1. Međunarodna istraživanja u području obrazovanja pomoraca
Boris Pritchard
Pomorski fakultet u Rijeci
Rijeka 2010

2. Sadržaj / Contents
Osnovni pojmovi: obrazovanje, naobrazba, izobrazba i školovanje pomoraca; ‘stakeholders’, MET, VET, CBT,
Međunarodne organizacije (IMO, IAMU, IMLA, AMRI, EU, ILO)
sustavi školovanja pomoraca u svijetu
uloga obrazovanja u razvitku pomorskog gospodarstva
elementi istraživanja sustava pomorskog obrazovanja u svijetu
projekti (DG TREN, METHAR, EASTMET, METNET, GLOMET)
metodologija istraživanja sustava pomorskog obrazovanja u svijetu
vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u svijetu (Bologna , ECTS, VECTS)
Nove tehnologije učenja, cjeloživotno učenje
usporedba hrvatskog pomorskog školstva sa sustavima obrazovanja pomoraca u svijetu

3. MET: Ciljevi
Razvijanje i razumijevanje pojmova obrazovanja, izobrazbe i školovanja pomoraca.
Vrjednovanje uloge poznavnja sustava školovanja pomoraca u projetiranju programa obrazovanja.
Spoznavanje uloge obrazovanja u razvitku pomorskog gospodarstva
Razumijevanje elemenata sustava pomorskog obrazovanja u svijetu
Razumijevanje i usvajanje metodologije u istraživanju sustava pomorskog obrazovanja u svijetu.
Razvijanje sposobnosti kritičkog mišljenja pri vrjednovanju mjesta i uloge sustava pomorskog obrazovanja u svijetu.
Usporedba hrvatskog pomorskog školstva sa sustavima obrazovanja pomoraca u svijetu.

4. 1. Osnovni pojmovi & definicije
Obrazovanje
Školovanje
Naobrazba
Izobrazba
Visoko obrazovanje i visoko školstvo
Stručno obrazovanje
Kompetencije
Zvanja i svjedodžbe
Certification
MET, VET, CBT, MTC
STCW standards and requirements
stakeholders

5. MET - terms Higher education Vocational education and training
Stakeholders in MET
Benchmarking in maritime education
CBT
Distance learning
EU – education and training
The Bologna Declaration
ECTS
EU – DG TREN
Harmonization (METHAR, MASSTER; SEAGULL; MARCOM; METNET; THALASSES; HANDIAMI, MASSOP

6. obrazovanje
Proces svakog stjecanja, prenošenja i usvajanja znanja, razvijanja mišljenja i donošenja sudova te stjecanje vještina i navika kod učenika, studenta i polaznika, kao osnovnih subjekata u obrazovanju, radi njihova osposobljavanja za obavljanje određene djelatnosti (BP 2001)

7. izobrazba Posebno, specijalno, pbrazovanje za specifične namjene
Redovito pod nadleštvom ministarstva pomorstva
Izvode ga državne (fakulteti više škole, srednje škole) i privatne ustanove (centri za izobrazbu, MTC)

8. Obilježja pomorskog školstva i pomorskih stručnjaka
Stalno usavršavanje i provjeravanje znanja
Stalno potvrđivanjhe osposobljenosti na međunarodnom tržištu
Trajna potreba za kontinuiranim obrazovanjem (IT, tehnološki razvoj, poslovni profit, efikasan pomorski prijevoz)
Multidisciplinarnost programa i sadržaja
“radno” znanje usmjereno k sigurnosti i zaštiti ljuskih života i materijanih dobara
Visok stupanj svijsesti i odgovornosti za očuvanje i zaštitu morskog okoliša
Sposobnost upravljanja ljudskim resursima u posebnim / opasnim uvjetima
Multikulturalnost – brod kao multikulkturna, multietnička i multijezična zajednica

9. TRANSPORT - EUR-Lex http://eur-lex.europa.eu/en/index.htm
transport network maritime transport transport policy competition policy marketing

10. The need for Innovation: A definition
FP 6 – Framework, Instruments
Maritime R&D Co-ordination Means
Thematic Networks

11. Thematic Networks ▲ Thematic Networks bring together
individual projects and researchers from
industry, universities and research
institutions. Their purpose is to co-ordinate
separate research activities, allowing
exploitation of synergies between
complementary projects and to facilitate
the dissemination, integration and
exploitation of RTD results .
▲ In FP 4 about 2400 companies were
participating
50% industry

12. 2. Međunarodne organizacije
IMO,
IAMU,
IMLA,
AMRI,
EU,
ILO

13. 3. Sustavi školovanja pomoraca u svijetu
Tradicionalni sustav – “sandwich system”
Stupnjevani studij
Sveučilišni
Stručni (vocational education and training)
Cjeloviti sveučilišni studij

14. Tradicionalni sustavi – “sandwich”
naglašeno prakticistički pristup učenju i usavršavanju
kombinira teoriju i praksu
u cjeloviti period plovidbene službe pomorca umeće nekoliko “školskih” faza / svaka u trajanju od 2 do 3 mjeseca
Sustav polako zamire (UK, neke zemlje Afrike i Azije
Suspostoji uz stupnjevani sveučilišni i stručni studij
Trajanje: srednja škola + vrijeme za “sea service” + školske faze = 5 do 7 godina

15. Stupnjevani stručni i sveučilišni studij
U većini zemalja Zapadne Europe (EU), SAD, Australija, Kanada, Indija, Filipini, Egipat, Nigerija
trajanje: 3-4 godine (s plovidbenom praksom – 6 – 12 mjeseci)
Stručno zvanje – akademsko zvanje: BSc (nekadašnji “dipl. inženjer”)
Izvodi se na akademijama, samostalim visokim školama, koledžima, samostalnim fakultetima, sveučilištima

16. ‘4 E’
ESSENTIAL
EXTENSION
ENRICHMENT
ELEVATION
excellence

17. Cjeloviti sveučilišni studij
Francuska, Španjolska, Grčka, Japan, Kina, Poljska, Rusija, Bugarska, Slovenija, Rumunjska, SAD
Trajanje: 3 – 5 (7) godina
Akademski stupanj: BSc + preduvjet za prvo ovlaštenje (simulatori – tečajevi - sea service)
Izvodi se na samostalnim pomorskim sveučilištima, samostalnim pomorskim fakultetima, visokim školama, odjelima sveučilišta, u sastavu tehničkih sveučilišta
diplomski i poslijediplomski studiji
3. i 4. godina studija – prevladavaju predmeti prava, ekonomije, zaštrite okoliša, upravljanje ljudskim resursima, IT

18. Što je zajedničko?
Svi studiji zadovoljavaju standarde i minimalne uvjete STCW 95 – neki ih u mnogome nadilaze
Svi studiji naglašavaju neodvojivi spoj teorije i prakse (“radno” znanje, working knowledge, praktične vježbe, studentski projekti)
Programi pripremaju studenta za rad na moru i kopnu
Sloboda oblika obrazovanja (sva tri sustava u nekim državama), ali s trendom da se stječe akademsko zvanje “BSc”

21. Obrazovanje stručnjaka za kopno
Raznoliki modeli. dva osnovna trenda
1. Doškolovanje pomorskih časnika
1-2 godine: stupanj BSc
doškolovanje kao 2. faza stupnjevanog studija – dopunska znanja (ekonomika, organizacijske znanosti, pomosko pravo, osiguranje, logistika i management u brodarstvu i lukama, državna uprava, sigurnost plovidbe, pomorski nadzor, zaštita okoliša itd.)
2. Stupnjevani ili cjeloviti 3- ili 4-godišnji studij specifičnih područja:
ekonomsko.-organizacijske znanosti
Pomorski tehnički sustavi
Tehnologija iskorištavanja morskih resursa (marikultura, iskorištavanje morskog dna, oceanografija, kartografija)

22. 4. Elementi istraživanja sustava pomorskog obrazovanja u svijetu
Survey of national MET systems, schemes and programmes and
Survey of national certificate of competency structures and validity
Survey of relevant syllabus contents and teaching methods
Survey of nationally available advanced MET facilities
Survey of qualifications and careers of lecturers in national MET
Institutions
Survey of national MET administration and links of MET with
national ET system
Country survey of the applicability of MET for shipboard positions
and shore-based positions in the maritime industry
Survey of national provision for procedures and methods by which MET adapts to new requirements
Country survey of number and qualification of persons who choose MET for a temporary or permanent seafaring career vs the number of training places in national MET institutions

23. 5. Međunarodni projekti EU IAMU DG TREN, METHAR, EASTMET, METNET
national
IAMU
GLOMET
MET institutions

24. 6. Metodologija istraživanja sustava pomorskog obrazovanja u svijetu
EU (DG IV Transport and Energy, 4th Framework Programme)
Projekti EU i IAMU
Prikupljanje podataka o nacionalnim sustavima obr. Pomoraca
Ocjena stanja hrv. pomorstva i usporedba sa svjetskim sustavima
Utvrđivanje postojećih i budućih potreba
Vrjednovanje podataka
Ankete (questionnaires)
round-tables
Konferencije, skupovi
Stručna literatura

25. Revised questionnaire for number and qualification of MET applicants, MET graduates and student places
Please identify the number of applicants for MET in 1996:
______ applicants with finished compulsory general education and
______ applicants with finished higher secondary education.
Please identify the number of students having completed MET in 1996:
students completed an unlimited certificate course without academic degree
( ______ deck, ______ engine, _______ polyvalent ),
students completed a limited certificate course without academic degree
students completed an unlimited certificate course with academic degree
students completed a limited certificate course with academic degree
( ______ deck, ______ engine, _______ polyvalent ) and
______ students completed MET with an academic degree but without certificate
( please specify type of degree _____________________________ ).
Please identify the maximum capacity of first year MET student places available in 1996:
places available for unlimited certificate courses
places available for limited certificate courses
______ places available for maritime academic degree courses in MET without
certificate. (METHAR)

26. METNET Thematic Network on Maritime Education, Training and Mobility of Seafarers
METNET – ending point
important conclusions and tangible results
Increasing the supply to MET and seafaring
Why do young people not choose seafaring as a career?
Why do ship officers leave seafaring?
What could and should be done to attract more young people
from EU countries to, and retain them longer in, seafaring?
The image of the shipping industry
The attitude of the shipping industry to shipboard personnel
  Enhancing the quality and attractiveness of MET –
making MET more efficient and more effective
The 4 E concept of MET
MET syllabi and courses for students developed by METNET
Courses developed by METNET for the updating of lecturers
in the use of modern technology
Facilitating and promoting professional and intra-European mobility 46
Professional mobility
Ship-ship mobility
Deck-engine mobility
Ship-shore mobility
Intra-European mobility
Dissemination of results – METNET Days
Cooperation with East European and Mediterranean accession
and non-accession countries
Portoroz Resolution
Lisbon Resolution

27. 5 Summary of main recommendations from METNET on MET/human resources
Recommendations on increasing the recruitment (supply)
and retention of seafarers - joint tasks for MET institutions, industry and administration
Recommendations on enhancing the quality and employability
of seafarers – tasks for MET institutions
Recommendations on facilitating the mobility of seafarers –
tasks for MET institutions and administrations
Recommendations on the involvement of accession countries

28. 6 Proposals for follow-up actions on MET/human resources in FP
From dissemination to exploitation of METNET results –
the need for a pan-European approach
Specific priority actions for further enhancing attractiveness of
seafaring, MET quality and professional mobility
Launching an awareness and promotion campaign
for employment in the maritime sector
Developing a test for MET applicants who can be expected
to have “sea stability”

29. 6.2.3 Retraining officers on fishing vessels and navy officers 71
for the merchant marine and upgrading ratings on merchant
marine ships to officers
Mapping career paths and developing a European MSc degree
programme for holders of unlimited certificates of competency
and BSc or equivalent degrees
Specifying training programmes in administration,
management and leadership for senior shipboard personnel
Enhancing the effectiveness of simulator training for ship
officers
Making optimum use of national MET resources
Intensifying efforts for furthering safety culture in shipping
Improving the exploitation of modern information and
communication technologies (ICT) in MET and on shipboard
Developing textbooks for Europe-wide use at MET institutions
Educating and training MET lecturers and students for mobility
within Europe
Towards a more comprehensive approach to maritime personnel

30. 7. Vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u svijetu
IMO requirements
The Bologna Process
ECTS,
VECTS
In-House programmes

31. 8. Nove tehnologije učenja
CBT
cjeloživotno učenje – distance learning
Internet
e-learning

32. Istraživanja na pomorskim fakultetima (Rijeka)
9. Hrvatsko pomorsko školstvo vs sustavi obrazovanja pomoraca u svijetu
Pomorstvo
Pomorski zbornik
Naše more
Istraživanja na pomorskim fakultetima (Rijeka)
Individualna istraživanja (BP, PK, DZ, Zavod za navigaciju - Rijeka itd)
Zahtjevi brodara, agencija (management)
pomorski sindikati
Stakeholders in Croatia

33. Razvoj pomorskog obrazovanja u RH
Pomorsko obrazovanje kao dio cjelovitog sustava obrazovanja – status (maksimalistički vs minimalistički zahtjevi)
Stupnjevani studij – trend u svijetu
Pomorski obrazovni sustav i usklađivaje sa svjetskim sustavom izdavana ovlaštenja (IMO STCW 95) – proces dovršen – potrebne pravodobne mjere poboljšanja
Programi i metodologija nastave :
Uskladiti odnos teoretskih vs. praktičnih znanja (preporuke IMO-a i usporedba sa srodnim ustanovama MET u Europi)
Orijentacika prema praktičnim problemima razvoj hrvatske pomorske privrede
Problem plovidbene prakse (sea service) – najveća prepreka za stjecanje ovlaštenja
Školski brod(ovi)?
Usporedba hrvatskih ustavova MET sa svjetskim / europskim (ponuda i potražnja pomoraca, ocjena privlačnosti pomoračkih zanimanja; interes za pomoračka zanimanja); ulaganje u kadrove (dobna struktura; problem stjecanja i obnove STCW ovlaštenja za nastavnike); visok ugled hrvatskih pomoraca i pomorskog školstva; opremljenost (simulatori, školski brodovi, centri, radionice, laboratoriji)
Osnovni programi - financirani od strane države
Programi on-bord traininga
Uloga stručnih udruga
Ocjena prilagođenosti programa stvarnim poslovima na brodu i kopnu, tehnološkom napretku i IT te potrebama gospodarstva (brodari, luke, špedicije, agencije)
I dalje održavati otvorenost pomorskog obrazovnog sustava tehnološkim i drugim promjenama - izrada dugoročnog i srednjoročnog prokjekta razvitka pomorskog obrazovanja

34. Hrvatsko pomorsko školstvo – povijest
Na razini kvalitete vodećih svjetskih pomorskih zemalja
SWOT
(threats, weaknesses): prečeste promjene zakona o školstvu (srednjem i visokom) u RH
(strenghts, opportunities): pomorske visokoškolske ustanove RH – među prvma pružile mogućnost stjecanja akademskog stupnja (studij 3 i 4 godine)
Studiji za brod i kopno (nakon plovidbe)
Trendovi u svijetu:
BSc – tri godine – stručna i akademska zvanja u jednom (Nizozemska, Njemačka, Španjolska, Francuska, Švedska, Bugarska, UK itd.)
Izjednačiti pomorca s akademski obrazovanim građanima
Iskusni pomorski časnici – najbolji stručnjaci za odgovorne stručne i rukovodne poslove na kopnu (terminali, agencije, administracija)
Zbog potreba manjih i slabijih brodara (ograničene CoC) – zadržan dvojni sustav: BSc degree i srednja škola + specijalizirana izobrazba (in-hous & on-board training)

35. References
Pritchard, B. Zec, D. Komadina, P. (2007) ‘On Recent Developments in Maritime Education and Training in Croatia’, The 10th European Manning & Training Conference, Dubrovnik
Zec D., Komadina P. (2006) Recent changes in European MET systems – Influence on the Accident Prevention at Sea, 7th International Conference "The Human Element in Safety and Survival at Sea", Šibenik
Butman, B., Harbach, J., The accreditation of worldwide marine engineering programs, IAMU supported project, 2006
Komadina, P. Rudan, I., Frančić, V. (2004) Higher Maritime Education within the Framework Declaration of Bologna. In Pomorski zbornik, No. 42, Hrvatsko udruženje za unapređivanje pomorstva, Rijeka, 33-44
Perčić, U. (2008) magist. rad
Halldin, S. & Kuusisto, E. (2004) Joint Final Report - Estonian Maritime Academy. Education system of Latvia for use with diploma supplements of the year
Zade, G. (2003) Foreword to Final Report, METNET, WMU, Malmo
Pritchard, B. (2001) Pomorski obrazovni sustav. Strategija razvoja pomorstva RH za 21. stoljeće. Zagreb, VladaRH,

36. Zec, D. , Pritchard, B. (2000) Academic approach vs
Zec, D., Pritchard, B. (2000) Academic approach vs. STCW 95', Solving Maritime Education and Training Issues - Charting the course into the 21st century, World Maritime University, Malmo, 38-47
Zec. D, B. Pritchard, P. Komadina (2000), Toward a Global Standard MET System - An Analysis of the Strengths and Weaknesses of present MET Systems, IAMU Journal, June 2000, No. 1, Istanbul: 61-68
Lisowski, J. & Sniegocki, H. (1999) The Finnish and Polish Credit Transfer Systems for Maritime Studies. Global J. of Engng. Educ., Vol. 3, No. 3 . UICEE
Pritchard, B. (1992) Novija kretanja u svjetskom pomorsom školstvu. Pomorski zbornik, Rijeka
METNET (Thematic Network on Maritime Education, Training and Mobility of Seafarers), Final Report for Publication, World Maritime University, WMU, Malmö, 2003
METHAR (Harmonization of European Maritime Education and Training Schemes), Final report for Publication, WMU
GLOMET (A Study of Global Maritime Education and Training Systems), Final Report, , IAMU & JICA, Tokyo, 2004
International Convention on Standards of Training, Certification and Watchkeeping of Seafarers, IMO, London, 1995, as amended
Wagtmann, Maria Anne (2010) List of Literature concerning International Maritime Human Resource Management. University of Southern Denmark Assoc.

37. maritime education, research & industry maritime human resource management
1.  Introduction to sea- & land-based HRM in relation to organisations’ daily work and strategies
2.  The Role of the Structure and Organisational Culture
3.   Recruitment, selection and retention of employees, including psychological assessment tests
4.   Issues related to multinational labour forces
5.   Temporary International Assignments for Land-Based Personnel
6.   Education and training of employees
7.   Performance management
8.   Wage and benefit strategies
9.   Unions and Employers’ Associations and the International Legislative Framework for Work at Sea (including “Fair Treatment of Seafarers” and ISPS Code implementation)
10.  Occupational health, safety, security and other ethical issues
11. Cases for Internet- or classroom-based case solving and discussion
To date, many colleagues, including persons from Australia, Denmark, Egypt, Finland, Germany, Greece, India, Iran, Japan, Korea, the Netherlands, Norway, the Philippines, Poland, Romania, Russia, Singapore, South Africa, Spain, Sweden, Turkey, UK, USA have suggested articles or other works for inclusion on the list. Maria Anne Wagtmann, PhD Associate Professor, Department of Maritime Research and Innovation of the Danish Maritime University
Tel Fax
Addr. Niels Bohrs Vej 9, DK-6700 Esbjerg, Denmark