Maritime Schools Research Articles

Maritime Schools Deployment of Completed Classroom Instruction (CCI) Students in Domestic Vessels: Basis for Government Support for Shipboard Training Program

Maritime Schools Deployment of Completed Classroom Instruction (CCI) Students in Domestic Vessels: Basis for Government Support for Shipboard Training Program

Social media for improving the students’ vocabulary mastery in ESP Maritime English

The ever-expanding globalization era brings with it a host of new developments in people's lives, including methods of learning, especially when it comes to increasing vocabulary in English, the universal language of communication. Economic issues are greatly impacted by globalization; as a result, trade between countries is growing quickly, and shipping is the most suitable means of transportation. Consequently, there is a growing need for proficient sailors who speak English, especially maritime English, in order to demonstrate clear communication and reduce accidents brought on by miscommunications between crew members and ships. For students in maritime schools, learning Maritime English (ME) terminology is a prerequisite to developing proper communication skills. Social media is one of the teaching strategies used with students at the maritime academy. Keywords: social media, vocabulary mastery, ESP, maritime English

Aligning the Ship Engine Cadets’ Skills to the 21st Century

The Philippines is one of the single largest nationality groups in the maritime and shipping sectors; as a result, the nation's efforts to modernize the skills of the engine cadets are significant. This study aimed to assess the engine cadets' skill level in relation to the requisite 21st-century skills while they were receiving shipboard training at TORM Shipping Philippines Inc. It used a sequential explanatory mixed-methods design. The paper used mean, standard deviation, and Mann-Whitney for comparing differences between two independent groups for the statistical treatment analyses of the quantitative data. Thematic analysis of the descriptive data provided by the interviewees involved coding and identifying common themes, patterns, and responses. The findings revealed that the engine cadets were competent in three (3) areas but needed to be more competent in the remaining area (inventive thinking). This signified that the engine cadets need supplemental training in the areas where they are less apt to improve their skills in all variables, especially 21st-century skills. The management of maritime schools and policymakers must address the common factors that prevent engine cadets from acquiring 21st-century skills, according to the study.

Additive Manufacturing Applications in Maritime Education

The Additive Manufacturing or 3D printing technology gives an unmatched flexibility and innovative solution to different problems of various industries, including maritime industry. Even though the application of this technology is mainly used in the manufacturing and shipbuilding sector of the industry, it is now also being used by some maritime schools or institutions, like the Maritime Academy of Asia and the Pacific (MAAP). Thus, this paper presents the recent applications of 3D printing in maritime industry, as a whole, and in the academe. The 3D printed projects created by MAAP faculty and students will also be demonstrated and discussed in this paper. Lastly, future perspectives on the application of 3D printing technology in maritime education, like what will be the possible impact if it was included in their curriculum, will be presented as well.

Invitation to maritime doctors and maritime schools on research collaboration.

Invitation to maritime doctors and maritime schools on research collaboration.

LECTURER PROFESSIONAL ENHANCEMENT IN MARITIME INSTITUTION: An Urgent Action

Lecturers are professionals in charge of planning and implementing the learning process, assessing results, conducting guidance and training as well as conducting research and community service. To achieve this performance, lecturers must be managed by higher education managers through the implementation of effective and efficient quality management in order to achieve the goals set by the institution. Professional lecturers at the Jakarta High School of Shipping Science are lecturers who come from practitioners, namely seafarers. To align the competence of academic lecturers with practitioners, it is necessary to carry out an improvement strategy that refers to policies and the need for increasing lecturer competence. This study uses a qualitative method with a case study approach. The sample used was taken based on purposive sampling technique. The findings and analysis show that the Maritime College as one of the maritime schools owned by the state has an adaptive competency improvement strategy in aligning the need for increasing lecturer competence based on the background of lecturers who come from seafarers and the need for adjustment of prospective lecturers to the requirements of lecturers according to legislation. applicable.

МЕТОДИ РЕАЛІЗАЦІЇ ПРАЦЕВЛАШТУВАННЯ ФАХІВЦІВ МОРСЬКОЇ ГАЛУЗІ В УКРАЇНІ

The article deals with the most effective methods of job search and employment of seafarers and prospects for increasing the prestige of Ukrainian maritime institutions of higher education among others. Due to the fact that Ukraine does not have competitive maritime fleet, there is no opportunity in employment of young specialists who study at Ukrainian maritime institutions of higher education. Foreign shipping and crewing companies provide more job opportunities for Ukrainian seafarers. These companies have a significantly larger merchant fleet, better working conditions and highly competitive salaries. But at the same time, they are more demanding of their candidates. Attempts to self-employ cadets of maritime institutions of higher education on foreign ships for shipboard practice and further employment are not effective, since companies are reluctant to accept candidates, especially without maritime experience. The rate of success in employing of young professionals in this way is very low. In recent years, maritime higher education institutions have begun to cooperate with some shipping and crewing companies in the employment of cadets on ships of foreign shipowners. Observing the results of such cooperation, when an educational institution selects and recommends candidates for a company, thereby making it easier for them to find seafarers to manning of ships, more and more companies seek to cooperate with educational institutions in this direction. Such cooperation is appreciated both for the success of the crewing companies and for the presentation of the institution, which encourages the employment of its graduates. The orientation of maritime schools in this direction significantly increases the attractiveness for future applicants and fully contributes to the success of the maritime careers of graduates. Key words: maritime institution of higher education, cadet, maritime specialist, crewing company, employment of seafarers, cadet program.

Factors influencing intention to use videoconferencing tools in online distance education among students in Philippine maritime schools

ABSTRACT Studies exploring the determinants of intention to use videoconferencing tools among maritime students received little attention. Schools and learning communities utilizing such technologies must be cognizant of the factors that influence students’ intention to continue using these platforms for learning to fully exploit its value and benefits for education. This study determined the factors associated with the intention to use videoconferencing tools in online distance education among maritime students. A cross-sectional study was conducted using the administration of an online survey tool among 234 male students in two Philippine maritime schools. Multiple linear regression analysis demonstrated that attitude towards videoconferencing, perceived class engagement in virtual conferences, perceived ease of use, and perceived usefulness of videoconference technology predicted videoconferencing utilization intention among maritime students. Videoconferencing technology remains a valuable platform that facilitates and supports educational activities during the COVID-19 outbreak.

DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF THE FUTURE TRANSPORT SPECIALISTS IN EDUCATIONAL INSTITUTIONS OF UKRAINE (LATE XIX – EARLY XX CENTURIES)

The article on the basis of theoretical generalizations considers the main aspects of the development of the system of professional training of the future specialists of the transport industry in educational institutions of Ukraine in the late XIX – early XX centuries.The retrospective analysis of the development of professional training of the future specialists for the transport industry in Ukraine in the late XIX – early XX century was conducted on the example of the most progressive and highly paid at the time specialties in this sphere, namely: training of maritime specialists and railway workers.We found out that the period of the end of the XIX – 1917 is the time of creation of educational institutions for the training of the future specialists in maritime affairs. Thus, in the late XIX – early XX century there were more than 20 educational institutions in Ukraine, which provided training for the future sailors for the military and commercial fleet in the Black Sea. During this period, one of the key links in vocational education were maritime schools and long-distance sailing schools, in particular in the Kherson province, they were located in the cities of Beryslav, Oleshky and Hola Prystan, as well as Kherson. It is generalized that in the period of 1921–1941 the professional training of the future specialists for the fleet was done in corps (schools), in which the priority direction of professional training was defined as wide universalization.It is generalized that the development of railway transport took place in connection with the construction of the Kursk-Kharkiv-Azov railway in Slobozhanshchyna, which in turn needed qualified specialists of various professions who somehow interact with this industry. As a result, Kharkiv, an important railway junction, soon became a training center for the future railway specialists. Therefore, on December 1, 1870 at the station of Kharkiv opened a railway school for the training of technicians, which was reorganized into the Kharkiv Technical Railway School. In 1917, the Kharkiv Technical Railway School was reorganized into a Secondary Railway Vocational School. On its basis in 1921 the Kharkiv technical school of ways of a combination of a mechanical specialty with a four-year course of training was created.On its basis in 1921 the Kharkiv technical school of ways of connection of the mechanical specialty with a four-year course of training was created.In 1920, the Operational Technical School for the training of operational specialists was opened at the Southern Railway.On April 1, 1926, specialist training courses for engineers began to function in Kharkiv. On August 17, 1927, they were renamed into the Higher Technical Courses of the People’s Commissariat of Railways in Ukraine.In 1929, three railway technical schools (Technical School of Mechanical Railways, Operational Technical School and Evening Workers’ Mechanical Technical School) were merged into one professional technical institution - Kharkiv United Technical School of Railways.In the late 1920-s – early 1930-s the economy of the USSR gained momentum, but the transport industry did not keep up with the high rate of industrial development. Therefore, on March 23, 1930, the Kharkiv Institute of Railway Engineers began its work. Already in 1940–1941 academic year it became one of the largest railway institutions of higher education in the USSR.Thus, the retrospective analysis of the activities of educational institutions that provided training for the future transport professionals showed that during the period (late XIX – early XX century), in connection with the development of scientific and technological progress in society there was a need to train qualified future maritime specialists and railway workers. During this period, educational institutions were established, which actively developed in the system of professional training of transport specialists.

The Impact of IUU Fishing Policy (Moratorium License of Fishery Commerce) to the level of Employment of Maritime and Fishery Vocational Schools Graduates

The limited capacity of human resources (HR) that is competent in their field often causes the less than optimal utilization of the marine and fisheries resources in Indonesia. Maritime and Fishery Vocational Schools (MFVS) can be the solution to this problem, as they are expected to generate capable and competitive human resources; thus, utilizing and sustainably managing the vast marine resources in Indonesia, and in turn improving the efforts taken to advance Indonesian people’s welfare. However, the level of employment for MFVS graduates in Indonesia is still limited to large scale fishing activities. Additionally, since the launch of Moratorium License of Fishery Commerce of Fishery States in the Republic of Indonesia (56/PERMEN-KP/2014) by the Indonesian Ministry of Marine and Fisheries (IMMaF), most fishery companies have ceased to operate. The study aimed to determine the impact caused by this regulation against the level of employment of MFVS graduates, as well as the scheme of policies that should be applied to maximize the human resources in the field of marine and fisheries. This research used a qualitative method, where the descriptive analysis was used as a primary tool of analysis. The results of the analysis indicated that the trend of employment of MFVS graduates shifted after the enactment of this policy. The lack of synergy between policies in the field of marine and fisheries and policies in the field of education and transportation resulted in the difficulty of MFVS graduates to achieve a good career in this field..

코로나19에 따른 해양계 학교의 승선실습 법제도 개선 연구

Under the recent worldwide spread of COVID-19, the maritime schools need to review the mandatory minimum requirements for issuing a certification of officers through the suspension and resumption of on-board training. The domestic law requires at least one year of sea-going services for graduates of maritime schools to issue a certification of officers, and requires at least six months of on-board training during their sea-going services. However, STCW allows online education methods such as e-learning by approval of the competent authority for one year

Instructional Competence and Faculty Performance among Maritime Schools in Central Luzon

The study investigated into the maritime faculty quality and excellence in education, mainly because they oversee facilitation of their students learning experiences. The effectiveness of their teaching is one of the factors that determine how well students' cadets would do in their voyage towards knowledge and acquisition. Thus, the advocacy to promote academic excellence and quality maritime education in the Philippines, as Philippine Merchant Marine Academy aims to be a center of maritime research making this institutional research in a regional scope to evaluate the instructional competence and faculty performance among maritime schools in Central Luzon. Descriptive survey design was used and this research was conducted in the ter-tiary level of the public and maritime schools in Region III. School year 2018-2019. The locale of the study is the three school duly rec-ognized by Commission on Higher Education (CHED). The respondents of the study were twenty-eight (28) technical maritime faculty from central Luzon offering a program of study of Bachelor of Science in marine transportation and in Bachelor of Science in marine engi-neering. Questionnaire was the main instrument used for the data collection. Pearson Moment Correlation, ANOVA, means, percentages and standard deviations were used to analyze the data. The results of the study showed that the quality of teachers was high in terms of their academic and professional qualifications, and it did reflect much in the performance of the students.

Ship to Academe, Seafaring to Teaching: Seafarer Teachers in Maritime Higher Education Institutions in the Philippines

Years of working onboard vessels as marine officers to teaching in maritime schools as full-time instructors entail a big transition and a sharp turn of events in a seafarer’s role and way of life. Translating expertise in the field into a flexible classroom discourse using appropriate pedagogical methods to ensure efficient and effective delivery of instruction is a far cry from supervising and training a team of ship’s crew in a structured, hierarchical environment onboard. This descriptive study aims to measure the level of commitment of seafarers-turned-maritime instructors on their roles as educators as well as to determine their level of competence as based on their self-assessment in reference to Lloyd’s list of key attributes for maritime educators, namely, subject knowledge and technical skills, communication skills, pedagogy, and soft skills. Data that were taken from a survey with 58 deck and engine instructors revealed that the seafarers-turned-teachers have a promising potential as mentors as they help mold future seafarers. The commitment to teaching is there, and the competence to transfer to knowledge and skills is also in place. However, to be able to maximize their teaching skills, they need to constantly be abreast of the continuing developments in the maritime industry to be able to provide up-to-date inputs and to make the teaching and learning process become more realistic and relevant. As maritime instructors, they should possess the passion to perform their multifaceted roles not just to deliver the goods but to deliver them well to inspire and to create a positive attitude among their students. This study was also able to identify the challenges that seafarer teachers experience in their transition from being marine officers into maritime educators. A customized set of training courses for professional deck and engine instructors was proposed as an offshoot of this study to address the gaps that have been identified.

The Problems Encountered by Navigation Cadets at Sea Training Phase as a Part of Their Academic Programme

Vocational education for seafaring officers is a long process. During this period, the educational programs proceed within a periodical improvement framework. Sea Training is an integral part of Maritime Education and Education (MET) and it is a part of academic program in the MET institutions. All seafaring officers should complete at least one year Sea training on board the ships to finalize their education. This training should be completed suitable commercial vessels and specially designed training ships. Initial evaluation of sea training are made by the ships which the cadet attended and the maritime schools made the final assessment to verify their achievement at sea training. Practical training is an absolute must for every type of seafarer’s education. The aim is to consolidate the academic knowledge taught and practical experience gained at sea. So, on the practical side of the curriculum, sea training comes into prominence during maritime education and that is what we discuss in this study. The main purpose of this research is to pinpoint the main problems encountered by cadets during their sea training phase, and make some suggestions for possible solutions to ensure quality and efficiency of the training. The study starts with a group study base on field study, to define the hypothesis is for questions of questionnaire for cadets participated sea training. The evaluation of the responds are used to finding and subsequently results and proposals. In addition, it is strongly suggested that the collected data and provided findings in this project are taken forward for further studies on this subject.

Investigation of Long-term Sea Training Problem of Maritime Students in Turkey

Nearly 90% of the transportation of goods due to worldwide trade is carried out by maritime transportation. It has a large share in the economies of the countries. The training of marine officers is of great importance in order to have a good maritime trade fleet. In recent years, Turkey has significant developments in the maritime sector. Besides, a number of new maritime schools opened in order to increase the number of educated seafarers. The new schools resulted in increase in the number of students. Today, Turkey is the second country after China raising most sailors in the world. Hence, a new problem is emerged for students that they cannot find company for the long-term sea training. The factors such as inexperience of the students in the sector, lack of adequate company knowledge and decision of what type of ship they want to work also contribute to this problem. In this study, the number of new maritime colleges, the number of students, and the number of ships in the Turkish fleet are analysed to observe the sufficiency of Turkish merchant fleet for long-term training of these students. The analysis shows the insufficiency of the Turkish merchant fleet and coordination problems. Solutions to this problem are proposed for a better sea training environment.

The role of maritime identity in the economy – the issue of the “cultural code” of Pomorskie Province

The article aims to analyze the theme of maritime identity as a cultural code of the Pomerania region. At the same time, it will be proved that this code has had a tangible impact on modern-day economy of the Pomerania region by influencing its dynamics, innovativeness and networking. That influence has been made possible by the post-industrial economy which, as a result of civilizational changes, thrives today mainly thanks to social and cultural factors, also known as social capital, and not just due to infrastructural ones. The resulting maritime identity, which evolved in our region in the interwar period mainly due to the shared experience of building a port in Gdynia and the associated work ethic, has established numerous social bonds and created solidarity among people of the sea. These bonds are gradually expanding the cultural code’s sphere of operation with new areas and partners, not necessarily related to the maritime economy. Although these bonds are most evident in Intelligent Specialization no. 1 “Off-shore, port and logistics technologies”, they actually bridge the gap between all intelligent specializations to produce a synergy effect and create innovation. The cultural code brings innovation to traditional (ports, shipyards Baltic-Adriatic Corridor) and sustainable energy-saving “blue growth” maritime economies. Maritime identity is also featured in various forms of tourism, culture and art, while at the same time shaping the teaching programs of maritime schools.

Rubbing out gender: women and merchant ships

Purpose– The purpose of this paper is to show how gender differences are rubbed out and simultaneously reinforced in intentional and unintentional ways. It will do this by exploring the experiences of female cadets/seafarers.Design/methodology/approach– This paper is drawn from two independent PhD theses, where one of the theses conducted ethnographic fieldwork aboard a container ship in 2009. The other thesis used a case study research design of cadetship programmes in the Philippines using structured interviews, observations with the aid of fieldnotes and documentary analysis of records from seven maritime schools and cadetship programmes of ship-owners.Findings– This paper reveals that the merchant vessel remains to be a “man’s world” where female seafarers are marginalised. It also shows that the maritime colleges in the Philippines deploy training practices that reproduce the gender biases against women participation to seafaring because the socialisation of cadets are fraught with the values and symbols of a hegemonic masculinity intent to silence other genders. On board ships, similar contradictory rubbing out and reproducing of gender differentials are observed. This shows how controlling gender is difficult.Research limitations/implications– Observations conducted are limited to one shipboard voyage and whether the same manifestation in different types of ships, ship routes and crew mix would emerge require triangulation with other forms of data collection like in-depth interviews with seafarers on board.Practical implications– Ethnographic insights offer valuable insights for novice researchers and those conducting shipboard research.Originality/value– Not much study has been done with respect to the presence of women on board and how they disrupt and play with masculine space. This paper provides empirical evidence and insights on the ambivalence of integrating women in the seafaring profession owing to official and unofficial policies and training that intentionally and unintentionally construct women as unfit to work as sea-based professionals.

Peer Mentoring: It’s Effect on Students’ Mathematics Performance, Attitudes and Epistemological Learning Beliefs in Mathematics

This study is conducted in the fact that non-passer in the College Entrance Test (CET) may not be able to pass the Maritime Schools Assessment Program (MSAP) examination; thus, peer mentoring was utilized. The investigation focused on the performance, epistemological beliefs and attitudes towards mathematics among maritime transportation students. Thirty students that were selected randomly were gathered in the program and were divided into fifteen pairs. Each pair had an assigned mentor that was selected purposively.The students’ performance and attitudes towards mathematics were measured using a researchers’ made 50 item pre and posttest multiple choice questionnaire and a researchers’ made attitudes instrument respectively; pilot – tested, validated and reliability-tested. Schommer’s Epistemological Belief Questionnaire was used to assess their epistemological learning beliefs. Frequency count and means were the descriptive statistical tools and paired sample t-test and Pearson’s r set at .05 Alpha levels are the inferential statistical tools. Results showed “low” pre and “high” post mathematics performance. Simple knowledge, certainty of knowledge and omniscient authority are best possessed by the participants for the epistemological learning beliefs. Positive attitudes towards mathematics manifested in both pre and post attitudes of the participants. There is a significant difference between the pretest and posttest mathematics performance and between pre-attitudes and post attitudes towards mathematics of the participants. There is no significant relationship between mathematics performance, attitudes, and epistemological learning beliefs. Sustainability of the program, the conduct of similar studies, continuing training and re-training of student mentors and financial support to those who rendered their services as mentors are highly recommended. Keywords- Peer mentoring, mathematics performance, epistemological learning beliefs, attitudes, descriptive design, experimental design, Iloilo City, Philippines.

Communicating and learning maritime safety culture—development and evaluation of a didactic design based on an interactive module

To be able to disseminate knowledge about maritime safety culture and safety management to different actors in the Swedish maritime sector, a didactic design was developed and evaluated. The didactic design includes an interactive scenario-based module and a teacher’s guide and is based on a model for experience-based learning that connects theory and practice by a cyclic approach. Students at upper-secondary maritime schools were chosen as a user group and the didactic design was adapted for them. The didactic design was tested in a classroom setting including interaction with the students and a follow-up 1 week later. The didactic design was successful in immediately creating a relevant discussion about safety culture, and the student group could, on the whole, remember and describe all scenarios a week after the presentation of the material. The results were overall positive regarding usability and user experience with a potential for further development and implementations. The participating teacher at the school was also very positive and felt he would be able to apply the didactic design with support of the teacher’s guide.

Teaching ECDIS by Camtasia Studio: Making the Content more Engaging

The basic idea of this paper is to motivate teachers/instructors of maritime schools and colleges to create interesting and engaging screencasts for teaching students (future seafarers) Electronic Chart Display and Information System (ECDIS) basics, by using new contemporary media and didactical solutions. Camtasia Studio has been proposed as suitable applied software for doing so. It is a multi-media, user-friendly environment, providing the customers with the variety of possibilities for editing PowerPoint presentations with the introduction of audio, video and different animations, in order to make teaching/learning content more interesting and to point out the most important issues. It allows computer screen video capturing, and adding of audio and numerous animated effects to it, as well as augmenting video recordings into the Camtasia project(s). Even though the proposed software tool possesses a broad palette of advanced features for recording and editing lively and edifying recordings, within this paper only brief descriptions of reviving classical PowerPoint presentations, taking the screen captures over Transas demo ECDIS software, and their editing is presented. Several examples of instructional recordings concerning ECDIS operational basis, and possibility of students' self-evaluation have been given, too.