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A: EXISTING LEONARDO PROJECTS
B: ACADEMIC RESEARCH PROGRAMMES
C: RESEARCH AND DEVELOPMENT PROJECTS
D: EUROPEAN EDUCATION ANDTRAINING PROJECTS
E:
SHORT
COURSE PROGRAMMES IN
AUTOMATED SYSTEMS IN
SHIPPING (SURPASS)
A. EXISTING LEONARDO PROJECT
- EU Leonardo SOS (Safety on
Sea) Project,
TR/05/B/P/PP/178 001, 2005 -
Article
- EU Leonardo TRAIN 4Cs
Mobility Project,
TR/06/A/F/PL1-132, 2006 -
Article
- EU Leonardo E-GMDSS
Project,
SI/06/B/F/PP-176006, 2006 -
Article
- EU Leonardo MarTEL
Project, UK/07/LLP-LdV/TOI-049,
2007 -
Article
- EU Leonardo TRAIN 4Cs – II
Project,
2008-1-TR-LEO01-00681, 2008
-
Article
- EU Leonardo E-GMDSSVET
Project,
142173-LLP-1-2008-1-SI -
Article
- EU Leonardo EBDIG Project,
UK/09/LLP-LdV/TOI-163_262,
2009 -
Article
- EU Leonardo MarEng Plus
Project (Maritime English
Programmes) -
Article
- EU Leonardo M’Aider
Project,
2009-1-NL1-LEO05-01624, 2009
-
Article
- EU Leonardo SURPASS
Project
2009-1-TR1-LEO05-08652, 2009
-
Article
- EU Leonardo UniMET (insert
Project no here) -
Article
- EU Leonardo MarTEL Project
MarTEL Plus (insert Project
no here) -
Article
- EU Leonardo CAPTAINS
(insert Project no here) -
Article
- EU Leonardo Sail Ahead –
(insert Project no here) -
Article
- MariFuture -
Article
1. Project Title: Leonardo Project 1 -
Safety On Sea (SOS) – 2005-2007 (Budget: 327987 Euros)
This proposed project will improve safety at
sea through improved education and training. The Contracting
partner has been running programmes of education and training
for Deck Officers and Engineer Officers based on the IMO
(International Maritime Organisation) syllabuses for some ten years.
To improve the standard of its programmes, in 2003, the partner using
the syllabuses developed by northern European countries revised its
programmes and at the same time, applying cross-referencing techniques
(EUROTECNET 37), also satisfied the requirements of a major international
awarding body (Edexcel) for the award of a higher national diploma (HND).
Graduates from these programmes can continue their education and enrol on
the final year of appropriate degree programmes. This is important because
many seafarers after a period at sea would like to settle down and work on
shore, and the diploma would help them find good and permanent jobs. The
development of the HNDs by the Contracting partner led to identification of
deficiencies and ambiguities which have proven to have led to many safety
lapses at sea. The comparison of the HNDs in Turkey and those in England and
SCOTLAND has clearly indicated several differences in content and method of
applications. Through discussions and using cross-referencing methods
an attempt has been made to bring the two sets of the HND programmes together.
In doing so, with no disrespect to organisations involved with validation and
accreditation of these programmes, it has been realised that there are serious
differences in standards being applied, and even in the pathways chosen to satisfy
the same awarding or even the same licensing body. Many examples of these
differences and in some cases deficiencies have been highlighted in the body
of this proposal.
The project will take advantage of the outcome of several
European education and training including Leonardo pilot
projects (HIICOSS I, 1997; SAS, 1998; NORAY, 1999; ORION,
2001; CIVILPRONAVY, 2001; FISHTRAIN, 2001; SECURETAS MARE,
2002; HIICOSS II, 2002; NETOSKAR, 2003;) and the results of
a number of research and development programmes (METNET,
METHAR) and will exploit the outcome of the EU funded METNET.
The proposed project also addresses compatibility of the training
programmes in partner countries. Team work would identify areas of
good practice and areas of concern. A great deal of work has been
planned to harmonise the proposed programmes so that cadets from one
partner country can transfer, at different exit points, to another
partner country. Furthermore, there are specific training for
trainers to acquire recognised and accredited vocational
qualifications as assessors and verifiers. The cadets will
also undergo vocational training as well as their academic
study (HND) approved by all relevant bodies viz., awarding
(Edexcel/partner universities/colleges, accrediting
(IMarEST – Institute of Marine, Engineering, Science and
Technology and so forth) and national training boards as
well as the licensing authorities.
Partners :
TUDEV (Institute of Maritime Studies)
CFF (Centre for Factories of the Future)
GCNS (Glasgow College of Nautical Studies)
STC (South Tyneside College)
TUC (Tromsö University College)
Other Organisations supporting the Partnership – Silent Partners
Edexcel
• To provide support and guidance to obtain approvals for necessary
vocational qualifications for students and staff and help in harmonising
the qualifications including underpinning
knowledge/units and training record books for:
Navigation :
Officer of Watch
Chief Mate
Captain / Master
Marine Engineering
Engineer Officer of Watch
Chief Engineer
IMarEST
• To review the new programmes and support their accreditation.
MNTB
• To review the existing and proposed programmes and support
the partnership in ensuring all requirements are fully met for Officer
Of Watch, Chief Mate and Captain, particularly streamlining training
handbooks for these qualifications.
British Council (Turkey)
• They have supported TUDEV offering advice as to how the Centre
could achieve its main objectives. It is hoped that the British Council
would help to bring Turkey closer to EU in adopting world-class standards
for the three main identified qualifications.
Universities of Northumbria, Strathclyde University and De Montfort
• The first two universities have already validated/accredited final
year degree programmes at the two UK partner colleges and are willing to
support new pathway programmes leading to final year degree(s) options for
Deck Officer and Engineer Officers. De Montfort has also agreed to accept
the graduates from HNDs onto its appropriate final year BSc programmes.
2. Leonardo project 2 : 2006-2008
Project Title: TRAIN merchant navy C adets for
C ertificate of
C ompeten
C y
(TRAIN 4 Cs) (Budget: 58000 Euros)
This proposed project will improve safety at sea through a
mobility programme involving the transfer of 16 cadets from
TUDEV in Turkey to Glasgow College of Nautical Studies (GCNS)
in Scotland, on a pilot basis. The period of placement is for
14 weeks, commencing 14th of November 2006 10 19th February 2007.
Currently, the authorities in Scotland (and other countries in the EU)
do not accept several ancillary (safety) courses taken by the cadets
in Turkey as they would wish to be assured that the standard of education
and training in Turkey is the same as those in Scotland. Scotland
has supported Turkey to revise its merchant navy officer programmes
and train its staff through an existing Leonardo Pilot programme
(Safety On Sea - SOS). GCNS has also assisted TUDEV to
plan, in details (Appendixes 1-3), the arrangements for making
this proposal a workable programme of work (Appendix 4).
The intention is to develop other proposals to transfer
cadets within the partnership and extend the partnership
in the near future.
NB: The mobility activities and the financial tables are summarised in Appendixes 6-9.
Note that the programme for cadets’ transfer to Scotland may
now be delayed until February/March 07. The delay would
allow the cadets to take their GASM examinations in February
2007 and their GOC either in November 2006 or March 2007.
Discussions are on-going with MCA and Scotland about this
intended delay which is has primarily come about to ensure
that there is no objections by the Turkish authorities in
MCA issuing Certificates of Competency (CoC) before the
cadets each has obtained his Turkish certificate/license.
MCA may also be prepared to issue a Certificate of equivalent
Competency (CeC)to Turkish cadets at TUDEV who undergo the
HND/NVQ/SVQ programme of education and Training provided they
pass their GASM examination in Turkey. The CEC could then be
transformed into a CoC. The arrangements with MCA are being agreed.
Partners :
TUDEV (Institute of Maritime Studies)
CFF (Centre for Factories of the Future)
GCNS (Glasgow College of Nautical Studies)
3. Leonardo project 3 : 2006-2008
Project Title: E-GDMSS (Budget: 380000 Euros)
The proposed project focuses on provision of vocational
education and continuing vocational training for Short
Range Certificate (SRC) which is mandatory for seafarers
operating vessels of up to 300 GRT within 30 Nm from coast.
The target group are all mariners (there are more than 2
million of them in EU alone) that are either starting their
nautical training or have to refresh their knowledge and skills
at least once a year (so seafarers ranging from amateurs to professionals).
The knowledge required for the SRC can be obtained through either
self-training, nautical education institutions or internal training
conducted at larger marine companies. To obtain the SRC award a
candidate must be able to competently operate four different GMDSS
communication devices (VHF DSC, Navtex, EPIRB and SART). These
devices are only used for emergencies at sea which occur rarely.
Therefore, the knowledge of operation of these devices tends to
fade over time and should be regularly refreshed to ensure safety
of crew, passengers and freight (even though this is not a legal requirement).
Partners :
Slovenia: Spinaker si
Turkey: TUDEV – Institute of Maritime Studies
England: CFF (Centre for Factories of the Future)
Spain: Facultad de ciencias nauticas
Spain: Cetemar
Italy: C.S.S., SE.MA2
Netherlands: Maritime Institute Willem Barentsz
Poland: Maritime University of Szczecin
Finland: Institute of Maritime Studies
B. ACADEMIC RESEARCH
MPhils/PhDs in collaborations with De
Montfort University, UK and Centre
for Factories of the Future, UK
4. Project title: Activity Based Costing for
Small and Medium sized Maritime Enterprises in Turkey
Project aims:
1. To investigate the needs for costing systems for SMEs in the maritime sector in Turkey.
2. To design, develop and test a generic costing system
which is capable of associating costs
and margins with products, processes and customers.
5. Project Title: Sustaining competitive advantage through co-operative decision making
1. To study competitive advantage and how it can
be sustained through co-operative decision making
processes / case studies of several business (MPhil)
2. To look into the reasons why family businesses
are not competitive and why they go out of business
after a few generations.
3. To develop a checklist as a basis for
constructing a model for family businesses in shipping
industry, particular in Turkey with a view to help
them to remain competitive for generations to come.
6. Project Title: An Investigation into the design,
manufacturing and management processes considering modern
lean and total quality principles to improve demand and
capacity forecasting for merchant navy vessels.
Project Aim:
The initial aim of the investigation was how maritime
small and medium manufacturing enterprises manage the design
and manufacturing processes in order to develop an improved
manufacturing management system using modern lean and total
quality principles that is capable of reacting responsively
to changes in the competitive global market place.
NB: There are three other Research projects currently
being supervised by the partnership.
These are:
• Quality in Higher Education – Oxford Brookes University
• Marketing Mix – Being discussed with Coventry University
• Clean Diesel – Under discussions with Coventry University
C. RESEARCH AND DEVELOPMENT
7. A Proposal for Consideration under Seventh Framework: 2007-2011/13
Project Title:
Application of Neural and Expert Systems in
Capacity Requirement and Ship Building
(Budget: 4 Million Euros)
Water transportation is rapidly growing and is
becoming the safest form of transportation for transfer
of goods and services. The competition has become more
severe particularly because of the emergence of China and
India as major forces on the water transportation scene. An opportunity has come about to use novel tools to
predict capacity requirement and apply neural and expert
systems to build ships at a minimised cost. An activity
based costing system would be adapted and ship construction
process would consider maintenance requirements as well as the
dismantling arrangements. Safety issues would be incorporated
in the design phase. The project would involve importing knowledge,
cognitive and learning systems, simulation and visualisation techniques
as well as technology enhanced learning, adaptive and active learning.
Dismantling would be a corner stone of the intended areas for particular
attention and recycling of dismantled components would be a priority area
in the knowledge solicitation of the intended expert system.
Partners:
In collaborations with De Montfort University,
Centre for Factories of the Future and over 10 other EU based organisations.
8. A Proposal for Consideration under a national research programme: 2007-2010
Project Title:
Improving estimating and forecasting model
development processes (Budget: 1.2 Million Euros) –
Approved on 15th October.
The proposed project is intended to assist those
business organisations who make frequent use of quantitative
and/or qualitative models for making a variety of business decisions.
It will achieve this aim by automating the data identification,
collection and analysis tasks involved in the modelling process
hence considerably reducing the high levels of cost, expertise and
time resources required. A generic modelling process will be developed
applicable to a wide range of strategic & tactical decision areas, including:
• Decisions on pricing, design and marketing
• Forecasting future demand for products and services
• Estimating the costs of new products and processes
• Predicting future capacity and inventory requirements
• Identifying and selecting suppliers
• Designing a new component which requires access to
historical data on other components and materials
As well as the economic business advantages,
regulatory compliance legislation is increasingly
placing greater imperatives on having good, easy to
use and transparent data retrieval and analysis processes
which the proposed project work is intended to address.
Partners:
De Montford University, CFF, Preactor, Unipart, Sustainable Energy.
D. EUROPEAN EDUCATION AND TRAINING
9. A Proposal for Consideration under the Leonardo programme: 2007-09
Project Title:
Professional,
Industrial,
Competence and sKills –
UPdating
(PICK-UP) (Budget: 400000 Euros)
This is a pilot project to update the knowledge,
skills and understanding of those working in the water
transportation sector. The proposal responds to the
needs of the sector for training of employees and employers,
paying particular attention to the training and re-training
needs of smaller companies and self-employed. The project
is divided into three parts. In part one, a classification
system will be developed grouping various short course
programmes under specific headings, viz., safety, security,
specialised, legal, management and so forth. Through cross-referencing techniques,
developed as part of an earlier European Union (EU) funded project
(Eurotecnet and Force), a matrix table will be produced identifying
where these courses are delivered within the partner countries and
later the courses offered in the surrounding countries would be
added to the database, including information such as fees,
frequency of delivery, location and other relevant details.
Through a harmonisation plan, the titles and content of these
courses will be examined and a comprehensive set of training
programmes will be developed. Learning materials will be gathered
together and additional materials developed. Other resources
(equipment, simulators, software, charts, manuals, etc) will be
incorporated and shared among the partner countries and will be
made available to other European Union member states as part of
the intended valorisation.
The second part of the project concerns sharing of
resources and value added activities manifested in
jointly planned and/or joint delivery of these courses,
providing a golden opportunity for training the trainers,
in an efficient and effective manner. The third part relates
to the development of specific training and re-training courses on
newly emerging requirements, particularly relating to national and
international conventions and security requirements,
specifically those introduced after 9/11, for instance, requirements of
USA coastguards or specific ports relating to security. The project provides an opportunity
for partners to recognize each others’ certificates. This is an important objective
of the project.
To ensure these developments are successful,
it is proposed to establish a network of partners
including the relevant authorities to ensure these
programmes received the support needed. The work will
commence with the review of an existing needs analysis
report and identification of urgent short courses which
will incorporate the latest requirements of bodies such
as the International Maritime Organisation (IMO). There
will be a training programme with support from partners
for the trainers and their certification in line with European vocational qualifications for
trainers/assessors and those who will be involved with internal and external examinations.
It is agreed that a serious attention will be paid to provision of pathways, through ‘integrated
short course programme’, to technician qualifications and also through existing routes
to higher qualifications. The reason for this is the anticipated shortages of qualified
seafarers in the near future (Ziarati, 2005).
Partners :
CFF (Centre for Factories of the Future)
GCNS (Glasgow College of Nautical Studies)
Blackpool and Fylde College
TUC (Tromsö University College)
FIMS(Finland Institute of Maritime Studies)
Others are being considered.
10. A Proposal for Consideration under the Leonardo programme: 2007-2009 – Procedure B or C
Project Title:
HELping english L
anguage develOpment in
Shipping and mA
ritime Industries Leading t
O impRoved safety (HELLO SAILOR)(Budget: 370000 Euros)
This is a Language Competency project to improve the Maritime English language skills of,
• young people aged 14-18 years old wishing to enter the Merchant Navy as Lycee/lise cadets,
• those embarking on a career as Merchant Navy Officers and ratings, and
• those working on board vessels and at ports with a view to update
their knowledge, skills and understanding of Maritime English.
The project outcome will incorporate the development of a
series of English (foundation and maritime) language training
modules at lycee/lise level at one of the partner centres and a
similar, but one-year programme at another maritime centre involved
with the education and training of merchant navy officers including all ranks.
For the latter, the English tuition would concentrate on three levels of proficiency:
Elementary, Intermediate and Advanced simultaneously. All levels would concentrate on
active skills i.e. Speaking, Comprehension and Writing. The content would be based on
maritime terminology. For the former, in the first two years the focus would be on all
skills with more emphasis of grammar. The next two years would concentrate on the application
of maritime English.
All courses would lead to vocational qualification recognised internationally.
The trainees would also become aware of the latest changes to rules and regulations
in the maritime industry commensurate with their ranking.
The project was developed by several industrial and
education/training organisations in Turkey, the UK and Norway.
The project manager at the co-ordinating (technical) organisation
has substantial experience of instigating and implementing EU/European
funded projects. Representatives of Contracting and Coordinating organisations
have already visited all partners and had at least on two occasions met the other partners.
Partners :
CFF (Centre for Factories of the Future)
GCNS (Glasgow College of Nautical Studies)
Blackpool and Fylde College
TUC (Tromsö University College)
FIMS(Finland Institute of Maritime Studies)
Others are being considered.
E. EUROPEAN EDUCATION AND TRAINING
Project Title:
Short
Course
Programmes
in
Automated
Systems
in
Shipping
(SURPASS)
Summary
The main
Problem (s)
- The modern ships
particularly container and
fuel carrying vessels are
becoming increasingly
automated. The automation
has brought with it two
problems, one concerning the
inadequacy of existing
seafarers’ education and
training viz., that if any
aspects of automation fails
the crew often are not
trained to use alternative
systems and hence respond to
it effectively (IMO MSC 82,
2006; Ziarati, 2006). The
second problem has arisen
from the review of the
arguments from recent IMO
Maritime Safety Committee
(reports MSC 82/15/2 and MSC
82/15/3, 2006) namely that
the human operators rarely
understand all the
characteristics of automatic
systems and these systems’
weaknesses and limitations
which have now been found to
be the main causes of
accidents. The body of the
proposal refers to several
serious and recent accidents
at sea due to automation
failure. These reports
concluded that there is a
need to improve the content
of all maritime training and
that the knowledge, skills
and understanding of
automation should be
included in the basic
training of all Chapters of
the STCW Code of practice.
The
main aim
is to transfer the
innovation already developed
in the design, delivery and
assessment of short courses
in order to fill the gap
created as the result of
emergence and application of
the automated systems in the
education and training of
seafarers by the provision
of a training course
enabling them to have a full
understanding of automated
systems and these systems’
weaknesses and limitations
The
partnership
is composed of major
education and training
centre in several EU
countries supported by their
awarding, accrediting and/or
certificating authorities.
The proposal instigator was
the representative of
IMarEST at recent IMO MSC
(2006) and at the same time
a member of a national
delegation at the event.
Three of the partners are
involved in Leonardo
projects concerning
e-learning (E-GDMSS, 2006)
and three are involved with
another Leonardo project
(SOS, 2005) concerned with
the development and
implementation of an
integrated programme of
education and training for
merchant navy officers. The
coordinating organization
has been involved with EU
funded projects, many
concerning automation, for
many years. The contracting
organisation is also
involved with an emerging FP
7 proposal (SPIRIT)
concerning the development
of an interactive decision
support system for use in
situations arising in
emergencies. Several other
countries would like to
support the project. The
partners have collectively
almost a complete range of
bridge and engine simulators
including fully integrated
bridge-propulsion-power
transmission with full
mission capability with the
high level of physical
fidelity and different
levels of severity. One of
the partners is involved in
the development of the next
generation of simulators for
marine diesel engines.
The main
tangible outcome
is a innovative course in
automation with 8 modules,
each concerning a particular
level of depth in knowledge,
skills and understating, for
a given level of seniority
and concerning a given job
function. The second
outcome is expected to be
the intended adaptation of
an e-leaning platform with
assessment facilities
currently under development
in E-GMDSS (2006) or use of
an earlier platform
developed in a previous EU
funded project by one of the
partners (Ziarati, 2002).
The team building module may
replace the existing
non-standard, but on high
demand courses such as
Bridge Resource Management
and Ship Handling. Since
the intention is to adapt
e-learning and e-assessment
both as training and
learning methodologies as
well as a self-learning and
self-assessment tools, the
project products would be
able to target a wider
audience particularly for
active seafarers being on
board vessels for long
periods.
The main
intangible outcome
is the course would provide
an opportunity for many
rating and officers with no
or little knowledge of
automation to acquire the
necessary expertise and seek
employment on board vessels
with automated systems. The
knowledge needed for example
by Engineers and Deck
officer on board a vessel
has to match the complexity
of the automated system and
other related equipment they
operate. To ensure this
will be the case the course
is designed to be a bolt-on
programme and capable of
being up-dated. There has
been a shift from component
based training to
system-based training and
the focus is on team
operation viz., bringing the
bridge team to work
effectively as a team and in
turn making sure that the
Engine personnel and Deck
crew work in harmony
particularly in an emergency
situation. The latter
consideration is as
important today and ever.
The e-learning and
e-assessment tools and
internet software interfaces
already available will be
adapted for application in
delivery of the intended
course/modules would be able
to be applied in the
delivery of other units of
training and as
self-learning/assessment
tool.
Impact
will be substantial as this
project responds to an
internationally acknowledged
problem which the
partnership is confident of
resolving and since the
social partners including
employers and ship owners
are involved in the proposed
project the impact is
expected to include
widespread use of the course
in partner and other EU
countries.
Rationale
A paper (Ziarati, 2006) and
report to IMO (MCA, 2006)
clearly identify a major
source of accidents
particularly in the future
to be the problems with
application of automated
systems and failures in any
aspect of automation. There
are two related issues/needs
which need to be addressed.
One can be highlighted, for
example, by a recent report
by the Maritime Accident
Investigation Branch in the
UK (MAIB) concerning the
details of the heavy contact
made by Savannah Express
(2005) with a linkspan at
Southampton docks, after the
ship lost astern engine
power. The report stated
that the engineers on board
were experienced and held
appropriate STCW
certificates but they were
unable to correctly diagnose
the reason for the engine
failure. Lack of adequate
training in how to operate
and trouble-shoot the
automated engine was a
significant contributory
factor in the accident.
What was significant was
that STCW training standards
for Engineers have not been
updated to account for
working with such new
engines. The second issue
can be highlighted by an in
MER (addressing automation,
2007) stating that it is not
impossible to bring
presently serving seagoing
engineers to the standards
needed if a course could be
devised to include synchro-
and cyclo- converters,
harmonics, etc. as an add-on
to the existing IMO
syllabuses. Ziarati (2006)
reports on the need to
include instrumentation and
control systems including
hydraulics and pneumatics in
the syllabuses of the
programmes for the Engineer
and Deck officers. Under
STCW there is no specific
training requirement for
electrical engineering
officers on board vessels,
and therefore no
internationally or European
agreed standard by which
shipping companies can
effectively assess their
knowledge.
The proposed
course contains some 8
modules in various aspects
of automation for: 1)
Ratings and for Cadet
Officers on automation
components, 2) Deck Cadet
Officer on automated
navigation systems at
support and operational
levels, 3) Engineering Cadet
Officers on automated
propulsion systems at
support and operational
levels, 4) Chief Mates, on
integrated navigation on
operation and management
levels, 5) Second Engineers
on automated propulsion and
power transmission systems,
6) for Chief Engineers on
fully integrated and
computer controlled
propulsion system, 7)
Masters/Captains on fully
integrated
Bridge-propulsion-power
transmission system and 8)
on team operation,
Deck-Engineers interaction
and combined scenarios.
The course therefore is
unique as it attempts to
fill a gap in lieu of lack
of appropriate standards and
hence coherent training
content to address a serious
cause of accidents and
incidents. It is expected
that the course and its
widespread adaptation will
save many lives and injuries
as well reducing financial
losses making companies in
the sector to become more
competitive. The proposed
project is in line with a
European strategy as stated
in UNISCE’s seven priorities
and directly supports the
work of EU namely, i)
Competitiveness, ii) safety,
iii) higher academic
learning, iv) lifelong
learning, v) collaboration
of stakeholders
vi)employment/mobility, and
vii) adaptation to needs and
conditions. From a European
perspective, safety at work
constitutes one of the EU’s
most important social
policies. The Lisbon
European council stressed
that Europe was going
through a transition to a
knowledge based economy,
marked by profound changes
affecting society,
employment and safety at
work. European Commission’s
recent adaptation of
“investment in people” and
Commission’s “investment in
quality” are two policies
that the proposed project is
supporting. The EU strategy
relating to both policies is
based on consolidating a
culture of risk prevention,
and ‘on right first time’
philosophy, as well as on
combining a variety of
tools, with training and
awareness, being the most
important ones. Although
this strategy has been
adopted from the national
legislation of member
states, a review of the
available statistics clearly
indicates that the
preventive approach set out
in Community directives has
neither been fully
understood and/or taken on
board by various players,
nor applied effectively
(NORAY, 1999).
There has been research in
finding out how automation
problems are resolved in
industries such as aviation
and nuclear. It was learnt
that shipping staff need to
be capable of transferring
from automatic to manual;
for instance, when an
auto-pilot in an aircraft
fails the Pilot is capable
of switching to manual and
land the aircraft safely.
This is exactly what this
proposed course will offer;
operating and/or managing
automated systems as well as
of skills in transferring to
manual and sailing the ship
safely.
Training on automation and
inserting faults and
learning how to rectify them
cannot be done on a sea
going vessel. The most
appropriate method is to use
simulators as is the case in
the aviation industry. The
proposed course, with the
help of the partners, will
include real life scenarios
using a range of simulators.
Aims
The main aim, as stated
above, is to fill the gap
created as the result of
emergence and application of
the automated systems in the
education and training of
seafarers by provision of a
training course enabling
them to have a full
understanding of automated
systems, and these systems’
weaknesses and limitations.
It is for this reason that
this project primarily is in
line with Objective 1b of
the Call. To achieve this
aim it is necessary to
identify the training needs
and develop or adapt methods
and methodologies both for
content development as well
as for the delivery of the
modules within the course.
This aim will only be
achieved if a well planned
literature review of, on the
one hand the automated
system and components, and
on the other hand, the
accidents and incidents,
such as that by Savannah
Express (2005) or the very
recent sinking of Glorious
(2007) in the Bosphorous,
are carefully and
meticulously carried out.
The former accident was due
to engine failure and the
latter due to navigation
(steering, rudder) failure.
Emergencies at sea are
rare. However, when they do
appear they could cause loss
of life and material damage,
therefore seafarers not only
have to learn how to operate
automation systems but
should regularly be
refreshed to ensure the
safety of the crew,
passengers (if any) and what
the carry. Due to this rare
but at times resulting with
severe outcomes, seafarers
will need to remember also
how to react to dangerous
and emergency situations and
able to react and handle the
situation.
The second
aim is to make this course
also available to industry
to ensure companies in the
sector, particularly
ship operators and ship
builders are aware of the
support these systems
require and operational
features as well as their
management. It is in this
respect that the proposal
also addresses Objective 1a
of the Call. This aim is
expected to make the
companies more competitive
and reduce loss of life and
personal injuries as well as
substantially reduce the
cost of accidents and
incidents due to automation
systems and their failures.
The course can also be used
by ship crews who are
working on board these
vessels and pilots at ports,
as an up-dating programme of
personnel or self
development. Furthermore,
many employees and
individuals will be able to
enhance their skills and
competence and hence become
more employable and
participate in the European
labour market (Objective
1a).
The skills and competence
again could help individuals
to become more mobile and
seek better paid jobs or
work in other flag states.
This aim is expected to make
a contribution to Objective
1c of the Call.
The design of the course
will take into consideration
specific features such as
user friendliness and
delivery techniques to
ensure that smaller
companies could benefit from
the course or any
constituent part of it; this
would contribute to
improvements in quality and
innovation in vocational
education and training
system and practices
(Priority 1). Since this
proposal intends to train
trainers, the project makes
some contributions to
Priority 2.
The
third aim is to adapt
e-learning and e-assessment
systems and use Internet as
a means of communication
within the target groups as
well as for training
material delivery and its
assessment. Such intentions
address Priority 3, the
transfer of innovation
concerning e-learning. There
will be two types of
assessment. One as part of
the learning strategy so
that self-assessment and
trainee-centre-learning and
inquiry methods could be
used to enhance learning;
and the second is assessment
which is designed to measure
performance evaluation and
for progression purposes.
Active
Partners
TUDEV-Institute of Maritime
Studies (TUDEV), TR
Satakunta University (SUAS),
FI
Glasgwo college of Nautical
Studies (GCNS), Scotalnd
Tromsø University College
(TUC), NO
Maritime University of
Szczecin (MUS), PL
Spinaker (SPIN), SL
Centre for Factories of the
Future (C4FF), UK
Plymouth University (PLY),
UK
Project:
Maritime
Tests
of
English
Language
(MarTEL)
Summary
The problem
is that there are no
international or European
standards for
Maritime English.
This project intends to
establish a set of standards
by transfer of innovation
from existing English
language standards and
maritime English model
courses such as
International Maritime
Organisation’s (IMO) SMCP
(Standard Maritime
Communication Phrases,
2001). Review of the
arguments from the recent
IMO meetings (IMO MSC, 2006)
considering MSC 82/15/2 and
MSC 82/15/3 had identified
that ‘there is a compelling
need to promote a high level
of working maritime English
language skills’. Several
EU member states have
invited STW sub-committee to
consider how the
requirements in the
STCW-Code can be
strengthened in this
connection. It was noted
that deficiencies in
maritime English causes
accidents and therefore
needs to be seriously taught
in the basic and the main
training of all Chapters of
the STCW Code of practice.
It is interesting to note
that both of the above
issues were also the
findings of an IMarEST paper
rand report and paper
(Ziarati, 2006; Ziarati,
2007). This Project
therefore is a maritime
language competency
assessment project for the
language certification of
the following target groups:
i) young people aged 17/18
years old wishing to enter
the Merchant Navy as
ratings, ii) those embarking
on a career as Merchant Navy
officers, iii) those
intending to hold senior
posts as a Chief
Mate/Master/Captain and as a
Second/Chief Engineers, and
iv) those who are working at
ports with different degree
of seniority including
pilots.
The main aim
is to develop a series of
Maritime English language
standards incorporating also
the IMO’s SMCP, at three
different standards: i)
Foundation – Elementary,
Intermediate and Advanced,
ii) Officer – Deck and
Engineering, and iii)
Senior Officers – Deck and
Engineering, also senior
officers at port and
pilots. The tests will be
piloted in at least two
partner countries (Turkey
and the UK). The other
partner countries with
experience in developing and
testing of maritime English
will be encouraged to pilot
the tests in their own
institutions.
The
partnership
is composed of major
education and training
centres in seven EU member
states supported by their
awarding, accrediting and
certification authorities.
The proposal instigator was
the representative of
IMarEST at recent IMO MSC
(2006) and at the same time
a member of a Turkish
national delegation at the
event. Three of the
partners are involved in
Leonardo proposed projects
concerning e-learning
(E-GMDSS) and three are
involved in another Leonardo
project (SOS, 2005)
concerning the development
and implementation of an
integrated programme of
education and training for
merchant navy cadets and
officers. The project was
developed jointly with
several industrial and
commercial organisations in
seven partner countries.
There are eight active and
many silent partners and two
are major awarding and
validating bodies. The
contracting organisation and
the co-ordinating
(technical) organisation
have substantial experience
of instigating and
implementing EU funded
projects.
The main
tangible outcomes
are - i) The
Foundation standards
which include tests at three
levels of proficiency:
Elementary, Intermediate and
Advanced. All
levels will include active
skills i.e. Speaking,
Comprehension and Writing.
The content would be based
on active learning and on
maritime terminology and
usage with less emphasis on
grammar. The Foundation
test at advanced level will
benchmark the well-known
English qualification
standards TOEFL 500 and
IALTS 5.5 in terms of
testing methods rather than
their contents, ii) The
Officer standards
will be based on TOEFL 550
and IALTS 6.0 standards but
content will be primarily
based on
Navigation English
and
Marine Engineering
English. These
tests will focus on all
skills but with less
emphasis on grammar, iii)
The
senior officers standards
will be equivalent to
TOEFL 600 or IALTS 6.6. For
the senior officers in
charge of vessels over 3000
GRT, the standard will
include a section on
language requirements for
these vessels and the term
Unlimited will be added to
the end of the qualification
designation. All standards
for Officer and Senior
Officer Levels will have
different weights on
different skills and
different proficiency
requirements at different
ranks and duties. For
example, a Chief Engineer
should be competent on
comprehension (especially
reading) and writing but a
more moderate level of
speaking may be tolerated.
The success would lead to
vocational qualifications in
Maritime English and usage
which is expected to be
recognised Europe-wide.
The
main intangible outcome
is that, the standards and
their associated study
units, will provide an
opportunity for many
companies particularly
smaller ones to become
involved particularly taking
advantage of learning
materials and the intended
e-learning and e-assessment
and facilities for
self-learning and
self-assessment.
Impact is
expected to be substantial
as the project responds to a
European and international
acknowledgment of the
problem which this project
intends to address at source
and through industrial
lifelong learning. There
are many organisations
including awarding,
accrediting and licensing
bodies that are interested
in the project.
Rationale
Shipping is perhaps the most
international of the entire
world’s great industries and
some of the most dangerous.
Safety of life at sea, the
marine environment and over
80% of the world’s trade
depends on the
professionalism and
competence of seafarers. It
has been reported that the
over 80% of accident and
incidents are due to human
error According to IMO
(2005), 80% of accidents at
sea are caused by human
error. One of main causes
of accidents and incidents
are due to poor standards of
maritime English. The
language of the sea is
Maritime English and many
ships, and to a lesser
extent, ports, are manned by
multinational crews. Hence,
good communication in
Maritime English is
essential for creation and
maintenance of effective
working environments and
safety of the crew, and
generally safety at sea and
at ports. There are many
reports and papers (MCA –MSC
82/15/02 and MSC 82/15/03,
Ziarati, 2006) identifying
poor communication as one of
the most significant factors
in accidents at sea and at
ports. There is only one
Leonardo project viz.,
English for Dockworkers
(E/02/B/F/LA_115852, 2002),
which has tried to address
the communication problems
in dockyards through the
development of training
materials for self-learning
in English language. A list
of the all the Leonardo
projects in maritime fields
is presented in the
reference section, as the
end of the proposal.
However, there is no
Leonardo project on
establishing standards
for Maritime personnel
working in the water
transportation sector.
The importance of skills in
English Language competency
was highlighted at the
recent IMO Maritime Safety
Committee (IMO MSC 82,
2006). Papers presented by
the Turkish and UK delegates
clearly stated that language
competency is a problem.
The papers led to
discussions at the Human
Element Working Group (HEWG)
when it was reported that
many seafarers have problems
in expressing themselves in
English and in using
maritime terminologies. It
was agreed that STCW
Convention had to be revised
in this connection and IMO’s
maritime English course
model’s (based on SMCP)
minimum requirements is no
longer acceptable. The
inadequacy of Maritime
English standards has been a
major contributory factor in
causes of accidents, some
involving loss of life,
large numbers of injuries
and extensive financial loss
(Deniz Ticarti, 2006; MAIB,
2006).
This proposal is in line
with Loginovsky (2002) which
reports on the significance
of English as the working
language of the
international shipping
industry and that the
overall performance and
safety of the international
fleet depends on the skill
to apply it correctly. He
states that the ability of a
non-native speaker to have a
good command in Maritime
English is very much
influenced by the ability to
think in it in the frame
work of the maritime
profession. He concludes
that to make the teaching
and learning processes more
effective, it is required to
power up the thought
activity of a seafarer using
English. This proposal has
taken note of the recent
papers at the IMO MSC event
(2006) and recommendations
of several international
papers (Ziarati, 2006;
Loginovsky, 2002) concerning
lack of standards or and
appropriate underpinning
knowledge and skill for
maritime English.
There are
severe shortages of
personnel with sea going
experience (Ziarati, 2003;
Pourzanjani et al, 2002,
Schroder et al, 2004). This
is expected to get worse
(IER, 2005 report sponsored
by ISF and BIMCO). The
shortage ranges from some
30000 (IER, 2003) seafarers
to over 100000 (Urkmez,
2005). This is anticipated
to lead to an overlook of
deficiency in competence by
shipping companies
desperately seeking
seafarers to man their
vessels.
Aims
This proposal aims to
address major problems
relating to competency in
maritime English for the
well-being of seafarers and
those working in the
shipping and maritime
industries including ports.
The problem is addressed at
its very roots, that is,
helping to improve the
language competency of those
wishing to embark on a
career in the Merchant Navy
as rating and officers in
partner countries at three
key stages: 17/18 years old,
21/22 years old and 23+
through an integrated and
interrelated standardised
assessment system catering
for all classes of seafarer
as outlined in the project
summary.. The project is
concerned with the
establishment of standards
of Maritime English for all
classes of seafarers and for
those working at ports. The
standards are expected to be
recognised by international
professional bodies and the
licensing authorities. To
ensure these developments
are implemented effectively
it is proposed:
-
to develop supporting
training programmes for
the intended standards
by formation of pilot
groups initially in one
of the partner countries
and then re-run them
and/or validate them in
other partner countries,
-
to establish a network
of transnational
partners to support the
development of the
project, to surpass
excel the minimum of
standard of maritime
English set by IMO,
-
to design a programme
for the trainers and
assessors development,
and their certification,
for application of the
intended standards and
subsequent tests, as
well as for the internal
assessment and
verification process, in
line with European
vocational
qualifications for
Assessors and Verifiers,
-
to facilitate secondment
of trainers and
assessors to partners’
establishments on short
assignments in order to
familiarise the trainers
and assessors with the
necessary skills and
good practice,
-
to form a committee to
monitor the progress and
make the necessary
changes when required,
applying a
quality manual
instigated in the
course of developing
this proposal, and
-
to develop bridges for
maritime personnel,
through these standarts
so that they can take
advantage of other
programmes, some leading
to higher vocational
qualifications.
All tests for officer and
senior officer levels will
have weight on different
skills. The officers are
expected to reach certain
levels of proficiency and
competency at given
ranks/duties by their
companies or potential
employers.
Active Partners
Centre for Factories of the
Future (C4FF), UK
TUDEV-Institute of Maritime
Studies (TUDEV), TR
Satakunta University (SUAS),
FI
Tromsø University College
(TUC), NO
Maritime University of
Szczecin (MUS), PL
Spinaker (SPIN), SL
MarEdu, UK
last updated 06-23 2011 |
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