The Role of Maritime Education and Training in Navigational Competence Capt. Bill Kavanagh FNI Cork, 30 April 2014

Outline Competence Education Training STCW Challenges Nautical Institute role Discussion

Problem solving: What would you do if……………?

Competence? Competence is the ability to do something successfully or efficiently. Oxford Dictionaries (2014) Competence means keeping your head in a crisis, sticking with a task even when it seems hopeless, and improvising good solutions to tough problems when every second counts. It encompasses ingenuity, determination, and being prepared for anything. Col. Chris Hadfield, Astronaut (2013)

Education The process of receiving or giving systematic instruction, especially at a school or university. (Oxford Dictionaries, 2014) Education includes the development and formation of people to contribute positively to society, including the working environment: e.g. from cadet to master.

Education Learning to learn Self-directed learning Responsibilities Critical thinking Problem solving Leadership Teamwork and collaboration Underpinning knowledge

Training The action of teaching a person or animal a particular skill or type of behaviour. (Oxford Dictionaries, 2014)

Training Focus is on skills development to a competent level Practical bias Uses underpinning knowledge to complete tasks Can lead to a broad scope of competence Can lead to inflexibility

Education and Training: balance. Learning must be combination of both Focussing on training alone narrows the competency scope of the learner Role of the educator in assessment design is important Training Education

Learning Learning is a change in behaviour Education intervention Training instruction Trial and error Mistakes

Learning event sequence Unconsciously incompetent Stage 1 Consciously incompetent Stage 2 Consciously competent Stage 3 Which is most relevant for bridge personnel? Stage 4 Unconsciously competent

STCW: Operational views Standards of Training and Certification of Watchkeepers Competence: knowledge, skills and attitude How is competency assessed?

STCW Table example (STCW, 2010) Competence Knowledge, understanding and proficiency Methods for demonstrating competence Criteria for evaluating competence Manoeuvre the ship Ship manoeuvring and handling Knowledge of: .1 the effects of deadweight, draught, trim, speed and under-keel clearance on turning circles and stopping distances .2 the effects of wind and current on ship handling .3 manoeuvres and procedures for the rescue of person overboard .4 squat, shallow-water and similar effects .5 proper procedures for anchoring and mooring Examination and assessment of evidence obtained from one or more of the following: .1 approved in-service experience .2 approved training ship .3 approved simulator training, where appropriate .4 approved training on a manned scale ship model, where appropriate Safe operating limits of ship propulsion, steering and power systems are not exceeded in normal manoeuvres Adjustments made to the ship’s course and speed maintain safety of navigation Min. standard of competence for OOW 500 GT+

Merchant shipping training and education ‘apprenticeship’ model Theoretical education supported by ship simulation and practical seamanship Training during work placement: experiential learning Balanced training and education programme prior to initial certification Balanced training and education courses for further senior certification

Challenges ahead Differing standards of competence Quality assurance Economic pressures Role of EMSA/IMO Anecdotes from pilots

How can the Nautical Institute continue contribute to navigational competence? Information Seminars Seafarers’ experiences NI web site Seaways: relevant articles Seaways: Marine Accident Reporting Scheme (MARS)

Conclusions A broad scope of competency is required in safety critical operations Excellent education and training supports competency STCW is the minimum level and must be exceeded