387
1 INTRODUCTION
Public diplomacy is a form of international
communication.Itisperceivedasthemostimportant
toolofsoftpower‐anindispensabletoolthesedays
forbuildingthepowerofthestateanditspositionin
theinternationalenvironment[OciepkaB.2013].Itis
used in parallel with the
national branding so they
complementeach otherand make a moderntool for
buildingtheStateʹsimageinalongterm.
From the point of view of public diplomacy, the
centenaryoftherestorationofPoland’sindependence
canbeperceivedasavehicleforvaluesthatshouldbe
communicated
at home and abroad. In Poland, the
communicatedvaluessuchaspatriotism,thejoydue
to regaining sovereignty and the sense of national
identitywereexpressedinaformofeventsaimingat
strengthening the image of the state and were
organized by various governmental and non‐
governmentalinstitutions.Onthe
otherhand,abroad,
theeventresonatedaroundtheglobeinaformofan
undertaking known as the Independence Sail. The
aimofthe10‐monthprojectwastopromoteanddraw
attentiontoPolandinordertoraiseitsprofileinthe
world.
The link for the marketing message
of the
Independence Sail was the young people
participating in the project including the GMU
1
students from Navigation Department taking their
obligatory seamanship training. The design of the
training program for all the participants of the
Independence Sail, allowed soft communication of
essentialvaluestoimprovethecountryimagesuchas
patriotism, unity, identity, without intrusive
advertising.
2 ORGANIZATIONANDIDEABEHAINDTHE
INDEPENDACESAIL
The anniversary of the restoration of Poland’s
independence coincides with the anniversary of the
PolishMerchantNavycreation.Seventeendaysafter
regainingindependencebyPoland,andayearanda
half before getting an access to the sea, Józef
Piłsudski
2
onNovember 28, 1918 issued an order to

1
GMU–GdyniaMaritimeUniversity
2
JózefPiłsudski–aPolishChiefofStateandFirstMarshalofPo‐
land
The Role of Maritime Education and Training of Young
Adults in Creating a Strategic Model for the
Management of a Public Diplomacy Project
A.Czarnecka&K.Muszyńska
GdyniaMaritimeUniversity,Gdynia,Poland
ABSTRACT:Thearticlefocusesontheissuesofmaritimeeducationandtrainingofyoungadultsasatoolof
publicdiplomacy.Inthefirstpart,theauthorspresentacontemporaryapproachtothetoolsandtasksofpublic
diplomacyusedforstrengtheningtheimageofthe
state.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 13
Number 2
June 2019
DOI:10.12716/1001.13.02.16
388
establish the Polish Navy. Therefore, the idea of
organizingacruisearoundtheworldwiththelargest
PolishsailingvesseltheDarMłodzieżyontheoccasion
of Polandʹs regaining Independence was a coherent
idea, in a clear manner corresponding to the
ideogramsoftheanniversary‐thesea,
white‐and‐red
flag,educatinganddevelopingyoungpeople.
TheorganizerofthisundertakingwastheMinistry
of Maritime Economy and Inland Navigation, the
Maritime University of Gdynia and the Pallottine
MissionaryFoundationSalvatti.
Theselectionoftheorganizerswasnotaccidental.
TheMinistryʹsinvolvementresultedfromitsposition
in the structure of government administration as a
supervisory body responsible for pursuing policy in
thefieldofmaritimeeconomy,aswellasoverseeing
the Maritime University of Gdynia‐a university
trainingmaritimepersonnel.
Beingtheoldestandthelargestmaritimeschoolof
highereducationinPoland
3
,theshipowneroftheDar
MłodzieżyandarepresentativeofthePolishmerchant
navy, the Maritime University of Gdynia was
particularlywell positionedto organize the
adventure.
In turn, the Pallottine Missionary Foundation
Salvattiwasanorganizationco‐creatingtheprogram
ofthePolishpresenceduringtheWorld
YouthDayin
Panama‐oneofthemainportsofcall.
The organizersʹ tasks for the Independence Sail
were arranged in accordance with the areas of
responsibilityofindividualentities.TheMinistrywas
responsible for cooperation with the Ministry of
Foreign Affairs by creating and supervising the
program of official
visits of representatives of the
Polish government in the ports where the Dar
Młodzieży called. In the case of the Independence
Sail, the program of visits for individual ports was
coordinated by the Ministry of Maritime Economy
andInlandNavigation,astheministryisindicatedin
theResolution
oftheCouncilofMinistersofOctober
31, 2017 on the organization of the Dar M łodzieży
cruise around the world to celebrate the 100th
anniversary of regaining independence by the
RepublicofPoland.TheCouncilofMinistersobliged
the minister of Maritime Economy and Inland
Navigation to coordinate
activities related to the
organization of the cruise circumnavigating the
world. The Ministry signed an agreement on this
matter with the Maritime University in Gdynia and
the Pallottine Missionary Foundation Salvatti. As a
coordinator of program activities, worked closely
with the Ministry of Foreign Affairs and consular
posts and embassies of
countries visited by the Dar
Młodzieży, which in turn were responsible for
organizing official delegations welcoming the Dar
Młodzieżyandfestivities.
TheMaritimeUniversityofGdyniawas
responsibleforthetechnicalaspectsoftheprojectand
the training process of the participants during the
cruise.The
MaritimeUniversity,asaco‐organizerof
the cruise, participated in the development of

3
FoundedinJune1920inTczewastheMaritimeSchool,movedto
Gdyniain1930.
programsfor staysin ports,organizingmeetings for
representatives of maritime economy, organizing
meetingsofstudentsandrepresentativesofmaritime
universities,andestablishinglong‐termrelationships.
The role of the organizer was also associated with
responsibility for the safety and education on board
the Dar Młodzieży. On boarding
the vessel, all
participants of the cruise were obliged to submit to
the captain of the ship and were treated like cadets,
which meant participation in standard seamanship
training, watch‐keeping including on‐call duties in
the galley, engine room, attending sails, deck
washing,etc.
Meanwhile, the Missionary Foundation Salvatti
was
responsibleforspiritualcareovertheparticipants
ofthecruiseandpreparingthemfortheWorldYouth
DayinPanama.
A significant element communicating the idea of
theCruiseinthecountrywasacompetitioncalledMy
Fatherland.
4
, in which took parts young Poles between 18
and25yearsold.Theyhadtodemonstrateknowledge
of the history of Poland, maritime terminology and
the subject of sea exemplification in the Bible. The
tasksofthecruisepromotionweredividedamongall
three organizers and institutions directly related
to
the government‐the Ministry of Foreign Affairs,
PolishInstitutesandPolishembassiesinthecountries
visited.Actionstakenbyalltheseentitieswereapart
ofthepublicdiplomacy.
3 THEESSENCEANDSPECIFICITYOFPUBLIC
DIPLOMACY
Public diplomacy aims at developing the desired
imageofthecountry,adaptingthe
appropriateforms
ofpromotionabroadandidentifyingtargetgroups.A
characteristic feature of public diplomacy is the fact
thatpromotionalactivities arecarriedout mainlyby
entities which are not related to governmental
administration.An important role is played by non‐
governmental institutions, including local self‐
government institutions [Studzieniecki T.
2017],
whosetasksincludethecreationofthedesiredimage
of the country. It covers all sorts of activities where
mainorsecondaryobjectiveistopromoteelementsof
thecountryʹsbrand,toshapefavorablepublicopinion
onPoland,tospreadknowledgeaboutthecountry,its
history and the contribution
of Poland and Poles to
the development of Europe and the world. In the
Polish legal system, the institution responsible for
conducting public diplomacy is the Ministry of
ForeignAffairs.
Public relations instruments are basic tools for
conducting public diplomacy activities such as:
organization of events, press conferences, building
relations
with the media, press materials,
publications, and communication on the Internet
[RozwadowskaB2001]..

4
ThecompetitioncouldbeenteredbyPolesaged18‐25.
389
4 ELEMENTSOFPUBLICDIPLOMACYBYAN
EXAMPLEOFTHEINDEPENDENCESAIL
An important role in the promotion of the
Independence Sail was played by meetings held in
eachportwithvisitors toDar Młodzieżyand events
organizedforthebenefitofawideraudience.
A perfect example
was the port of Bordeaux,
wheretheDar Młodzieżyvisited onJune27‐29, 2018.
Theorganizerofevents,relatedtothestayofthetall
ship,wasthePolishconsulateinParisandthePolish
Institute in Paris. During the two‐day stay, the Dar
Młodzież
y could be visited free of charge, and the
invitedguestsparticipatedinmeetingsrelatedtothe
ideaoftheIndependenceSail.Apressconferencefor
local journalists was organized, during which the
IndependenceSailwaspresentedinthecontextofthe
100
th
anniversary of regaining independence by
Poland,withanaperitifandsightseeingoftheship.
Anattractionforallvisitorsandpassers‐bywasa
culturalevent‐anacrobaticperformanceofthePolish
acrobaticgroupMiraArtonropeshungbetweenthe
Dar Młodzieży masts. The show was preceded
by a
reception given by the ambassador on the ship for
individuals representingpolitical, public and
academiccirclesfromBordeauxandParis.Inthetwo‐
dayprogramoftheDarMłodzieżyvisitinBordeaux,
there was also a meeting connected with a
presentation of Poland’s economy, prospects and
opportunities
‐theguestsoftheAmbassadorwerethe
peopleinvolvedineconomyandthePresidentofthe
New Aquitaine Economic Zone. The meeting was
hosted by a representative of the Polish Embassy in
PariswiththeparticipationoftheHeadoftheForeign
TradeOfficeinParisandtheheadof
thebranchofthe
Polish company Comarch in France. Another group
targeted at the promotion of Poland was tourism
operators.ThestayoftheDarMłodzieżyinBordeaux
is an example of using crucial public relations tools
and coordinating the image campaign conducted in
various areas‐politics, culture, education,
and
tourism.
The difficulty of managing the image of the
countryandcoordinatingtheimagecampaignisthat
in the type of diplomacy “p2p” (people to people,
withoutaninvolvementofthegovernment)themain
campaign leaders are non‐governmental
organizations, while in the economic dimension –
organizations and companies
supporting business,
which should also be perceived as leaders of image
campaigns.
InthecaseoftheIndependenceSail,bothgroups
coexisted and were pursuing their goals.
Governmentalinstitutionsgotfocusedontheofficial
welcome celebrations of the Dar Młodzieży in ports
whichenabledthehostsofthecountry
andtheregion
andtheirPolishcounterpartstopresenttheircountry
andgovernment.
Business leaders, on the other hand, used the
presence of a beautiful sailing ship to organize
businessmeetings,duringwhichtheypresentedtheir
potentialinaninformalatmosphere.
Public diplomacy is also defined as a Strategic
Communication
utilizedbystatestoinfluencepublic
opinionabroad[OciepkaB.2013].Assistedbythesoft
power‐contributes to the building of the power of
thestateanditsprofileabroad.Itisimplementedin
threedimensions:informationmanagement,strategic
communicationandrelationshipbuild‐up.
Thefirstdimensionincludesstandardcooperation
with
foreign correspondents who play the role of
multilink by providing information and creating a
context for understanding the events. Strategic
communicationissubordinatedtothestrategicgoals
ofthegovernment‐inthe caseoftheIndependence
Sailitwasthecelebrationofthe100thanniversaryof
Polandʹsindependence.
Strategic
communication is part of a long‐term
planninginwhichappropriateresourcesareadapted
to achieve the most important goals over the longer
term.Buildingrelationshipsisthelastcomplementary
dimensionofpublicdiplomacy.Itisobtainedthrough
joint work and presence at events that create a
positiveimage,such as
exhibitions,concerts, parties,
events, press conferences and alike. Cooperation
between Polish institutions and countries visited by
theDarMłodzieżyresultedinanincreasednumberof
media feeds on Poland in both foreign and Polish
media, broadcast a few days before and a few days
afterthevessel’sarrival
atagivenport.
IneveryportvisitedbytheDarMłodzieży,press
conferences, visits of journalists onboard the Dar
Młodzieży were organized. Moreover, well‐chosen
press materials and advertising stuff were available.
Meetingsandconferenceswereorganizedbyconsular
authorities in cooperation with local authorities.
Materials
for the media were prepared by the
organizers of the Cruise‐Maritime University in
Gdynia and the Press Office of the Ministry of
MaritimeEconomyandInlandNavigation.
Due to multidimensional and multithread nature
ofpublicdiplomacy,thecoordinationoftheactivities
of diverse entities becomes a key issue. This
coordination is usually at the discretion of
governments, especially ministries of foreign affairs.
InPoland,theissueofcoordinationconcernsnotonly
relationsbetweenstateandnon‐stateinstitutions,but
communication between individual ministries, as
well.Typically,thecoordinatingcentreistheMinistry
of Foreign Affairs. In the case of the
Independence
Sail, the coordinating centre was the Ministry of
MaritimeEconomyandInlandNavigation.
5 SEAMANSHIPTRAINING
TheseamanshiptrainingonboardtheDarMłodzieży
wasnotonlyacarrierofeducationalelementduring
the Independence Sail, but also served shaping the
character of the young trainees [Mezirov
J.2006].
Thus, important values from the point of view of
publicdiplomacy werecommunicated by presenting
Polesasanationwithawell‐formednationalidentity
andsolidarity,brotherly,andstrong.
TheeducationprocessattheMaritimeUniversity
inGdyniaisconductedinaccordancewithrespective
andapprovednationalcurricula.Seamanship
training
offeredbyGdyniaMaritimeUniversitymakesapart
of the curriculum. In addition, the students take
390
training in a simulator‐based environment. The
trainingprocessdependsonthefieldofstudy.
The curricula for an individual faculty and the
field of study cover the details contained in the
syllabus for Training in a simulator‐based environment.
Eachofthefacultieshasincludeddetailedguidelines
for
agiventypeofpracticeoracourseinasimulator‐
based environment, in accordance with the field of
study and specialization for students educated in
accordancewiththeSTCWConvention(International
Convention on Standards of Training, Certification
and Watchkeeping). Seamanship training on board
shipsandsimulator‐basedclassesarean
integralpart
ofthecurriculum.
The seamanship training performed on board of
shipsoftheMaritimeUniversityinGdynia,aswellas
merchant vessels, is a practical preparation of
students to perform the function of sailor in the
future. Students educated in accordance with the
STCW are obligated to complete
12 months of the
supervisedseamanshiptraining.
In order to achieve the assumed learning
outcomes, the seamanship training is based on the
approved internship book for departments
respectively (Navigational, Mechanical, Electrical).
Verification of the completed training is done by
authorized dean, who double checks records in the
student’strainingbook,and
approvesitafterthat.In
thecaseofincorrectorshortageofsomerecords,the
studentis obliged to completethebook on board of
theshipandthensubmitittocheckandapproveby
thedean.Theseamanshiptrainingisthecompulsory
element which has to be completed
to obtain the
navigation,mechanicorelectricofficerdiploma.
Seamanship training conducted on training ships
of the Maritime University of Gdynia is an
indispensableelementofthemarineeducationanda
process of shaping young adults as future seafarers
confirmedbyyearsofexperience.
A merchant navy officer, a ship’s engineer
or a
ship’s electrician, in order to be a well‐educated
specialist,must,apartfromthetheoreticalknowledge
and training in a simulator‐based environment, be
thoroughlytrained inthereal‐life on‐board
environment on theʺDar Młodzieżyʺ,ʺHorizon IIʺ
and merchant navy vessels. The apprenticeship
is a
mandatory element to become legally a certified
ship’s officer and results from the national
regulations
5
and the provisions of the international
STCW Convention
6
. The same or very much alike
rulesareinforceatothermaritimeuniversitiesinthe
world to meet the standardized criteria for the
issuance of international seafarersʹ certificates of
competency.
Theseamanshiptrainingonboardtheshipsofthe
Maritime University of Gdynia is realized with
respecttotraditional
values,developedonthebasisof
along‐termseagoingexperienceofthecrew,progress
in the maritime industry and technology as well as

5
RegulationsoftheMinisterofTransportofConstructionandMar‐
itimeEconomyonthetrainingandqualificationsofcrewmembers
ofsea‐goingships
6
http://www.imo.org/en/OurWork/HumanElement/TrainingCertif
ication/Pages/STCW‐Convention.aspx
guidelines and suggestions collected from faculties
andschoolsofsimilarprofile.Theimplementationof
thetrainingshould,inparticular,takeintoaccountin
the provisions of the International Convention on
Standards of Training, Certification and
WatchkeepingforSeafarers.
The STCW Convention requirements are met on
board a ship by implementing appropriate
apprenticeship programs as well as cadet training
record books for the deck, engine and electrical
departmentsrespectively.
Thehardrulesoftheon‐boardservicemaketraits
necessary for later service as navigators on modern
merchant vessels [Diduk A. 2012]. Seamanship
training on board a training vessel is very often
the
firstevercontactwiththehardshipsofseafarer’slife,
what allows to confront and verify the ideas and
theory of work at sea with reality. The shipboard
training on theʺDar Młodzieżyʺ provides future
seafarerswithprinciplesofgoodseamanship,allthe
right skills to do the job
safely and responsively,
teaches team‐work, develops marine awareness, as
wellasphysicalfitnessandmentalresilience.
Itisextremelyimportanttoinstilltherulesoflife
at sea and shape the behavior of a future seaman
basedongoodmaritimepractice,i.e.ʺtheusualway
of behaving, reacting, facing
certain conditions and
circumstancesofanexperienced,efficientanddiligent
seaman. This is a procedure that is perpetuated by
permanent use, commonly known to seafarers,
reasonable,effectiveandproveninthepreventionof
accidentsatsea.The rulesofseamanshipcreated on
the basis of the experience of many generations of
seafarersbecome,overtime,habitssanctionedbythe
jurisprudence of chambers and maritime courts.
Many of them are adopted over time and enter the
maritimelawe.g.theCOLREGregulations.ʺ[Rymarz
W.1985].
Shipboard practice teaches teamwork and
responsibility and allows trainees to become aware
andresponsibleseafarersnotonly
toguaranteetheir
safetybutalsoothercrewmembers.
Researchesinthefieldofeducationconfirmvalue
oftransformation,particularlyperformedintheform
of educational internships. However, despite the
significant role of transformational education in
education of adults, there is a small number of
studies, which determine to what extend
transformationandeducation,inthefieldofmaritime
education,canbeintegrated.[ChristieM.2009]
Training ships offer familiarization with the
essentials and cadets are taught maritime customs,
skills to handle the vessel safely and efficiently to,
read the sea and weather and daily upkeep of the
vessel. The training
is completed by students of all
maritime specialties – navigators, engineers,
electriciansandstewards.Transformationoflearning
inthefieldofeducation,forsustainabledevelopment,
requires commitment of all areas of education,
departments and students’ involvement [Leal Filho
W.2018].
Another practice is an advanced training for
students of the Navigational,
Mechanical and
ElectricalDepartments.Atthisstagethecadetslearn
toworkwithcharts,operatenavigationalinstruments
391
onthetrainingbridge,andassistintheengineroom
duringwatchkeeping andtakepartin minor repairs
andmaintenanceworksintheengineroom.
6 THECRUISEASANEDUCATIONALPROJECT
Students of the Maritime University in Gdynia,
students of maritime schools, as well as laureates
selected in the
competition took part in the
Independence Sail. For the participants, the cruise
was not only a sea voyage, but also a unique
opportunity to make dreams come true and visit
manydistantcountries.Thecompetitionconsistedof
twostagesinwhichcontestantshadtosubmitphotos
or a short film
presenting themselves as young
ambassadorswho,byshowingthevaluesandbeauty
of theirʺLittle Homelandʺ will promote Poland
abroad. The second stage was a test on knowledge
about Poland. During the competition, 400 winners
wereselected.Everyonewasobligedtobeaholderof
the international maritime health certificate issued
following a medical examination by a maritime
medical practitioner.Following that, the
participants took part in the following specialized
trainingcourses:
inthefieldofbasicmedicalaid,
in the field of personal safety and social
responsibility,
intheafieldofpersonalsurvivaltechniques,
in
the field of basic fire prevention and
firefighting,
inthefieldofshipboardsecurity.
Having met all the above requirements, the
laureates applied to the Maritime Office to obtain
seaman’sbooks.
The laureates were obliged to have the same
documentsandtrainingasstudentssothattheycould
be embarked
and obtain the cadet status. Everyone,
onequalterms,wasassigneddailywatchkeepingand
upkeepduties.Duringtheinternships,theytookpart
insettingsails,maintenanceworks,washingthedeck,
repairingandsewingsails,aswellaswatchesinthe
engine room, galley and pantry. During the voyage
the students
and laureates had the opportunity to
learn the basics of navigation, astronavigation,
meteorology, shipʹs knowledge, shipʹs operation, as
wellasthebasicsofgoodseamanship.Theinternship
wasconductedinaccordancewithausualtimetable.
Thewholeprocessoftrainingwassupervisedbythe
ship’smaster,thecrew,and
cadettrainersappointed
bytheuniversity.
The Independence Sail was attended by 472
students, 62 cadets and 400 laureates who changed
over at selected stages of the cruise, what illustrates
tablenumber1.
Table1. Number of students, cadets and laureates at
selectedstagesoftheIndependenceSail.
_______________________________________________
Theplaceof ThenumberThenumber Thenumber
embarkation ofembarked ofembarked ofembarked
andstudentscadetsofthe laureates
disembarkationmaritime
schools
_______________________________________________
Gdynia–06270
Kopenhaga
Kopenhaga– 06270
Szczecin
Szczecin–54082
Teneryfa
Teneryfa– 108028
Kapsztad
Kapsztad–100036
Singapur
Singapur–110026
Osaka
Osaka–110026
LosAngeles
LosAngeles– 110
026
Panama
Panama–100036
Gdynia
_______________________________________________
The route Gdynia‐Tallinn‐Copenghagen was
attendedby330studentsfromtheMaritimeSchoolin
Świnoujście, 29 students from the West Pomeranian
Maritime and Polytechnic Education Centre and 70
laureates. The next stage from Copenhagen to
Szczecin,takingtherouteleadingthroughStavanger
was attended by the same school
students, but 70
laureateswerechangedoverwithnewones.Then,in
Szczecin, 54 students of the Faculty of Electrical
Engineering of the Maritime University and 82
laureatessailedtoTenerife,stayingforafewdaysat
theportsofBremerhavenandBordeaux.InTenerife,
therewasanotherexchangeof28
laureatesandanew
group of 108 sophomores from the Navigational
FacultyoftheMaritime Universityjoinedthevessel.
TheirrouteledthroughDakar,wheretheshipstayed
on 18‐20.07.2018, and then sailed to Cape Town,
where a new group of 36 winners and 100 of
sophomores from the
Faculty of Mechanical
Engineeringembarked.Next,theshipsailedthrough
Mauritius, Jakarta, to reach Singapore on October 9,
whereanother110studentsofthefirstyearfromthe
Navigational Faculty and 26 laureates joined the
vessel replacing others. Subsequent exchanges of
laureates took place in the ports of Osaka, Los
Angeles
andPanama,wheretheywerealsochanged
over after a long three‐month practice of students.
ThelaststagefromPanamatoGdynia,callingatthe
portsofCartagena, Miami, Bahamas, Ponta Delgada
and London was attended by 100 students of the
Faculty of Mechanical Engineering of the Maritime
University
and36laureates.Thecruiseterminatedin
GdyniaonMarch28,2019.
The participants of the cruise had a unique
opportunity to take part in the great undertaking
underthenameoftheIndependence Sail,aswell as
theseamanshiptraining.Moreover,theytookpartin
avarietyofculturalevents,
visitedmaritimecolleges
and met a lot of people in ports where the Dar
Młodzieży‐AmbassadoroftheRepublicofPoland‐
called.
392
7 CONCLUSIONS
TheIndependenceSailwasnotonlytheeducationaland
promotional project, but it is also very interesting
studyinthecaseofpublicdiplomacy.Thankstothe
management of the soft resources and utilizing of
checked and good operating system of seamanship
training, thanks to skillful management of
public
relations tools in international communications, and
therefore utilizing of a soft power, the project of the
Sail, supported building of the Poland’s position in
theinternationalenvironmentandbecometheStateʹs
imageinalongterm.ItallowedtopresentPolandas
acountryproudofitshistory
withcoherentnational
identity, strongandpersistent inovercome
difficulties.
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