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1 INTRODUCTION
Investment in education and training for competences
development is essential to boost growth and
competitiveness. In the long-term competences can
trigger innovation and growth, move production up
to the value chain, stimulate the concentration of
higher-level competences in the EU and shape the
future labour market.
By 2020, 20% more jobs will require higher level of
competences. The education and training system need
to drive up standards and levels of achievement to
match this demand, as well as encourage the
transversal skills needed to ensure young people are
able to be entrepreneurial and adapt to the
increasingly inevitable change in the labour market
during their career.
As a general approach, emphasis has to be placed
on delivering the right competences (knowledge and
abilities) for employment, increasing the efficiency
and inclusiveness of education and training
institutions and on working collaboratively with all
relevant stakeholders.
Compared to maritime sector, the future
development of inland waterway sector is hampered
by difficulties in terms of labour mobility, persistent
vacancies and skills mismatches. The potential
benefits of inland navigation can only be brought
about if a skilled workforce is available to ensure that
the sector can take on its role in the logistics chain in a
safe way.
Taking into account the new developments in both
maritime and inland waterway sector, the present
paper is aimed to present examples of best practices
collected from six education & training institutes:
Stiching STC-Group, the Netherlands, University of
Craiova, Romania; Schiffer-Berufskolleg RHEIN-
Duisburg, Germany; University of Zilina, Slovakia;
Maritime Academy Harlingen, the Netherlands and
CERONAV, Romania, that can be implemented both
Best Practices in Competency-based Education in
Maritime and Inland Navigation
L
. Martes
Romanian Seafarers Center,
Constanța, Romania
ABSTRACT: The purpose of the present paper is to present the most important aspects for competency-based
education and training for both maritime and the Inland Waterways sector, to ensure that every student/trainee
in the EU possesses the same competencies on operational level (OL) and management level (ML) after
graduating from their study or training. To reach these goals, trainers need to be able to educate and train
students in the competency based system, which serves two purposes: defining minimum key competencies
needed for crew members on board maritime and IWT vessels throughout the EU or worldwide, and thereby
improving safety of navigation at sea and on the European interconnected waterways, and an increased level of
labour mobility for crew members educated with the competencies as laid down in STCW 2010 and the new
European directive.
http://www.transnav.eu
the
International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 14
Number 3
September 2020
DOI:
10.12716/1001.14.03.06
558
in the maritime and Inland Waterway Transport
education and training to ensure that every
student/trainee in the EU possesses the same
competencies on operational level (OL) and
management level (ML) after graduating from their
study or training.
To reach these goals, trainers need to be able to
educate and train students in the competency-based
system, as this type of training serves two purposes:
defining minimum key competencies needed for crew
members on board vessels throughout the EU and the
world, and thereby improving safety of navigation
and an increased level of labour mobility for crew
members educated with the competencies as laid
down in the STCW 2010 and the new European
directive.
2 REGULATORY FRAMEWORKS FOR
PROFESSIONAL QUALIFICATIONS OF
MARITIME AND INLAND NAVIGATION
PERSONNEL
2.1 STCW 2010 Amendments
On June 25th 2010, the International Maritime
Organization (IMO) and other major stakeholders in
the global shipping and manning industry formally
ratified the so-called "Manila Amendments" to the
current Convention on Standards of Training,
Certification and Watchkeeping for Seafarers (STCW)
and its associated Code. The amendments aimed to
bring the STCW up to date with developments since
its conception and initial adoption in 1978, and the
subsequent amendments in 1995. The STCW
Amendments entered into force on January 1, 2012.
Among STCW objectives, we are presenting the
following key improvements to competency-based
education realized through the new Amendments:
− Introduction of modern training methodology i.e.
distance learning and web-based learning;
− new competencies required to be built and
curriculum to be updated in life with modern
developments and real-life needs
2.2 Directive 2017/2397 of the European Parliament and
of the Council on the recognition of professional
qualifications in inland navigation
On 27 December 2017, the Directive 2017/2397 of the
European Parliament and of the Council on the
recognition of professional qualifications in inland
navigation was published in the Official Journal of
European Union.
This EU Directive 2017/2397shall enter into force
on the 20
th
day following that of its publication in the
Official Journal of the European Union (Article 40).
Member States shall bring into force the laws,
regulations and administrative provisions necessary
to comply with this Directive by 17 January 2022.
They shall immediately inform the Commission
thereof.
By providing the common standards across the
Union necessary to achieve the internal market for
workers in IWT, the new Directive streamlines the
legal framework related to professional qualifications
in the European IWT sector, which is currently
fragmented.
For ensuring safety of navigation, Member States
should identify inland waterways with a maritime
character in accordance with harmonised criteria.
With a view to contributing to the mobility of
persons involved in the operation of crafts across the
Union, and considering that all certificates of
qualification, service record books and logbooks
issued in accordance with this Directive should
comply with required minimum standards in
accordance with harmonised criteria, Member States
should recognise the professional qualifications
certified in accordance with this Directive.
Consequently, the holders of such qualifications
should be able to exercise their profession on all
Union inland waterways.
Member States shall issue certificates of
qualification only to persons who have the minimum
levels of competence, the minimum age, the medical
fitness and the navigation time required for obtaining
a specific qualification.
To safeguard the mutual recognition of
qualifications, certificates of qualification should be
based on the competences necessary for the operation
of the craft. Member States shall ensure that persons
receiving certificates of qualifications have the
corresponding minimum level of competence,
verified following an appropriate assessment. Such
assessment could take the form of an administrative
examination or could form part of approved training
programmes carried out in accordance with common
standards, in order to ensure a comparable minimum
level of competence in all Member States for various
qualifications.
2.3 CESNI standards for competence for inland
navigation personnel
The harmonisation of legislation in the field of
professional qualifications in inland navigation in
Europe is facilitated by close cooperation between the
Union and the CCNR, and by the development of
CESNI standards.
The CESNI, which is open to experts from all
Member States, draws up standards in the field of
inland navigation, including standards for
professional qualifications. European River
Commissions, relevant international organizations,
social partners and professional associations are fully
involved in the design and drawing up of CESNI
standards. Where the conditions laid down in this
Directive are met, the Commission should refer to
CESNI standards when adopting implementing acts
in accordance with the EU Directive 2017/2397.
CESNI was created at CCNR’s plenary session in
June 2015 with the main mission to adopt IWT
technical standards in various fields, in particular as
regards vessels, professional qualification,
information technology and crew’ members
certification.
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The following categories of Standards will be part
of the EU Directive 2017/2397, as delegated acts, 18
months from the adoption (July 2019):
− Standards for competences;
− Standards for simulators;
− Standards for practical examination;
− Standards for medical fitness.
CESNI Standards for competence for inland
navigation personnel were elaborated for the
personnel at Management level and Operational level
also.
During the CESNI meeting in Prague, November
2018, Member States adopted 14 standards in the field
of professional qualifications which have to be
implemented until January 2022.
The standards represent the content of the new
approach requesting an approved training
programme or an examination for all new entrants to
the sector before becoming a boatman. As from 2022,
it will no longer be possible to qualify as a helmsman
solely by experience.
The mandatory competences for obtaining Union
certificate of qualification for both Boatman and
Boatmaster, according to the CESNI Standards for
competence, are grouped in 7 learning modules as
presented below:
1 Navigation
2 Cargo handling, stowage and passenger transport
3 Controlling the operation of the ship and care for
persons on board
4 Marine engineering and electrical, electronic and
control engineering
5 Maintenance and repair
6 Communication
7 Safety, health and environmental protection
3 BEST PRACTICES IN MARITIME AND INLAND
WATER EDUCATION AND TRAINING
3.1 Competence Based Learning Environment
In order to be able to give a sound definition of best
practices for both maritime and IWT education and
learning, we defined the following terms: competence,
competency-based education, competency-based learning in
order to understand the difference between them. In
this respect we presented several definitions as found
in prestigious dictionaries, EU Directives and
specialized literature, as follows:
‘Competence’ means the proven ability to use
knowledge and skills required by the established
standards for the proper performance of tasks
necessary for the operation of inland waterway
vessels (1).
Competency based education, which focuses on
the mastery of learning outcomes rather than on
academic achievement through fixed time structures,
is an approach that has the potential to offer trainees
an efficient, less costly path to degree, employability,
and enhanced professional skills.
Competency based learning refers to systems of
instruction, assessment, grading, and academic
reporting that are based on trainees demonstrating
that they have learned the knowledge and skills they
are expected to learn as they progress through their
education.
Having in view the definitions above-mentioned
we all agreed that Best practices represent “Various
methods and processes used to establish the extent to which
a learner has achieved particular knowledge, skills, attitude
(competence) confirming that certain assessed learning
outcomes are achieved by the learner correspond to specific
outcomes which are required for a module or qualification”.
3.2 Best practices in maritime and IWT education and
training
The purpose of competency-based education and
training is to ensure that every student/trainee
possesses the same competencies on operational level
(OL) and management level (ML) after graduating
from their study or training. To reach these goals,
trainers need to be able to educate and train students
in the competency-based system, and thereby
improve safety of navigation, and an increased level
of labour mobility for crew members educated with
the competencies as laid down in STCW 2010 and the
new European directive.
Before giving an overview of the best practices, we
should take into account the different educational
systems in Germany, Netherlands, Slovakia and
Romania and ways of doing traineeships.
In Germany there is a dual system of
apprenticeship. A large part of the training takes
place on the vessels where trainees are working most
of the time in Germany. Best practices are therefore in
the responsibility of the apprenticing company.
In the Netherlands the Dutch Qualification
Framework is used in the secondary vocational
education system. An important document in this
system is the Qualification file (Kwalificatiedossier)
describing the qualifications and occupational
standards covering one qualification profile. It
describes desirable learning outputs of VET
programmes related to the job, citizenship and further
learning. This document is developed in close
cooperation with the industry and it is competence
based. Training is done on Inland Shipping Simulator
and during the internship on board.
Nowadays, in Slovakia there is not any secondary
schools that prepare crew members. They used to
have two schools in the 1990s, but they were closed
because of lack of students (low interest of young
people to study especially in the IWT). Their
knowledge on best practices is from their bachelor’s
and master’s degree.
In Romania the students get their training on
board of the school ship, an internship and during
visits to different shipyards. They also work in the
laboratories of the school to get practical training.
They also have simulators to practice their skills.
Below we are presenting examples of best
practices and their detailed description for Learning
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and Assessment that can be used not only in maritime
or IWT but in any other industry.
3.2.1 Best Practices for the Learning Process
3.2.1.1 Navigation
− Classroom lessons supported by PowerPoint
presentations, photos, videos, e-learning (winches,
bollards, ropes and wires considering relevant
work safety measures including the use of
personal protective and rescue equipment;
characteristics of main sea-ports and European
inland waterways, ports and terminals, planning a
journey and conducting navigation in a difficult
situation etc);
− Practical training (exercises) on board cargo vessels
(berthing and departure maneuverings, VHF and
intercom communication, convoy set up and
disentanglement maneuvering and anchor
maneuvering, take appropriate actions after a
collision and assess the damage and control the
situation, etc.);
− traineeship on board cargo vessels (navigate safely on
a given short route, under certain conditions
complying with all regulations in force, etc.).
− Training on simulators (Radar, ECDIS, loading and
discharging of liquid dangerous goods, engine-
room simulator, etc.)
3.2.1.2 Cargo handling, stowage and passenger
transport
− Classroom lessons supported by PowerPoint
presentations, photos, videos, e-learning (cargo
vessels, (un)loading, safety, preparations, cleaning
the tanks etc.);
− Classroom lessons supported by PowerPoint and
assignments (to make a stowage-plan and
calculate the stability of different types of vessels
− Practical training on board of the training vessel
(reading gauge marks, opening hatches, practicing
cleaning tanks, safety, loading procedure, etc)
− Training in the Oil Terminal on training vessel for
2,5 hours
− Working with lashing straps in practice setup.
3.2.1.3 Controlling the operation of the craft
− Classroom lessons supported by PowerPoint
presentations, photos, videos, e-learning (deck
equipment, anchor and winches, etc);
− Practical exercises in the classroom or on board a
ship (drawing a vessel and showing its different
parts and describing the function of each part);
− Practice the use of deck equipment, anchor and
winches, etc onboard a training vessel
3.2.1.4 Marine engineering and electrical, electronic
and control engineering
− Classroom lessons supported by PowerPoint
presentations, photos, videos, e-learning;
− Practical activities in the workshop/on board
training vessel (starting the boiling systems up to
70
0
C, starting the recirculating pump in order to
preheat the main engine, opening the cooling
system of the main engine and shutting down the
boiling system when the temperature reaches the
specified value, monitoring the generator’s
parameters (voltage, frequency and phase),
parallel connection of the generators, practicing on
telegraph remote controllers of the main engines,
monitor the starting / shutting down procedure of
the main engine, safe maintenance activity etc.);
− Training on engine-room simulators
3.2.1.5 Maintenance and Repair
− Classroom lessons supported by PowerPoint
presentations, photos, videos, text-books, e-learning
(diagnosis and repair of stationary and moving
parts of an engine, electrical machines and devices,
propellers and turbines);
− Practical training on board vessels (different types of
damage of machines, mechanisms and ship
structures, and the diagnostic and repair
procedures and technologies that are used for the
maintenance and repair, etc.)
3.2.1.6 Communication
− Classroom lessons supported by PowerPoint
presentations, photos, videos, text-books, e-
learning (regulations, introducing communication
phrases,
− Practicing radio communication with real VHF-
devices in a training room/in a simulator
- use of CBTs (IMLP- programme, River-Speak,
MarEng-Plus,etc)
3.2.1.7 Safety, health and environmental protection
− Classroom lessons supported by PowerPoint
presentations, photos, videos, text-books, e-learning,
equipment (safe working practices, examples of
emergency situations, fire-fighting equipment,
pollution prevention equipment and procedures,
safety and security measures on board, damage
control plans)
− Simulation, drills at the training facility or on-board
vessels (MOB, fire-fighting/ oil spill drills, etc)
3.2.2 Best Practices for the Assessment Process
3.2.2.1 Navigation
− Checklist covering competences during practical
examination on board training vessel/cargo vessels
(planning a journey and conducting navigation on
the given route applying the relevant national and
international regulations and using the necessary
navigation aids and traffic supervision tools)
− Computer-based exam
− Simulation in the navigation simulator (given
scenario)
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3.2.2.2 Cargo handling, stowage and passenger
transport
− Checklist covering competences during practical
examination on board training vessel/cargo vessels
− Operational Assignment about Personal Safety
(contact with dangerous goods, ‘reading the gauge
on board’ to show the student has the right
knowledge to execute the task, etc.)
− Digital exam covering theory
− Practical exam on board training vessel. (Skipper
on board the vessel checks the competence. The
student has to proof he can apply the knowledge
and ability to execute the task with the right
attitude. The Skipper on board the learning vessel
checks the competences of the student according to
a checklist.)
3.2.2.3 Controlling the operation of the craft
− Checklist covering competences during practical
examination on board training vessel/cargo vessels
(correct handling of deck equipment, anchor and
winches, etc)
− Computer-based exam
− Practical exam at the training facility or on board a
ship (showing different parts of a vessel and
describing the function of each part, correct
handling of deck equipment, anchor and winches);
3.2.2.4 Marine engineering and electrical, electronic
and control engineering
− Practical examination in the workshop/on board
training vessel (starting the boiling systems up to
70
0
C, starting the recirculating pump in order to
preheat the main engine, opening the cooling
system of the main engine and shutting down the
boiling system when the temperature reaches the
specified value, monitoring the generator’s
parameters (voltage, frequency and phase),
parallel connection of the generators, practicing on
telegraph remote controllers of the main engines,
monitor the starting / shutting down procedure of
the main engine, safe maintenance activity etc.);
− Theoretical examination (multiple choice tests)
− Simulation of a given situation
3.2.2.5 Maintenance and Repair
− Theoretical examination (multiple choice tests)
− Operational assignment (maintenance and repair
of vessels in case of damage of the vessel or its
devices, types of diagnostics and repair of
stationary and moving parts of an engine,
electrical machines and devices of the vessels, and
propellers and turbines of the vessel);
− Practical assessment on board vessels (different
types of damage of machines, mechanisms and
ship structures, and the diagnostic and repair
procedures and technologies that are used for the
maintenance and repair, etc.)
3.2.2.6 Communication
− Written tests, e-learning based tests
− Practical examination on real VHF-devices in a
training room/in a simulator (specific scenario)
− Practical examination showing that the trainee can
apply the knowledge in different situations, is able
to operate the VHF-device and to communicate
according to the rules and use the correct phrases,
is able to operate the AIS/RIS, to get information of
other vessels and to enter data, e.g. travelling data.
3.2.2.7 Safety, health and environmental protection
− Assessment of skills onboard training vessel (safe
working rules and safety, emergency situations,
fire-fighting scenario, pollution prevention
procedures, safety and security measures on
board, damage control)
− Simulation, drills at the training facility or on-board
vessels (MOB, fire-fighting/ oil spill drills, etc)
4 CONCLUSIONS
Given that the education and training system for
maritime navigation has already been changed and
for inland navigation personnel has to be changed
until 2022, as a result of transposition of EU Directive
2017/2397 into the national legislation of Member
States, the entire education and training system
addressing inland navigation personnel will be
reformed according to the new European legal
requirements and the professional education and
training of inland navigation personnel will be done
only on the basis of CESNI Standards of competences
as it happens in the maritime sector where the
education and training system complies with STCW
2010.
Standards of competences must be used during the
elaboration/revision of the education and training
programmes for inland navigation personnel to meet
the requirements of the EU Directive 2017/2397
regarding the level of knowledge and abilities for
deck crew members.
Furthermore, the activity developed by maritime
and inland navigation training institutions revealed
that it is important to follow the following:
− Use of modern training ships and simulators
equipped with latest technologies to allow
candidates to get the necessary skills which would
facilitate subsequent mobility in all maritime and
inland waterways. The training vessel should be
equipped with all facilities, equipment and
accessories, repair and maintenance tools, internal
communication systems, lifesaving and labour
protection equipment, allowing trainees to acquire
applicable competences in appropriate real-life
conditions under highest safety conditions.
− Exchange of know-how and adoption of best
practices from other maritime and IWT education
and training institutions is an essential part for the
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development of an innovative education and
training system in this sector.
− Curricula/ Courses be based on international
harmonized standards
− Training programmes be elaborated and should
strongly differ for different target groups like
apprentices (having already practical training),
students (with little experience on board), career
changers or nautical personnel (further education).
− Gaining international experiences is very
important. The advantage of a commonly used
training vessel is that it could be run with
international groups of trainers and trainees. This
way the trainees learn to work in international
teams and get to know foreign stretches of
navigation.
Assessment of competence both in maritime and
IWT obtained from one or more of the following:
− approved in-service experience;
− approved training ship experience;
− approved navigation/engine/inland waterway
simulator training, where appropriate, having a
uniform standard for the technical features and
functionalities determined by international
standards for approving such tools;
− approved laboratory equipment training;
− knowledge tests about technical details, operating
principles, limitations, specific risks, sources of
error, etc.;
− a limited number of journeys to be carried out on
the stretch concerned, a simulator examination, a
multiple-choice examination or a combination
thereof;
− practical examinations executed on board a vessel
/on a simulator, where appropriate.
REFERENCES
DIRECTIVE OF THE EUROPEAN PARLIAMENT AND OF
THE COUNCIL on the recognition of professional
qualifications in inland navigation and repealing
Council Directive 96/50/EC and Council Directive
91/672/EEC, Brussels, 18.2.2016 COM(2016) 82 final
D3-13_Consolidated_STCIN_tables_of_competencies_26-04-
2012_(final_draft).doc
The Manila Amendments to the Seafarers’ Training,
Certification and Watchkeeping (STCW) Code,
http://www.imo.org/en/OurWork/HumanElement/Train
ingCertification/Documents/34.pdf
