MARITIME TRANSPORT VIIEditors:

Francesc Xavier Martínez de Osés Marcel·la Castells i Sanabra

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Departament de Ciència i Enginyeria Nàutiques

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DEVELOPMENT OF MODERN AND HARMONIZED TRAINING OF SEAFARERS

Tanja Brcko, Marko Perkovic University of Ljubljana, Faculty of Maritime Studies and Transport tanja.brcko@fpp.uni-lj.si

Abstract

Modernization and harmonization of the maritime education and training (MET) curriculums with the STCW Convention and Manila amendments 2010 is a challenge for maritime educational institutes around the globe. One of the working packages of the EU project Tempus MArED (Modernizing and Harmonizing Maritime Education in Montenegro and Albania) is the development of new curricula and syllabuses for IMO Model Courses in Montenegro and Albania, together with EU partners from MET institutes in Slovenia, Spain, Croatia and Romania. A particularly important part of the educational process is the role of the bridge simulator, which achieves its purpose only with a certified trainer able to prepare adequate tasks and apply the simulator to training. This paper highlights STCW requirements which must be achieved by trainers on ship simulators, analyses which courses are most common among EU partners and why, what the market requirements are for training seafarers and how reformed institutions compete with other training centers in the Adriatic Sea area, all with the addition of an introductory that includes a bit of a cautionary note for today’s educators.

Key words: Maritime education, training, Tempus MArED, IMO Model courses, STCW Convention

Acknowledgements: This paper highlights Tempus MArED project, funded by the European Commission through TEMPUS project (544257-TEMPUS-1-2013-1-ME-TEMPUS-JPCR).

INTRODUCTION

The first figure shows the curriculum of the Adriatic maritime school of Dubrovnik for the academic year 1852/53. A lot stands out, depending of course on which pair of eyes set upon it. For instance, one may note that three hours of week of practical seamanship is taught in the first year and none in the second. Perhaps that is because the mid - 19th century was during a transition period from a time when most seafarers began their careers onboard ship. Also note that navigation, which presumably comes under nautical science, merits the same number of hours, but in the second year – probably in the hope that the knowledge will not be forgotten in so short a time. Paradoxically, today, despite the extraordinary advances in navigational techniques, far more time is spent studying the topic. And of course vessels are far more complicated machines now than they were then, far more advanced in virtually every way – yet the study of safety, what is called the creation of a safety culture, is now considered necessary, as is the study of environmental issues. Our students are now going to sea with a great deal more on their minds than ever, and it is perhaps worth giving some thought to why it has

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become standard to attempt to instill in our students teamworking abilities and managerial skills yet those whom they work for are struggling with such an elemental human task as engaging harmoniously with the environment. The percipient student perhaps wonders where the limits to team work are, why preventable accidents, incidents, cases of pollution, are not prevented, that the lunatic independence of profit prevents the seafarer from being on the same team as the ship owner.

Figure 1 - Curriculum of the Adriatic maritime school

For some, perhaps the sailors, more significant is the question whether the seafarer of today is better off than the seafarer of yesterday. They study a great deal more, so we must hope it is worth their while. Yet are they better off today, are they as well off as they ought to be? Unfortunately, our honorable profession 'is the second deadliest job on the planet after fishing, according to a recent article in The Telegraph of London, which went on to state the following:

'... today’s man of the sea is also probably poor, probably exploited, and living a life that contains, at the least, chronic fatigue and overwork; boredom, pirates and danger. Suicide rates of seafarers are triple those of land-based occupations and carrying sea cargo is the second deadliest job on the planet after fishing.' [11]

Add to that the chronic (and historical) stresses of lengthy stretches of time at sea, away from home, and such absurd abuses of going unpaid, which is far more common than most of us realize, it is safe to say that along with our well-planned curriculum we owe an extensive overhaul of the conditions of workers at sea, lest we remain responsible for aiding and abetting the hardships of the world's seafarers.

All work that goes into creating curricula, harmonization of maritime institutional training, all work on the bridge simulator, should be informed by the day to day circumstances of the seafarers; those of us in course design, teaching, and research must never allow ourselves to become detached from the circumstances in which our students will find themselves one day. This is perhaps a dramatic introduction to a benign topic,

Source: Basic D. [1]

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but much of our work is already towards increasing safety – all problems in the maritime profession are our subjects and deserve our attention.

Moving on to the main topic – while keeping in mind our introduction - the European Union (EU) with its projects promotes economic growth of its member countries and the strategy of integration also allows non-EU countries’ development in areas of economics, education, etc. The Tempus project supports the modernization of higher education in the EU and its surroundings.

In January 2012 new amendments to the STCW Convention (International Convention on Standards of Training, Certification and Watchkeeping for Seafarers) came into force. Consequently, maritime educational institutions had to modernize and harmonize their curriculums and syllabuses according to the Manila amendments. In the light of these changes the Tempus MArED project was launched representing Modernizing and Harmonizing Maritime Education in Montenegro and Albania. Both countries have difficulties in the area of maritime education, especially with financial resources, the qualifications of teachers and teaching facilities. With the help of EU partners Slovenia, Croatia, Spain, Austria and Romania, both the Maritime faculty of Kotor (Montenegro) and the Faculty of Technical Science Vlöre (Albania) have successfully finished revision of existing and development of new undergraduate study programs, upgraded teaching materials and methodology, completed (re)training of teaching staff and (re)accredited undergraduate study programs.

The curricula and syllabus catalogues were prepared in order to harmonize study programs to the latest international requirement for the education and training of seafarers. Representatives from project partners’ universities (18 of them) participated in (re)training activities in order to improve existing teaching methods (both theoretical and practical). Teachers and teaching assistants from PCs who were (re)trained will be directly involved in the teaching process aiming to improve existing methods at their institutions. Faculties also upgraded teaching materials by buying nautical simulators. Upgraded and purchased educational sources will be used for education and training of both students and seafarers which will additionally increase their professional competences [13].

1. CURRENT WORK ON A MARED PROJECT

At the moment, the MArEd project is at the stage of work package 4, were both faculties will accredit professional marine STCW courses. WP 4 already went through the three stages:

• IMO model courses overview.

• Analysis and comparison of current IMO model courses at maritime facultiesin Slovenia, Romania, Croatia and Spain.

• Organized meetings with universities from EU and PCs on topic IMO courses.

In a table below is an overview of organized IMO Model Courses at EU partners: Faculty of Maritime studies and Transport (FPP), Slovenia; Romanian Maritime Training Centre (CERONAV), Romania (Constanta Maritime University is not organizing courses according to their law); Maritime Training Centre Split (MTCST),

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Croatia; and Barcelona School of Nautical Studies (UPC), Spain. The Faculty of Maritime Studies Split has all courses incorporated in the regular study, which is why IMO Model courses trainings are organized by MTCST. UPC and FPP organize courses for professional seafarers. For full time students additional courses are not obligatory at all faculties since they are part of the regular study.

Table 1 – List of IMO Model Courses in EU partner counties.

Course FPP CERONAV MTCST UPC

1.01 Tanker Familiarization x

1.02 Specialized Training Programme On Oil Tanker Operations

x

1.04 Specialized Training For Chemical Tankers x

1.06 Specialized Training Programme On Liquefied Gas Tanker Operations

x

1.07 Radar Navigation – Operational Level x x

1.08 Radar Navigation – Management Level x x x x

1.09 Radar Simulator x

1.10 Dangerous, Hazardous & Harmful Cargoes x

1.13 Elementary First Aid x x

1.14 Medical First Aid x x x

1.15 Medical Care x x

1.19 Personal Survival Techniques x x

1.20 Fire Prevention And Fire Fighting x x

1.21 Personal Safety And Social Responsibilities x x

1.22 Ship Simulator And Bridge Teamwork x x x

1.23 Proficiency In Survival Craft And Rescue Boats Other Than Fast Rescue Boats

x x

1.24 Proficiency In Fast Rescue Boats x

1.25 General Operator's Certificate For The GMDSS x x x x

1.26 Restricted Operator’s Certificate For Gmdss x x

1.27 Operational Use Of Electronic Chart Display And Information Systems (ECDIS)

x x x x

1.29 Proficiency In Passenger Safety, Cargo Safety, Hull Integrity, Crisis Management And Human Behaviour Training On Passenger And Ro-Ro Passenger Ships

x

1.32 Operational Use Of Integrated Bridge Systems Including Integrated Navigation Systems

x

1.34 Automatic Identification Systems (AIS) x

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1.38 Marine Environmental Awareness x x

1.39 Leadership And Teamwork x x x

2.03 Advanced Training In Fire Fighting x x

2.05 On-Board Ship Administration Course + Compendium x

2.07 Engine Room Simulator x x x

3.11 Marine Accident And Incident Investigation With Compendium

x

3.12 Assessment, Examination And Certification Of Seafarers With Compendium

x

3.17 Maritime English x

3.19 Ship Security Officer x x x

3.20 Company Security Officer x

3.26 Security Training For Seafarers With Designated Security Duties

x x x

3.27 Security Awareness Training For All Seafarers x x x

6.09 Training Course For Instructors x

6.10 Train The Simulator Trainer And Assessor x

Source: Authors

Most common courses at all four institutes are 1.08, 1.14, 1.22, 1.25, 1.27, 1.39, 2.07, 3.19, 2.07, 3.19, 3.26 and 3.27. These IMO Model courses provides a validated framework for obtaining:

- Basic training certificate, - Automatic Radar Plotting Aid (ARPA) certificate, - Operational Use of Electronic Chart Display and Information Systems (ECDIS)

certificate, - Advance fire-fighting certificate, etc.

According to STCW requirements, cadets must obtain these certificates prior to being assigned a job on board the ship as an officer - except for engine officers, who do not need APRA and ECDIS certificates. Also, all future officers must obtain certificates for Ship Security Officers and Leadership and teamwork. Therefore, it is very important for maritime faculties to offer the possibility of education and training, assessment and certification not only for their students but also for other trainees, who want to obtain different STCW certificates in their own county.

2. MET REQUIREMENTS

The essence of maritime education and training (MET) within an institution are not their teaching facilities, but the maritime educators and instructors. They must have excellent professional knowledge, teaching skills and assessment experiences for different maritime areas, as well as, preferably, a keen understanding of the global maritime circumstances and a lively imagination. Unfortunately, the STCW Convention asks only that educators are "appropriate”, which is not very good, and they also fail to define the word.

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The STCW Convention sets minimum standards for education and training of seafarers. Part of the Convention is a Code which specifically deals with education and training of deck and engine officers and other ratings employed on ships. The Code, on the other hand, sets very superficial requirements for training staff. STCW Convention regulation I/6 says that “those responsible for training and assessment of competence of seafarers must be appropriately qualified in accordance with the provisions of section A-I/6 of the STCW Code for the type and level of training or assessment involved” [6]. Even A-I/6 does not specify what constitutes adequate qualifications of the maritime educators or training staff.

Directive 2008/106/EC of the European parliament and of the council on the minimum level of training of seafarers requires that each person who conducts the training of seafarers takes into consideration the training program and an understanding of the specific objectives of the particular type of training; is qualified for the task for which training is being conducted, and if using a simulator an educator received appropriate guidance in instructional use of simulators and gained practical operational experience on the particular type of simulator being used under the supervision and to the satisfaction of an experienced assessor [9]. Therefore, it is understood that a teacher shall have participated in the course “Assessment, examination and certification of seafarers”, which is based on IMO Model Course 3.12 and “Train the simulator trainer and assessor”, based on IMO Model Course 6.10. But none of them are obligatory. Thus, in the STCW Code and EU Directive nowhere can it be found that the teacher must have professional experience or a certificate of competency for deck or engine officer, at least not directly.

Aware of these failings and so to enhance the quality of maritime education, maritime faculties, colleges and universities in general set higher requirements for teaching staff. In Slovenia, the Faculty of Maritime Studies and Transport requires teachers in the maritime department to have in addition to a Master’s degree professional experience as deck or engine officers. The case is similar in Romania and Croatia. In this manner the quality of education meets the STCW and national requirements for training staff. Unfortunately, not every good seafarer is a good teacher. Problems which arise are in preparing teaching material, teaching ability and methodologies; understanding the fundamentals of pedagogy and strategies, lesson planning, etc. A maritime educator must, in addition to all, be an experienced professional in his/her own field of maritime studies, and as well be known to succeed in conveying acquired knowledge in an interesting and challenging manner.

The International Maritime Organization ‘solved’ the problem of lessons planning and curriculums according to the STCW Convention with implementation of IMO Model Courses, covering all maritime subjects and are of a big help for MET institutions and for maritime administration institutions, enabling those willing to provide appropriate training and assessment of maritime personnel/seafarers. One of the items in the IMO Model Course is a staff requirement, which specifies in detail the recommended qualifications of teachers of a particular field.

2.1. SHIP’S BRIDGE SIMULATOR

Here we are going to concentrate on education and ship simulators, in particular those that simulate work on the navigation bridge. These should primarily satisfy the requirements of the STCW Code, section A-I/2. Today, the simulator market has grown to include many companies, but FPP began collaborating with Transas (which offers

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best-in-class navigation systems and integrated bridge solutions, recognized training and simulation solutions, renowned VTMS and coastal surveillance systems, fleet and port management systems, onboard and individual decision support systems for professional crew and pilots, as well as popular applications for leisure and the marine mass market [12]), which is important in that the value of the collaboration cuts both ways. A good simulator company works closely with researchers and stays up to date through their practical knowledge of the applications of their machines.

At the Faculty of Maritime Studies and Transport, University of Ljubljana, (FPP) we possess three Transas navigational simulators:

- One full mission multipurpose bridge, with visual representation of the navigation environment in a 180˚ sector. It enables training in the navigation, ships handling and port operations using various vessel types with different propulsion systems.

Figure 2 – Ship’s bridge simulator; integration concept

- Two virtual navigation bridges with visual representation of the navigation environment in a 120˚ sector. These virtual navigation bridges allow the adjustment of the system to different propulsion systems. One of the bridges is equipped with a conventional Voith-Schneider mechanism and rudder, and the other with two control levers that allows the simulation of the operation of azimuth propulsion systems.

Each bridge can be used individually or integrated into a scenario in which, for instance, one ship is proceeding alongside while two other vessels act as tugs. The simulator offers the choice of more than 250 different vessels that can be used in highly complex scenarios in more than 150 navigation areas. When a complex scenario includes, for instance, communication with the VTS centre in San Francisco, VTS simulation and GMDSS communication can be integrated into the navigation scenario. If training of the crew in human resources management (deck department – engine room department) is

Helicopter

Search & Rescue

Source: Perkovic M [10]

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required, the “full scope” version of the engine room simulator can be integrated into the scenario. This is a replica of the control console in the engine room control cabin. Other simulations that can be integrated into the navigation scenario include those of liquid cargo handling, maritime communications (integrated GMDSS training) and crisis management response in case of an oil spill at sea. Thus, training in the most complex scenarios can be provided. These may include engine breakdown, stranding, squat effect, grounding, oil spill, transfer of oil to a barge, communication, formation of a Maritime Rescue Coordination Centre, search and rescue operations. The simulator records data on meteorological conditions at sea, sea currents, and vessel traffic [7]. We may conclude that currently a full mission bridge is realistic enough to simulate Bridge Team Management (BMT) and crisis management procedures, an achievement, though, that depends mostly on instructor qualification and capabilities.

Another important facet of the simulator applies to its research value. At FPP many projects have been accomplished, for instance solving problems for the port of Koper – and perhaps as valuable as even achieving the desired resultant knowledge is the fact that seafarers are able to come in and work alongside researchers and students to help determine the feasibility, for instance, of an approach to a basin. Students interact with professionals in their field, and professionals have the opportunity to up-grade their knowledge along with professors.

2.2. THE ROLE OF THE INSTRUCTOR

The teacher is the most important element in simulator training. He/she must be skilled in the use of simulation tools, know the hydrodynamic characteristics of ship, should hold a certificate as a master, have at least two years’ experience in handling ships and have the training and experience necessary to operate a ship handling simulator as a training aid. Although STCW Convention, Code and EU Directive do not directly imply this in their regulations, it is clear that a simulator instructor, according to IMO Model Course 6.10 must fully understand the personality of a seafarer, the importance of simulation in maritime training, and have pedagogical skills in order to impart sound and practical training to the seafaring community, have the qualification and experience, a seafaring background, and the aptitude to not only pass on the knowledge, but have the imagination to motivate the students [5]. A skilled and enthusiastic trainer can very well make the difference between one maritime training center or faculty and another.

Figure 3 – Simulation base training; from the right, Pilot, Trainee and Instructor

Source: Authors

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3. TRAINING CENTERS IN THE ADRIATIC SEA AREA

Even without our introduction, we know from basic knowledge of the Venezian Republic, the Uskoki, Ragusa, and even the century or so of the port of Trieste’s primacy, that maritime educational institutions on the Adriatic coast have a long tradition of education and training of merchant navy officers. Croatia and Italy have around 20.000 seafarers [8], Montenegro 4.300, Albania 2.000 [2] and Slovenia around 300. Therefore, there are many maritime training centers and faculties along the Adriatic coast: The Faculty of Maritime Studies and Transport and Maritime High School in Slovenia, which teaches nautical and marine engineering as well professional courses for active seafarers; Croatia has 29 MET training centers (governmental and private), Italy has approximately 60 MET (mostly private); Montenegro has 6 MET institutions and Albania 4 (Figure 4). Smaller numbers of students are an automatic educational advantage for maritime faculties but in Montenegro and Albania due to the rapid growth of private training centers, it is necessary to make significant investments into existing public educational institutions in order to maintain a certain level of competitiveness in the country. At public institutions the sense that the student has a stake in the studies even on the national level remains, something that is eroded by private institutions run rather more as companies. And as it is necessary to maintain connections with IMO and the SCTW courses, to constantly adapt to changes even at times to accommodate the industry, the ship owners, as well as the knowledge obtained by researchers, the smallest of maritime countries requires an excellent maritime training capacity.

Figure 4 – Distribution of MET institutions in Adriatic Sea area and its surrounding

4. CONCLUSIONThe traditional concept of seafarers training based on “ex cathedra” followed by practical “on board” training has significantly changed from the days seafarers came of

Source: Authors

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age onboard ship. Simulators have advanced to the point where we can be more confident that they can make up for lack of time onboard. Project Tempus MArEd is a comprehensive approach to the successful reform of curricula and the establishment of professional maritime courses at maritime faculties in Montenegro and Albania based on utilizing various marine simulators. But we should once more stress that the success of this project will owe more to the teachers who make the most of simulators, including keeping up to date with changes in the technology. Each educational institution must, to be competitive, comply with two essential conditions: (i) be equipped with the most advanced simulator equipment, (ii) employ such training staff as will be able to pass their experience and knowledge on to the younger generation of seafarers who are beginning their sea career. Although we have seen that educational institutions provide ‘adequate’ training of teachers, it would be advisable that the STCW Convention and consequently national legislation gives concrete expression to the requirements for maritime education instructors and teachers – in other words, that we expel the word ‘adequate’ from our pedagogical vocabularyand replace it with the word ‘excellent’.

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(IR), Statement of the costs incurred and Request for Payment, TEMPUS IV (SixthCall for proposals EACEA No. 35/2012), Joint Project / Structural Measure,544257-TEMPUS-1-2013-1-ME-TEMPUS-JPCR/2013-4538/001-001, 2015 Podgorica, Montenegro.

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