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 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.

 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

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