire.
Summary the main content of questionaire
Table 3: Main content of questionaire Number of Part Content questions I Programme Structure and Content 9 II The concordance between programme structure and students’ ability 5 Recommendations to enhance educational quality and to make III 1 programme structure to be more concordant with student ability Total 15
The scale of answers:
1. Totally Disagree 2. Disagree 3. Neutral 4. Agree 5. Totally agree
Page 3
Descriptive Statistics Programme structure and content is denoted as P
The concordance between programme structure and students’ ability is denoted as A
Table 4: Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
P1 128 0 5 3.44 1.048
P2 128 0 5 3.36 .994
P3 128 0 5 3.21 .985
P4 127 0 5 3.04 1.204
P5 128 0 5 3.25 1.019
P6 128 0 5 3.09 1.015
P7 128 0 5 3.34 1.006
P8 127 0 5 3.39 1.077
P9 128 0 23 3.45 1.979
A10 128 0 5 3.20 1.022
A11 128 0 5 3.26 .974
A12 128 0 5 3.39 1.029
A13 128 0 5 3.16 1.002
A14 128 0 5 3.28 .939
Valid N 127 (listwise)
The Minimum appears 0 value because there is at least one “no answer” for each question.
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Cronbach Alpha
Programme structure and content (P)
The result of analysis by using SPSS 16.0 on the elements of Part I – Programme structure and content is presented in the Table 5 and Table 6. The Cronbach Alpha of Programme structure and content is 0.845. All the Corrected Item-Total correlation is bigger than 0.3, except the lowest for P9 (0.311). Variable P9 is removed from the model to help increase Cronbach's Alpha.
Table 5: Item-Total Statistics of P
Scale Mean if Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Item Deleted Deleted Correlation Item Deleted P1 26.13 42.180 .579 .828 P2 26.21 41.788 .653 .822 P3 26.36 41.455 .688 .819 P4 26.54 39.044 .711 .812 P5 26.32 41.935 .620 .824 P6 26.48 41.204 .685 .818 P7 26.24 42.976 .544 .831 P8 26.19 41.075 .649 .821 P9 26.13 39.476 .311 .888
Table 6: Reliability Statistics of P
Cronbach's Alpha N of Items
.845 9
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The concordance between programme structure and students’ ability (A)
As can be seen from Table 7 and Table 8, Cronbach Alpha of the concordance between programme structure and students’ ability is 0.847. All the Corrected Item-Total correlation is bigger than 0.3 with the highest of A12 (0.697) and the lowest of A10 (0.604).
Table 7: Item-Total Statistics of A
Scale Mean if Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Item Deleted Deleted Correlation Item Deleted A10 13.09 10.290 .604 .829 A11 13.04 10.510 .608 .827 A12 12.91 9.755 .697 .803 A13 13.13 10.006 .676 .809 A14 13.02 10.267 .690 .806
Table 8: Reliability Statistics of A
Cronbach's Alpha N of Items
.847 5
Both elements have Cronbach Alpha bigger than 0.6 with Programme structure and content (P) being at 0.845 and The concordance between programme structure and students’ ability (A) being at 0.847.
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Multiple regression analysis
A is dependent variable
P is independent variable
Descriptive Statistics
Mean Std. Deviation N
A 3.2594 .78223 128
P 3.2637 .78263 128
Model Summary Std. Error Change Statistics R Adjusted R of the R Square Sig. F Model R Square Square Estimate Change F Change df1 df2 Change
1 .780a .608 .605 .49141 .608 195.792 1 126 .000
a. Predictors: (Constant), P R=0.780 reveals the close relationship between two variables of model. R Square = 0.608 depicts the suitablity of the model is 60.8% meaning 60.8% of variation of the concordance between programme structure and students’ ability (A) can be explained by Programme structure and content (P).
In the ANOVA variance analysis, the Sig. = 0.000 (smaller than 0.05). Therefore, the independent P has relationship with dependent variable A.
Unstandardized Standardized Collinearity Coefficients Coefficients Correlations Statistics Std. Zero- Toleran Model B Error Beta t Sig. order Partial Part ce VIF 1 (Constant) .715 .187 3.824 .000 P .780 .056 .780 13.993 .000 .780 .780 .780 1.000 1.000 a. Dependent Variable: A
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After analysing Multiple regression, the model is:
A= 0.78*P + 0.715
The Programme structure and content (P) has positive regression coefficient.
The above model can explain that 60.8% of variation in the concordance between programme structure and students’ ability is explained by Programme structure and content, remaining 39.2% of its variation is explained by other factors outside the model.
According to the model, if the evaluation on Programme structure and content increases by 1, the concordance between programme structure and students’ ability increases by 0.78.
Conclusion and Recommendations
The survey shows that the Programme structure and content (P) having great influence on the concordance between programme structure and students’ ability (A) in major Global Studies and Maritime Affairs (GMA), Advanced Undergraduate Programme at Vietnam Martime University (VMU) with A= 0.78*P + 0.715.
The final question in the questionaire is an open question about Recommendations to enhance educational quality and to make programme structure to be more concordant with student ability. Three ideas that the majority of students proposed are:
- The number of elective courses and practical courses should be increased, whereas the amout of theoretical time should be decreased - The sequence of courses should be arranged more properly - Adding soft-skill courses is necessary
Despite the limitation that all respondents are in undergraduates group, the result of this research reflects the feedback of students on their own learning programme. It can be used as evaluation and consultancy for programme managers to enhance the educational quality. Furthermore, this research also has certain contribution to the literature of maritime education studies on the relationship among developed and developing coutries in terms of educational co-operation.
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The 24th International Maritime Lecturers Association Conference 2016
SOME METHODS TO IMPROVE THE MARITIME EDUCATION AND TRAINING QUALITY FOR MARINE ENGINEERING AT VIETNAM MARITIME UNIVERSITY
PhD Researcher, Lecturer. TIEN ANH TRAN
Vietnam Maritime University
484 Lach Tray, Ngo Quyen, Hai Phong, Vietnam
Email: [email protected]
Tel: (84.31) 3735 931/ 3829 109
Fax: (84.31) 3625 175/ 3735 282
Email: [email protected]
ABSTRACT:
Education and Training play an important role in the development of each country especially the following of enhancement tendency in the world. Vietnam is a country that has a priority of the development of sea transport economic with long sea boundary with the countries and South China Sea. Besides that, Vietnam Maritime University is one of the great seafarers training centers with each year has many Vietnam crews responsible and keep a role on super - size vessels sailing over the word. The purpose of maritime education and training is to supply manpower for the shipping industry. Furthermore, it aims to establish the fundamentals of the seafarer’s discipline. From then the Standards of Training and Certification of Watchkeeping (STCW) Convention and its associated Code were adopted by IMO at a Diplomatic Conference in Manila in June 2010, to ensure that the necessary global standards are in place to train and certify seafarers to operate technologically advanced ships. The amendments came into force on 1 January 2012 and are aimed at bringing the Convention and Code up to date with developments since they were initially adopted in 1978 and further revised in 1995, and to enable them to address issues that are anticipated to emerge in the foreseeable future. These The 24th International Maritime Lecturers Association Conference 2016
amendments will be known as “The Manila amendments to the STCW Convention and Code”. It is considered that need to improve and enhance the maritime education and training quality at Vietnam Maritime University with Marine Engineering by giving some methods throughout researching the STCW 2010 and actual situation of seafarer training at Vietnam Maritime University.
Keywords: Maritime education and training, STCW 2010, Marine Engineering
1. INTRODUCTION
International Maritime Organization’s (IMO) international convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW 2010) was ratified by all maritime nations. To date, most countries have been unable to attain the required standards. In this regard, the STCW’s “Terms of Reference” do not permit the IMO to supervise maritime nations or to assess their compliance with the STCW requirements.
Recognizing the importance of establishing detailed mandatory standards of competence and other mandatory provisions necessary to ensure that all seafarers shall be properly educated and trained, adequately experienced, skilled and competent to perform their duties in a manner which provides for the safety of life, property and security at sea and the protection of the marine environment.
Vietnam Maritime University, Faculty of Marine Engineering is a great university of the seafarers training in Vietnam, in recognition of the importance of maritime education and training at present, especially STCW 2010 Manila Amendment was adopted. In this article, the author gives some methods to improve the seafarers’ training at Faculty of Marine Engineering.
2. OVERVIEW OF INTERNATIONAL CONVENTION ON STANDARDS OF TRAINING, CERTIFICATION AND WATCHKEEPING FOR SEAFARER (STCW)
Adoption: 7 July 1978; Entry into force: 28 April 1984; Major revisions in 1995 and 2010. The 24th International Maritime Lecturers Association Conference 2016
The 1978 STCW Convention was the first to establish basic requirements for training, certification and watchkeeping for seafarers on an international level. Previously the standards of training, certification and watchkeeping of officers and ratings were established by individual governments, usually without reference to practices in other countries. As a result standards and procedures varied widely, even though shipping relating to training, certification and watchkeeping for seafarers which countries are obliged to meet or exceed.
The 1995 amendments, adopted by a Conference, represented a major revision of the Convention, in response to a recognized need to bring the Convention up to date and to respond to critics who pointed out the many vague phrases, such as “to the satisfaction of the Administration”, which resulted in different interpretations being made.
The 1995 amendments entered into force on 11 February 1997. One of the major features of the revision was the division of the technical annex into regulations, divided into Chapters as before, and a new STCW code, to which many technical regulations were transferred. Part A of the Code is mandatory while Part B is recommended.
Dividing the regulations up in this way makes administration easier and it also makes the task of revising and updating them more simple: for procedural and legal reasons there is no need to call a full conference to make changes to Codes.
Another major change was the requirement for Parties to the Convention are required to provide detailed information to IMO concerning administration measures taken to ensure compliance with the Convention. This represented the first time that IMO had been called upon to act in relation to compliance and implementation – generally, implementation is down to the flag States, while port State control also acts to ensure compliance. Under Chapter I, regulation I/7 of the revised Convention, Parties are required to provide detailed information to IMO concerning administrative measures taken to ensure compliance with the Convention, education and training courses, certification procedures and other factors relevant to implementation. The information is reviewed by panels of competent persons, nominated by Parties to the The 24th International Maritime Lecturers Association Conference 2016
STCW Convention, who report on their findings to the IMO Secretary – General, who, in turn, reports to the Maritime Safety Committee (MSC) on the Parties which fully comply. The MSC then procedures a list of “confirmed Parties” in compliance with the STCW Convention.
STCW Convention chapters: Chapter I- General provisions; Chapter II- Master and deck department; Chapter III- Engine department; Chapter IV- Radiocommunication and radio personnel; Chapter V- Special training requirements for personnel on certain types of ships; Chapter VI- Emergency, occupational safety, medical care and survival functions; Chapter VII- Alternative certification; Chapter VIII- Watchkeeping.
The STCW Code
The regulations contained in the Convention are supported by sections of the STCW Code. Generally speaking, the Convention contains basic requirements which are then enlarged upon and explained in the Code. Part A of the Code is mandatory. The minimum standards of competence required for seagoing personnel are given in detail in a series of tables. Part B of the Code contains recommended guidance which is intended to help Parties implement the Convention. The measures suggested are not mandatory and the examples given are only intended to illustrate how certain Convention requirements may be complied with. However, the recommendations in general represent an approach that has been harmonized by discussions within IMO and consultation with other international organizations.
The Manila Amendments to the STCW Convention and Code were adopted on 25 June 2010, marking a major revision of the STCW Convention and Code. The 2010 amendments are set to enter into force on 1 January 2012 under the tacit acceptance procedure and are aimed at bringing the Convention and Code up to date with developments since they were initially adopted and to enable them to address issues that are anticipated to emerge in the foreseeable future.
Amongst the amendments adopted, there are a number of important changes to each chapter of the Convention and Code, including: The 24th International Maritime Lecturers Association Conference 2016
- Improved measures to prevent fraudulent practices associated with certificates of competency and strengthen the evaluation process (monitoring of Parties’ compliance with the Convention);
- Revised requirements on hours of work, rest and new requirements for the prevention of drug and alcohol abuse, as well as updated standards relating to medical fitness standards for seafarers;
- New certification requirements for able seafarers;
- New requirements relating to training in modern technology such as electronic charts and information systems (ECDIS);
- New requirements for marine environment awareness training and training in leadership and teamwork;
- New training and certification requirements for electro-technical officers;
- Updating of competence requirements for personnel serving on liquefied gas tankers;
- New requirements for security training, as well as provisions to ensure that seafarers are properly trained to cope if their ship comes under attack by pirates;
- Introduction of modern training methodology including distance learning and web- based learning;
- New training guidance for personnel serving on board ships operating in polar waters;
- New training guidance for personnel operating Dynamic Positioning Systems.
3. EDUCATION AT FACULTY OF MARINE ENGINEERING-VIETNAM MARITIME UNIVERSITY
Faculty of Marine Engineering, formerly known as Maritime Engineering Primary school, was established in the 1st, July, 1956. Following the development history, Faculty of Marine Engineering has a mission to educate specialized engineers to The 24th International Maritime Lecturers Association Conference 2016
provide the high-quality crews for the shipping companies. They have an ability to work on the ships. The faculty is responsible for training the students who have good knowledge, analysis, synthetic and applied methodology to work on the following subjects such as Internal combustion engine and operation, automation, boilers, auxiliary machinery, marine air condition, etc. They graduate to work as engine officer on board domestic and international fleets as well, have capable of proficiency operation and repairing the machineries and equipments, troubleshooting these incidents and break downs.
However, following the fact situation of social and development of shipping transportation industries, a few recent years, it is a declining tendency then leading to the students who want to study or work as the seafarer reduces. The diagram below indicates the students’ quantity of Faculty of Marine Engineering, Vietnam Maritime University in period of time 2006 – 2015.
Figure 1. The students’ quantity in period of time 2006-2015
Due to the economics and social of the country, the shipping transportation industries have a reduction trend leading to the number of students do not want to fellow studying and working as a seafarer. As a result, the maritime training and education need to change in accordance with the economic and social nowadays.
4. SOME METHODS TO IMPROVE THE MARITIME EDUCATION AND TRAINING
4.1. Studying and applying STCW 2010 to Lectures and Students The 24th International Maritime Lecturers Association Conference 2016
This guide relates to the 2010 STCW Manila Amendments to the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978. This information is specially about new training requirements for all seafarers.
STCW 2010 Convention Amendments need to introduce and guide these main keys to all Students and Lecturers at two faculties of Navigation and Marine Engineering, Vietnam Maritime University. These are the main contents of STCW 2010 need to pay attention:
Firstly, the milestones of STCW 2010 Convention following the years
1978 – STCW Convention
1995 – Amendments to the 1978 Convention – 1978 STCW Convention and Code, as amended (STCW 95)
2006 – Proposal for the comprehensive review of the STCW Convention and Code
2010 – The Manila Amendments
2011 – Acceptance of Manila Amendments
2012 – Entry into force of Manila Amendments
Secondly, the main contents were given out to seafarers when STCW 2010 Amendments Convention.
- Certificates of Competency and endorsements to be issued only by Administration – thereby reducing the possibility of fraudulent practices associated with issue of certificates of competency;
- Common medical standards for seafarers – hence seafarers from one country can serve on board ships of another country without undergoing another medical examination;
- Revalidation requirements rationalized for the benefit of the seafarer; The 24th International Maritime Lecturers Association Conference 2016
- Training in modern technology introduced i.e. ECDIS (An electronic chart display and information system) for deck officers.
- Engineer training updated to include emerging and modern engineering concepts;
- Training and certification requirements for electro-technical officer introduced;
- Training and certification requirements for Able seafarers deck and engine included in the Convention. Thereby having all training requirements set out in one international instrument;
- Leadership and teamwork training for all seafarers;
- Competency standards for personnel serving on board different types of tankers introduced;
- Training guidance for personnel serving on board ships operating in polar waters;
- Training guidance for personnel operating Dynamic Positioning Systems;
- Safety and security training requirements separated to avoid confusion;
- Training guidance for seafarers relating to action be taken when sailing in piracy infested waters;
- Introduction of modern training methodology i.e. distance learning and web-based learning;
- Hours of rest harmonized with the requirements of MLC 2006 with a view to reducing fatigue;
- Requirements introduced to avoid alcohol and substance abuse.
4.2. Reducing the theoretical methodology, increasing the practical skills
Maritime training plays an important role in shipping industries. Vietnam Maritime University is a high-quality training place in Vietnam regarding training the seafarers (Navigation and Marine Engineering). The main previous educational methodology at The 24th International Maritime Lecturers Association Conference 2016
here depended on training and education model in Russia. This means a number of the methodology knowledge is more than the practical experiences.
As you know, the seafarer’s skill is practical skill associating with the steady theory. So, Faculty of Marine Engineering with the experienced Lecturers provide both above two skills. In particular, the students are provided with theoretical lessons by mean of the majors besides practical training. Because, Practical training – is defined as an integrative hands on learning experience in a supervised setting aimed at the professional preparation and training of a student. Students should be exposed to various areas of the organization in which they work. Practical training provides learning opportunities related to all parts of the curriculum.
The students always work with the support and appropriate help from the field instructor. However, the student is engaged in carrying out a particular activity, so the responsibility is the students.
The overall goal of the practical training is to get the experience, to deepen professional education. In aim with bringing the theory to the fact situation, to help the students understand more clearly.
- To gain additional insight into the realistic work situations;
- To apply knowledge and skill in practice;
- To integrate classroom experience with work experience;
- To increase the student’s professional self – awareness;
- To gain practical work experience;
- To complement the knowledge and skills learned in classes;
- To assist/ carry out real tasks and duties;
- Provide career guidance to the students;
- To get the feedback from the field to class. The 24th International Maritime Lecturers Association Conference 2016
4.3. Innovation of textbooks and lectures
A textbook has been defined as an instrument of instruction that facilitates the teaching-learning process. It is written on the basis of a prescribed syllabus in which the major ideals of the subject mater are selected and summarized judiciously. They are organized logically according to the mental makeup and psychological requirements of the students so as to facilitate teaching; sometimes a textbook is called “ The teacher in print”.
Anyway, textbook in the University is very important for the study and teaching due to various reasons:
To help the lecturers - The textbook provides useful guidelines along which the lecturer can plan his day–to–day teaching; it serves as a reference book while actually teaching in the classroom; provides suggestions for some assignment; suggests activities to be taken up in the classroom and outside.
To help the students - For the students textbook is the most accessible guide, a dependable reference book and an all-time companion. The students make use of the textbook to prepare themselves in advance for learning in the classroom; refers to it during the course of learning in the classroom; revises and reinforces the class room learnings; does assignment at home; prepares for the examination; read for pleasure; and seeks guidance and references for further studies.
However, following the fact situation at Vietnam Maritime University, Faculty of Marine Engineering, almost of marine engineering subjects have been rewritten and amended in according to the education and training depending on STCW 2010. In particular, the diesel engine, auxiliary machinery, marine boiler, diesel engine automation control, etc. Especially, the rewriting of lectures and textbooks also remain the basic theoretical knowledge and supply the experimental to help the students more understandably.
4.4. Changing of the final examination assessment The 24th International Maritime Lecturers Association Conference 2016
The classroom assessment and evaluation are highly concerned with qualitative judgments that are used to improve students’ knowledge and learning. Assessment and evaluation also give teachers useful information about how to improve their teaching methods.
In the classroom assessment, since teachers themselves develop, administer and analyze the questions, they are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress.
Student’s assessment is a process that includes four basic components:
- Measuring improvement over time;
- Motivating students to study;
- Evaluating the teaching methods;
- Ranking the students’ capabilities in relation to the whole group evaluation.
The purpose of this method is to give the students the opportunity to show what they have learned rather than catching them out or to show what they have not learned.
However, depending on the student’s quality of seafarers training at Faculty of Marine Engineering declining. So the University has been changing of student’s subject final assessment.
In particular, the previous assessment depended on the theoretical and practical hours or seminars. However, the general assessment for all subjects following the formula:
Z= 0,5.X +0,5.Y (1)
In where: X is the assessment mark on class by Lecturers
Y is the assessment mark that students participate the final examination The 24th International Maritime Lecturers Association Conference 2016
Through the above formula, the student assessment is not only depending on the final mark of the subject complement but also including on the studying process and attitude of students in class. It is evaluated by the subject charging lecturer.
4.5. Enforcement of knowledge upgrading for Lecturers
The imperative in recent years about improving student outcomes is also about improving the quality of the lecturer workforce. In recent years, the recruiting and selecting quality lecturers have been improving. The conditions are given out for lecturers at Vietnam Maritime University, they must have an excellent bachelor degree and proficiency English skills IELTS 6.0+ (International English Language Testing System).
On the other hand, the lecturers at Faculty of Marine Engineering need to have an experiment knowledge through they sometimes work as seafarers on ship of the shipping transportation companies.
5. CONCLUSION
The maritime education and training play an important role in the shipping transportation industries, especially the international convention on standards of training, certification and watchkeeping for seafarers (STCW 2010) has been adopted by IMO. In this reason, this article is indicated some significant methods applying at Faculty of Marine Engineering, Vietnam Maritime University in aim with improving the seafarer’s quality following the STCW Amendment.
ACKNOWLEDGEMENT: The author acknowledges the support given by Faculty of Marine Engineering, Vietnam Maritime University to complete this article.
REFERENCES
[1]. IMO, “The Manila Amendments to the Annex to the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978”, Part I, II, STCW/CONF. 2/33; The 24th International Maritime Lecturers Association Conference 2016
[2]. Capt. Ergun DEMIREL, Capt. Romesh MEHTA, “Developing an effective maritime education and training system-TUDEV experiment”, IMLA Conference, ACCRA-GHANA, 07-10 September 2009;
[3]. Sylvia CHONG, Horn Mun CHEAH, “A values, skills and knowledge framework for initial teacher preparation programmes”, Australian Journal of Teacher Education, Volume 34| Issue 3;
[4]. Captain. Mohye El Din EI Ashmawy, “Maritime Education as the Development Locomotive of Maritime Transport and the Aspired Role of Maritime Academies”, The 12th Annual General Assembly of IAMU.
AUTHOR BIOGRAPHY:
TIEN ANH TRAN, born in 1987, PhD researcher, Lecturer at Faculty of Marine Engineering, Vietnam Maritime University, Hai phong. Currently, following the PhD programme at Wuhan University of Technology, P.R. China, Got Bachelor degree in 2011 and Master degree in 2014 at Vietnam Maritime University. A NEEDS-BASED INSTRUCTIONAL MATERIAL (IM) FOR QUALITY STANDARD
Esmero,D.R.P. Maritime English Instructor, Palompon Institute of Technology, [email protected] Esmero,L.G. Assistant Professor 2, Palompon Institute of Technology, [email protected]
Abstract In view of the dearth of instructional materials for Maritime English in the Philippines, this study was conducted to develop a needs-based instructional material to improve learning and instruction in English 1 for the Filipino maritime students of Palompon Institute of Technology (PIT), Palompon, Leyte, Philippines to achieve international quality standards on maritime training. The study utilized the descriptive method of research, in which the necessary information, which served as inputs to the material, were collected through surveys and documentary analysis. The findings were as follows: 1) The students need English mainly for academic purposes; 2) The material to be developed must comply with IMO and CHED requirements in terms of content; 3) The objectives and content of the existing syllabus must be revised, based on which the material must have both a maritime and linguistic content along with tasks that provide students with opportunities for authentic language use; 4) The material got high ratings in all the evaluation criteria; 5) To further improve the material, grammatical errors were corrected, its content was enriched, and its appearance enhanced. Since the material was found to be based on the learners’ language needs, compliant with IMO and CHED requirements, and had gone through pilot testing, evaluation and revision, it was concluded that it was ready to be used.
Keywords: Maritime English, Needs – Based, Descriptive Method, Philippines
Introduction
The insufficiency of materials in Maritime English is strongly felt in the Philippines, one of the world’s top suppliers of seafarers. In a study conducted among the MET institutions in
Region III, Capellan [1] found out that there is no common textbook for Maritime English.
According to her, the STCW '95, which is published by the IMO, is the standard reference material provided by the IMO and the Commission on Higher Education (CHED). Other instructional materials that are used are teacher-made handouts from newspaper, magazine and journal articles related to the subject. Furthermore, the respondents of the study mentioned several titles of textbooks and references but almost all of them claimed that their respective institutions “lacked the necessary library resources and instructional materials that are needed in the subject.” Capellan [1] pointed out that some local authors have tried to write books about Maritime English but a lot of them are compilers and arrangers of texts only.
The lack of textbooks, references and other materials in Maritime English specifically in
PIT and its adverse effects on the communicative competence of the students prompted the researcher to consider developing her own teaching material that will provide her maritime students with appropriate and substantial learning experiences according to STCW requirements. According to Syatriana et al. [2] designing effective instructional materials is one way of improving the quality of educational opportunities. In addition, Howard and
Major [3] believed that teacher-produced materials can be advantageous over commercially available materials in the following respects: 1) they enable teachers to take into account their particular environment and overcome the lack of “fit” between the textbook and the teaching context, 2) they are responsive to the students’ individual needs and encompasses their first languages, cultures and experiences, 3) teachers can add a personal touch to teaching that students appreciate, thus increasing their motivation and engagement in learning, and 4) the materials can respond to local and international events with up-to-date, relevant and high-interest topics and tasks. It is for these reasons that an instructional material in English 1 for Filipino maritime students was developed.
This study aimed to develop an instructional material to improve learning and instruction in
English 1 for Filipino maritime students of PIT, Palompon, Leyte, Philippines. Specifically, it sought answers to the following questions:
1. What are the language needs of maritime students that the material must address? 2. What requirements of IMO Model Course 3.17 and CMO must the material comply with? 2
3. What corresponding changes in the existing English 1 syllabus must be made on the basis of the identified learners’ needs and the IMO and CHED requirements? 4. What specific content and tasks must the material contain to meet the learning objectives? 5. What are the results of the evaluation of the material by the students and instructors? 6. On the basis of the evaluation, what revisions need to be made on the developed material?
Methodology
The study utilized the descriptive method of research. The needs analysis survey questionnaire was adapted from Gonzalez et al. [4] to identify the language needs of the learners. The evaluation questionnaire, taken from the study of Navarro et al. [5] and the survey questionnaire of Clarion (2011), Liwagon (2012), Aguilar (2013), and modified by
Melendez et al. [6], was utilized in this study to assess the various aspects of the completed instructional material. This study was conducted to the freshman students SY 2015-2016 of the College of Maritime Education of PIT, Palompon, Leyte, in which two degree programs are offered, namely: Bachelor of Science in Marine Transportation (BSMT) and Bachelor of
Science in Marine Engineering (BSMarE). Slovin’s formula was used in determining the appropriate sample size, with 90% level of confidence. With 72 students constituting the sample, stratified random sampling with equal allocation was conducted in order for this sample to be well balanced across the six classes of maritime freshmen. Out of this number,
21 BSMT students (seven from each class) and 18 BSMarE students (six from each class), for a total of 39, were randomly chosen to participate in the pilot testing and evaluation of the material. In addition, ten (10) PIT instructors teaching English 1 in the maritime and other programs served as evaluators of the material.
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Results and Discussion
The Learners’ Language Needs
The respondents revealed the following language needs: 1) using English for academic purposes, such as listening to the teachers’ lectures, discussions in class, etc., 2) using
English for interpersonal communication with people of other nationalities, 3) understanding native speakers of English, 4) developing their oral communication skills, 5) developing their reading comprehension skills and becoming independent readers, 6) improving their writing skills, 7) improving their grammatical ability, and 7) landing a good job after graduation through a good command of English. These needs must be taken into consideration in the development of the instructional material.
Requirements of IMO Model Course 3.17 and CMO
In addition to meeting the learners’ language needs, the material must also comply with the requirements of IMO Model Course 3.17 and the CHED Memorandum Order on the content of Maritime English.
IMO Model Course 3.17. Among the requirements of IMO Model Course 3.17 is that trainees must enter the course at a point which suits their level of English. To determine the appropriate entry level for the intended users of the material, this study considered the
English language proficiency levels provided by IMO [7] were considered: Beginner , False
Beginner, Elementary, Lower Intermediate, Intermediate, Upper intermediate , Advanced.
After having taught Maritime English for many years, the researcher believes that PIT’s maritime students in general possess an elementary level of proficiency in English upon entry into the program. This personal assessment is corroborated by the results of the 4
English proficiency test, a component of the college admission test, which all applicants to the PIT maritime program are required to take to qualify for enrolment. Thus, Core Section
1 of the IMO Maritime English model course, which provides a guide for instructors responsible for teaching English at elementary to lower intermediate language levels, was deemed appropriate for them.
Considering the content of Core Section 1, the material must integrate the elements of grammar, vocabulary and pronunciation with practice of the four language communication skills of listening, speaking, reading and writing, while its maritime content must include generalized maritime topics, most of which are relevant to all students.
CHED Memorandum Order (CMO). Appended to CHED Memorandum Order (CMO)
No. 59 s. 1996 is the syllabus for English 1 (Study and Thinking Skills in English), which shows that the focus of the course is on the development of reading and writing skills. The teaching of these skills is intended primarily to help the students meet the demands of their academic work in English and, by implication, apply these skills, whenever necessary, in their future workplace. The reading skills are as follows: 1) scanning and skimming, 2) reading for comprehension, 3) reading for information/details, 4) using context clues, 5) inferencing and drawing conclusions, 6) organizing information into an outline, 7) summarizing and paraphrasing, and 8) reading and interpreting non-prose forms. In addition, English 1 students have to learn to write paragraphs developed through the following rhetorical techniques: 1) description and narration, 2) definition and classification,
3) comparison and contrast, 4) cause and effect, and incorporate these techniques in the writing of a long essay.
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Inasmuch as the material to be developed is for maritime students taking English 1, it must cover the learning items specified in the CHED syllabus.
Changes in the Existing Syllabus
Since the syllabus serves as the blueprint for the development of the instructional material, certain aspects of the existing syllabus had to be revised in order for the material to address the language needs of the learners and the requirements of IMO and CHED on the content of Maritime English.
Objectives. As borne out by the results of the survey, the most urgent needs of the learners for the use of English are both academic and personal and can be summarized as follows: 1) using English for academic purposes, such as listening to the teachers’ lectures, discussions in class, etc., 2) using English for interpersonal communication with people of other nationalities, 3) understanding native speakers of English, 4) developing their oral communication skills, 5) developing their reading comprehension skills and becoming independent readers, 6) improving their writing skills, 6) improving their grammatical ability, and 7) landing a good job after graduation through a good command of English.
Since the objectives in the existing syllabus are not attuned to the learners’ academic needs, the said objectives need to be modified.
In the following table, the original objectives and the modified objectives are presented, alongside the needs of the learners that each objective is intended to address.
Table 1. Original objectives vis a vis the modified objectives
Original Objectives Learners’ Modified Objectives/Learning Outcomes (2) Learners’ (1) Needs Needs Addressed Addressed by (1) by (2) 6
General General 1. Develop trainees’ ability to use General 1. Utilize effective language and thinking skills and language Academic English in the basic language learning strategies necessary for academic studies. level. 2. Use English in the basic language level. General 2. To learn basic maritime English as Occupational 3. Communicate in basic maritime English as recommended in Occupational recommended in the English language guidelines of Part B – the English language guidelines of Part B – VI/1 of the STCW VI/1 of the STCW 1995 Code. 1995 Code. Specific Specific 1. Explain the meaning of oral and written materials ranging Academic 1. Ask for and give personal data Personal from general interest to discipline specific with emphasis on 2. Describe crew roles and Occupational inferential and critical reading; 2. Organize information efficiently in the form of outlines, routines Academic 3. Name types of vessels; describe charts, etc. both for the materials read and materials to be Occupational parts of a vessel; written; Occupational 4. Describe the location and 3. Illustrate information using orderly strategies i.e purpose of safety equipment; Academic chronological, logical, spatial, etc. 5. Discuss navigational routes and Occupational 4. Summarize and paraphrase materials read; geographic locations; Academic 5. Interpret and construct non-prose texts; understand standard helm Academic 6. Write unified and coherent paragraphs/essays using orders Academic 6. Name positions on board; ask different rhetorical devices; Occupational for and give directions on board and ashore; Maritime English 7. Express personal likes and Personal 1. Ask for and give personal information; identify Personal; dislikes; discuss leisure time on nationalities; Occupational board 2. Describe crew roles and routines; practice ordinal Occupational numbers; tell the time; talking about daily routines; 3. Identify places on board; name types of vessels; describe Occupational parts of a vessel; 4. Describe the location of safety equipment; distinguish Occupational safety commands; identify safety equipment; 5. Discuss navigational routes; describe geographical Occupational locations; practice large numbers; give approximate distances; identify direction; 6. Express agreement and understanding; name positions on Personal; board; ask for and give directions on board and ashore; Occupational 7. Express personal likes and dislikes; discuss leisure time on Personal board; describe the frequency of daily activities
Content. The modification of the objectives required corresponding changes in the content of the existing syllabus. In order to meet the objectives on the use of English for the learners’ academic needs, the content of the CHED English 1 syllabus, which essentially covers the development of reading and writing skills, was incorporated with the reading and writing content of the existing syllabus. The seven lessons in the existing syllabus were compressed into four. The integration of the lessons was necessary in order to cover all language functions specified in Core 1 in the 54 lecture hours allotted for English 1 in a semester and to facilitate the integration of the various rhetorical devices specified in the
CMO. Lesson 1 simulates the first day of a seafarer on board by asking for and giving personal data and getting to know the organization on board by describing crew roles and 7
routines. Lesson 2 orients the would-be seafarer to the types of vessels, the parts of a vessel and the location and purpose of safety equipment. Lesson 3 familiarizes him/her with navigational routes and geographic locations to enable him/her to understand standard helm orders and name positions on board, and at the same time ask for and give directions on board and ashore. Lesson 4 provides the future seafarer with contexts or situations to express his/her personal likes and dislikes and discuss leisure time on board. The merging of the lessons also necessitated modifications in the thematic content of each lesson.
These changes were integrated with the IMO-mandated linguistic and maritime content to develop a revised English 1 syllabus that is geared toward addressing the learners’ communicative needs both as students and future seafarers.
The sequencing or arrangement of the content in the revised syllabus is basically similar to that of the existing syllabus, which is according to their degree of importance in meeting the students’ academic, personal and occupational communication needs. The language functions constituting the maritime content, for instance, were arranged on the basis of their need to express their intentions, first, as new members of the crew familiarizing themselves with their new job and work environment (asking for and giving personal information, identifying nationalities, etc.), and later, when they are well settled in their jobs, as social beings with the need to foster social relationships and with fellow workers on board
(expressing likes and dislikes and discussing leisure time).
In the same manner, the components of the linguistic content were arranged according to their order in the existing syllabus, as follows: 1) grammar, 2) vocabulary, 3) phonology, 4) listening, 5) speaking, 6) reading, and 7) writing. This sequence is solely based on the outline provided in the Model Course.
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The following table illustrates how the requirements of STCW ‘95 and CHED are all integrated in the revised needs-based English 1 syllabus, as the basis for the development of an instructional material that meets the learners’ actual needs for learning the language.
Table 2. Integrating the IMO and CHED requirements in the revised syllabus
LESSON THEMATIC LANGUAGE FUNCTIONS LANGUAGE FORMS READING WRITING CONTENT (based on IMO) (based on IMO) (based on CHED) (based on CHED) I The Asking for and giving Grammar: Present simple, pronouns, Reading for Developing Seafarer personal information; present simple question and comprehension; paragraph by and His Job identifying nationalities; negative form; third person singular, reading for description describing crew prepositions of time information/detail
positions; practicing Vocabulary: Adjectives of nationality; s, scanning and ordinal numbers; telling basic verbs of routines, numerical skimming, context time, talking about daily information; International Maritime clues, reading and routines Alphabet interpreting non- Phonology: question intonation; prose form Ordinal numbers
II The Vessel: Naming types of vessels, Grammar: there is/are, articles; Reading for Developing Its describing parts of a prepositions of place; possessives, comprehension; paragraphs by Locations vessel, Identifying and Prepositions of place, noun modifiers scanning and definition, and Safety describing places on Vocabulary: types of vessels; parts of skimming, context classification,
Regulations board, identifying safety a vessel, safety equipment clues, organizing and cause and equipment, Phonology: word stress, rising information into effect distinguishing safety intonation -wh question an outline commands, describing locations of safety equipment
III Finding Describing geographic Grammar: Prepositional phrases of Scanning and Developing Your Way location, giving geographic location, prepositions that skimming, context paragraph by around the approximate distances, describe distance, introduction to the clues, Organizing comparison Vessel and identifying imperative form, question information into and contrast.
Ashore direction/places on forms/phrases that identify location an outline board, asking for and commands, large numbers, giving direction sequencing adverbs Vocabulary: geographical reference word/compass points; longitude and latitude; distances; on land and at sea; positions on board/ vessel
directions; places around town Phonology: Large numbers
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IV Leisure Expressing likes and Grammar: Gerunds; adverbs of Reading and Writing an Time on dislikes, describing degree/ frequency interpreting non- essay Board leisure activities, prose forms, describing the frequency Vocabulary: Adjectives of like and summarizing and of daily activities dislike/ adjectives of opinion leisure paraphrasing, activities inferencing and drawing Phonology: sentence stress to conclusions emphasize degrees of preference
Specific Content and Tasks
In order for the learning objectives of each lesson to be attained, both the content of the material and the communicative activities or tasks it provides must be relevant.
Content. As presented in the preceding section, the maritime content, which is expressed in terms of language functions situated in a maritime context, was largely based on Core 1 of
IMO MC 3.17 and adapted to the learners’ needs for the use of maritime English on board.
The linguistic content, which comprises the structural elements of grammar, vocabulary and phonology, as well as the skills of reading, writing, speaking and listening, was also mainly derived from Core 1 of IMO MC 3.17, with the integrated parts from the CHED syllabus.
The grammatical structures to be taught in each lesson were determined in terms of a given language function, which provides a meaningful context for these structures and thus facilitate the learning of the target language and using it for the intended purpose.
Vocabulary is basically specialized maritime vocabulary derived from the English model course and from authentic reading texts, and phonology or pronunciation items are given to ensure that the seafarer’s spoken English is comprehensible to the members of a ship’s multinational crew.
The following table presents the specific content for grammar, vocabulary, and phonology and how they correspond to the language functions and learning objectives of each lesson presented in the previous table. The skills of listening, speaking, reading and writing are linked together in the lesson, as they usually occur in the real world, as shown in Table 3.
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Table 3. Content of grammar, vocabulary, phonology, listening, speaking, reading and writing lessons
Less Grammar Vocabulary Phonology Listening Speaking Reading Writing ons I Present simple, Adjectives of Question Recognize key Personal Reading for Writing a Pronouns, Present nationality, basic intonation, questions, information details/ paragraph by simple question and verbs of routine, ordinal distinguish exchange, information: description negative form, numerical numbers words/phrases, discussion of Relevance of Third person information, ship’s call signs daily routines STCW 1995 singular, International English Prepositions of time Maritime requirements Alphabet to seafarers; Functions and Responsibilities of Ship Officers and Crew II There is/are, Types of vessels; Word stress, Identification of Information Reading for Writing Articles; Parts of a vessel, Rising Places; Exchange about comprehension paragraphs by Prepositions of Safety intonation - Discriminating Places on , for Definition, place; Possessives, equipment wh question Between board; information Classification Prepositions of Words; Checking the /details:Descrip and Cause - place Identifying location of tion about effect location of equipment on Places on relationship equipment on board Board; Coping board with Emergencies on Board
III Prepositional Geographical Large Identifying Information Interpreting Writing phrases of reference numbers places and exchange about non-prose paragraph by geographic location, word/compass numbers on a geographic graphic comparison prepositions that points; longitude nautical chart location/ about materials; and contrast describe distance, and latitude; native towns Transfer of introduction to the distances; on and numerical imperative form, land and at sea; direction information; question positions on Detailed forms/phrases that board/ vessel directions identify location directions; places commands, large around town numbers, sequencing adverbs
IV Gerunds; adverbs Adjectives of like Sentence Appreciating Information Interpretation Writing an of and dislike/ stress to films: a leisure exchange about of chart Essay degree/frequency, adjectives of emphasize time activity leisure information/no Context clues opinion leisure degrees of activities, n-prose activities preference Frequency of materials, daily activities Reading an essay, Inferencing and drawing, conclusions , Summarizing and paraphrasing an essay
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Tasks. Table 4 presents the specific tasks for grammar, vocabulary, phonology, listening, speaking, reading and writing according to the objectives and underpinning functions of each lesson.
Table 4. Tasks for grammar, vocabulary, phonology, listening, speaking, reading and writing
Less Objectives Functions Grammar, Vocabulary, Phonology Listening, Speaking, Reading, Writing ons I Ask for and give Asking for and giving Grammar: Using dialogues, using Listening: Guessing the situation, listen and personal information personal information; listening texts, interview, using complete, put in sequence Identify nationalities Identifying visuals, personalization, eliciting Speaking: Back chaining drills, guided Describe crew roles and nationalities; the form, group work, dialogue, interview routines Describing crew information gap Reading: Understanding text purpose, table positions; Practicing Vocabulary: Contextualization, completion, data interpretation ordinal numbers gap-fill exercises Writing: Guided writing
Phonology: Modelling sounds, tracing pitch and intonation
II Name types of vessels Naming types of Grammar: Using visuals, drilling, Listening: Brainstorming ideas, identifying Describe parts of a vessels, describing using reading texts, writing the the purpose of the conversation, listen and vessel parts of a vessel, form, semi- controlled writing complete Describe the location Identifying and Vocabulary: Contextualization, Speaking: Using reading text, free role and purpose of safety describing places on visual representation, play/simulation, theater accent/group work Equipment board; Identifying Phonology: Literal Reading: Understanding text purpose, text safety equipment; dictation/modelling sounds, transfer Distinguishing safety picture prompts Writing: Guided writing commands; Describing locations of safety equipment
III Discuss navigational Describing geographic Grammar: Using reading texts, Listening: Listen and follow, listen for routes and geographic location; giving using visuals, concept checking, comprehension locations approximate personalization, using Dialogues Speaking: Listen and follow Name positions on distances; Identifying Vocabulary: Labeling visuals, Reading: Understanding text purpose Board direction, Expressing multiple choice gap-fills, visual Writing: Guided writing Ask for and give agreement and representation directions on board and understanding; asking Phonology: Literal dictation, ashore for and giving counting sounds directions; finding your way around the vessel and in town
IV Expressing likes and Grammar: Time lines, visual Listening: Listen for comprehension dislikes, describing representation, circle Speaking: Group work, information leisure activities, games/group work, gap-fill exchange, group questionnaires describing the exercises, using writing texts, Reading: Text transfer, understanding text frequency of daily matching tasks organization, context clues, , summarizing, activities Vocabulary: Visual paraphrasing, drawing conclusions representation, guessing meaning Writing: Students’ diaries, guided writing from context, gap-fill exercises Phonology: Mini dialogues Evaluation of the Material
The select group of maritime students and English instructors evaluated the material in accordance with the following criteria: Relevance of content. Both maritime students and instructors strongly agreed that the content of the material is relevant to the course. All the indicators were given high ratings, although their rankings vary: (1) The topics presented 12
are relevant to the course. (2 ) Exercises and activities for students are all maritime based.
(3) Examples for each topic are realistic. (4) The material uses variety of techniques such as
small group discussions and pair work construction, etc. to make concepts clear. (5) The
content of the material is accurate in relation to the course description and objectives of the
course. Structure and organization. The respondents found the material well structured
and well organized based on the following indicators: (1.) The arrangement of each topic is
organized and clearly presented. (2) The text used is readable with enough space for
exercises and to create notes for the students. (3) Contents are clearly organized into units or
chapters. (4) There is no redundancy on the topics and exercises on each chapter. Strategies
and presentation. Both groups of respondents strongly agree that the material has “clear
instructions for exercises that will make them understand clearly and the strategies and presentation are commendable. Clarity, appropriateness and relevance of the activities.
The instructors strongly agreed that the activities provided in the material have clarity as
evidenced in its clear and standard size print, its organization and sequence, the usage of
clear and simple language appropriate to the students’ proficiency level and the instructions
are comprehensible and clearly written. On the whole, the instructors were in strong
agreement that the activities in the material are appropriate because it can enhance the
students’ communication skills and lead the students to attain the objectives. They found the
activities in the material to be relevant in teaching Study and Thinking Skills in English, to
real-life situations, and to the instructional objectives. The activities contained suitable and appropriate tasks in the teaching of Study and Thinking Skills in English. These findings imply that the material is a good learning resource for both the students and their instructors and must be utilized in the classroom to enhance learning.
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Revisions on the Material
The maritime students and language instructors who evaluated the material gave it high ratings, particularly in the relevance of its content, its structure and organization, strategies and presentation, as well as in the clarity, appropriateness and relevance of its activities.
Nevertheless, they did not close their minds to the fact that the material could still be improved and raised to a higher level if it were to really answer the needs of the Institute’s maritime students.
Conclusion
Based on the findings of the study, the newly developed instructional material in English 1 for maritime students is needs-based and meets the requirements of IMO and CHED in terms of content. Being grounded on communicative methodology, it provides the learners with communicative activities or tasks that are meaningful and provide opportunities for authentic language use. Moreover, it has gone through pilot testing and evaluation by students and teachers, who gave it high ratings in terms of the relevance, structure and organization, and strategies and presentation, in addition to the fact that the instructors found its activities to be clear, appropriate and relevant. It can therefore be concluded that the material is now ready for utilization to help improve learning and instruction in English
1 for Filipino maritime students, particularly in the absence of textbooks in maritime
English.
Recommendations
1. The use of the instructional material be prescribed in all English 1 classes in the maritime program, with the instructors guided by the newly designed syllabus. The
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Institute can facilitate the reproduction of copies through its Instructional Media Office (IMO). 2. To improve its quality and relevance, the instructional material be subjected to further evaluation by instructors and students after it has been utilized for one or two semesters. Another evaluation instrument, which looks into how effective and efficient it is and how far it meets the objectives of the course and promote better learning may be used. 3. The other instructors teaching English 1 in the maritime program be oriented on the proper way to use the material in their classes. 4. A similar material be designed and developed for English 1 classes in the non-maritime programs to remedy the textbook problem and for the other students to benefit from it as a tool for learning. 5. Further research be made on the use of the material, such as an experimental study on the effect of the material on the achievement of the students in English 1.
References [1] Capellan E., “The library resources for maritime English in selected maritime academies of region III in the Philippines”, Proceedings of “IMLA – IMEC Conference 16”, Manila, (2004), pp. 182-191 . [2] Syatriana, E., Husain, D. and Jabu, B., “A model of creating instructional materials based on the school curriculum for Indonesian secondary schools”, Journal of Education and Practice, Vol. 4, No. 20, (2013). [3] Howard, J. and Major, J., “Materials Development in Language Training: Online Course of Military English.”, Proceedings of “11th European Conference on E-Learning”, (2012) [4] Gonzales, Bro. A, FSC. and Romero, M.C., “Managing language and literature programs in the Philippine setting.”, Phoenix Press Inc., (1991). [5] Navarro, J. D., Garbin, Z. Z., Agera, E. M., & Garcia, O. B., “Maritime student’s English proficiency and their feedback on instructional materials”, Asia Pacific Journal of Maritime Education, Vol. 1, No. 1, (2015), pp 63-81. [6] Melendez, E. C., Rolyverl, S. & Zarate, M., “An Instructional Material in Teaching Writing in the Discipline for the College of Arts and Sciences, Ateneo de Manila University”, Proceedings of “11th Asia TEFL International Conference”, Philippines, (2013), 246-247. [7] International Maritime Organization (IMO). (2000). Model course 3.17. London.
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