Wyniki wyszukiwania - BazTech

1

An exploration of the theoretical foundations of onboard seafarer training: a systematic review of the literature

Mori Y., Manuel M. E.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

|

2023

|

Vol. 17 No. 4

913--928

EN

At the core of the shipping enterprise is the competence of the crew of the ships. For this reason, the international community (particularly as represented by the International Maritime Organization (IMO)) has always endeavoured to ensure that seafarer education and training is as optimal as can be achieved by the global community of nations. A variety of elements are normally associated with such education and training. They include educational elements conducted ashore in maritime education and training institutions (classroom-based lectures, laboratory exercises and simulators, for example) as well as training conducted on board a ship in service. It has been well recognised that one of the most effective means of practical training for seafarers is the training conducted on board ships, so-called “onboard training”. There is, however, a wide range of approaches taken by different jurisdictions in their application of specific strategies for onboard training. The approaches may differ in timing (at what stage of the educational process onboard training is conducted) and duration (how long the training is carried out), for example. These differences exist even though onboard training itself may be argued to universally derive its primary philosophical basis from the learning theories of situated learning and cognitive apprenticeship. To identify the rationale and factors informing different approaches to the implementation of onboard training from a theoretical perspective (establish a theoretical framework), and thereby to set the stage for the interrogation of how these approaches will address the challenges of the future (arising, for example, from the acceleration of technologically-mediated education and training), it is necessary to, first of all, examine how apprenticeship and on-the-job training have been perceived in the theoretical literature inside or outside the maritime domain and how the different approaches are informed by these theories. This paper, therefore, employed a systematic literature review to identify the theoretical foundation of on-the-job training and apprenticeship. Objective: To explore theoretical foundations of apprenticeship/on-the-job training and how they may apply to onboard training in the maritime industry. Methods: The authors conducted an electronic literature search with specified selection criteria for inclusion/exclusion using two databases - EBSCO Discovery Service and SCOPUS. Thereafter, and through qualitative coding of the literature found, several research themes were identified and explored. Using an electronic search with a specific search strategy from the two databases, a total of 3476 studies were identified. After screening per the relevant inclusion and exclusion criteria, 48 studies were ultimately included in the review. Results: The review of the 48 studies (from a wide range of industries) found no study that focused on the theoretical foundations of onboard training specifically. However, it was confirmed from the study that three macro learning theories – relating to situated learning, cognitive apprenticeship and the zone of proximal development - are the dominant theories that relate to apprenticeship and on-the-job training in general. This review also found that different perspectives relating to processes of learning, guidance and support and the materiality of the context are critical considerations for apprenticeship and on-the-job training. Future research should explore how these factors are manifested in or considered by seafarer education and training jurisdictions when they select specific onboard training strategies and how other forms of competence building (such as training on simulators ashore) may or may not be limited in augmenting or replacing time onboard ship. Contribution: This work addresses a gap in the literature relating to the theoretical underpinnings of onboard training in the maritime industry and contributes both a theoretical/conceptual framework for onboard training and a theory-informed definition of this expression of apprenticeship. Knowledge about these theoretical underpinnings is essential as the industry considers options for the remission of sea time, the increased automation of ships and the diversity of practices of onboard training in different jurisdictions.

2

Possibilities for providing of professional practices on the training vessel Dar Mlodziezy

Formela K., Muszyńska K.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

|

2016

|

Vol. 10, no. 1

35--40

EN

The article presents possibility of performing trainings on board of the Gdynia Maritime Academy's training ships. It has been described main rules of curriculum of practices, also included requirements of the timeline of the practice which were defined in proper law acts as well as applying of those requirements in accomplishment of practices on board of the ships. Paper presents statistics of the numbers of students trained on board of "Dar Mlodziezy" from the Gdynia Maritime University and from other Maritime Universities and schools. Based on the presented statistics data it has been analyzed possibility of the extension time of the trainings. Such analysis assay results from curriculum of the Maritime Academy in Gdynia and others maritime schools.

3

Fleet Officer’s Seminars as a part of lifelong learning process

Belev B.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

|

2016

|

Vol. 10, no. 4

561--564

EN

Going back to the beginning of 90-ies of last century before the present STCW-78/95 Convention was established the shipping industry relied on Maritime Education and Training Institutions for well-educated and trained seafarers. Every shipowner simply employed seafarers that his ships needed and the relevant Minimum Safe Manning Certificate required. Generally speaking MET Institutions were the only Institutions responsible for initial and following education and training of seafarers. The last decade in the shipping industry has been marked by plenty changes and quick development in different directions. One of the directions is improving the quality of seafarer’s education and training, knowledge and skills as well. The obligatory competences in STCW-78/95 Convention are not enough for shipowners and they try to extend the education process outside the Convention’s requirements and recommendations. It is a well known and more and more spread practice for Shipowners to organize and perform meetings with officers and engineers working on board their vessels. Such meetings get publicity as Fleet Officer’s Meetings (FOM) or Fleet Officer’s Seminars (FOS). The meetings or seminars are performed at least on a yearly basis but it is the Owner’s decision to establish the agenda and the scope of the topics. The usefulness of the above mentioned events is visible enough and it is easy to understand that the applied efforts are not time wasted. The question is whether the companies can perform such kind of training and whether their lecturers and instructors, who are usually part of the office staff, are ready to deliver their experience at an acceptable level. It has to be highlighted that it is not a rule that good professionals as Masters and Engineers are always good lecturers and trainers. This article describes the summary results of the authors’ experience in participating as a fleet officer and as an assessor in fleet officers’ seminars. The article makes a SWAT analysis of such events and shares experience as a conclusion. The author gives his personal collaboration to the lifelong learning process in the shipping industry. The article makes an attempt to open the door to the co-operation between the shipping industry and MET Institutions at a higher level after the seafarers’ graduation in their MET Institutions.