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1 INTRODUCTION
Vessels operated in the world's fleet are technically
more sophisticated. The skills to operate these vessels
have become more advanced.
Introducing ship's officers to operation of high
level technical equipment must be provided by all
means and training methods that increase safety
levels of life at sea and environmental protection.
[2,3]
The main role in navigation model on the
navigation bridge plays the navigator. It has been
proved (and published) that over 80 percent of all
maritime casualties are a result of human error.
These casualties arise mainly by errors in decision
making. On errors in decision making the following
have an influence:
− inexperience
− inability to handle stress
− a poor attitude.
Elaborating a system of training these three
elements should be taken into account. Here the
period of training using different means plays an
important role. Also, number of repetition of some
exercises is important. Complex situations during
training have influence on results of teaching.
Selection of candidates in recruitment purposes will
help in the method chosen as well as effectiveness of
training method.
This paper is a kins of approach to compare the
shipboard and simulator training.
The following diagram (Figure 1) shows optimum
preparation for the task of the O.O.W. on the bridge
of seagoing vessels.
This training model in Gdynia Maritime
University has been developed since 1945. From the
beginning the training model was based on
theoretical and practical training on training vessels
and simulators.
Figure 1. Optimal Training Model
An Approach to Effective Model of Radar Training
M. Jurdziński
Gdynia Maritime University, Gdynia, Poland
ABSTRACT: This paper relates to comparison of different model of radar training in maritime
universities/academies in world shipping.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 14
Number 4
December 2020
DOI: 10.12716/1001.14.04.16
920
2 DEVELOPMENT OF SAFETY MODEL OF
TRAINING
Polish Model of training is based on fact that school
of navigation is professional type, taking into
consideration the following features:
− changes in the techniques and technology in
shipping and sea transport
− changes in management, organization systems in
the shipping companies.
As a consequence of these items have been
introduced changes in the ways and methods of
training. Educational and training model is based on
the following stages:
− basic training on tall ships (tests)
− theoretical training in the classroom
− laboratory training (ashore and on board)
− specialized training on training vessels
− professional 9-month training on company vessels
− thesis preparation
− final examinations.
The Maritime University is preparing seafarers
with broad technical knowledge with ability of easy
professional adaptation on a concrete post. Our
graduates employed at sea at various stages of their
professional career will be able to raise their
professional skills and refresh their knowledge.
In the educational model this problem is also
taken into consideration:
− the graduates have basic and professional studies
during 3 years theoretical and practical training
− higher specialist studies giving the professional
title M.Sc.eng.
− postgraduate studies giving defined professional
qualification Chief Officer, Master Certificate and
refreshing the acquired knowledge
− it is a possibility for a doctor's degree course (2
years) which acquaints the student with the use of
scientific methods. This is the way of recruiting
the lecturers to the university.
3 ADVANTAGE OF SIMULATOR TRAINING
The use of simulators has the following advantages:
− simulators are always available at a certain locality
− the simulation can start at a certain situation, if
wanted a dangerous one too, which will happen in
reality only seldom and which cannot be induced
for training purposes, only
− with a simulator you can train even beyond the
limit of risk
− a mistake on a simulator leading to a collision or
grounding can be analysed in order to avoid
similar faults in future. The psychical pressure of a
real accident is often a strongly marked insecurity,
which will avoid a learning effect
− simulators are more cost-effective than training
ships.
The training on each simulator has the following
aims:
3.1 Radarsimulator
The students should be able to work the radar
displays in a safe way. They have to know the
different plotting proceedings and how to handle
them. They should detect dangers of collision and use
the information about other objects being important
in the special case. They should safely use the ARPA
display and know the advantage of a quick
information. They should be aware of the dangers of
ARPA e.g. accepting too small approaching distances
or not taking notice of targets if the screen is
overloaded with other information. They should
avoid close quarters situation by manoeuvres
according to R. 19 KAR.
In coastal waters they should not neglect the
problems of navigation, traffic separation and
communication. Exercises should show the
possibilities and the limits of communication from
ship to ship. SAR exercises require a very intensive
use of ARPA and radar information and
communication.
3.2 Navigational Light Simulator
The three-dimensional imagination for estimating
distances and courses of vessels during night time is
more problematic than during day time. If the student
is able to define the kind of vessel, to appreciate the
risk of collision and to decide if his ship is the give-
way or stand-on vessel and at what distance action
must be taken during night time, he normally will
have no problems during day time. The students
learn to manoeuvre successfully according to the
give-way rules and, being on a stand-on vessel, to act
according to Reg. 17 too, in order to avoid a collision
by using a “last minute manoeuvre”.
The simulator further allows to navigate according
to the information given by light bouys and coastal
lights. A simple radar display provides bearing and
distance.
3.3 Ship Handling Simulator
In former times the navigator learned to handle his
ship in practice. Beside practical experience a certain
feeling for the ship was necessary. This was not
enough to manoeuvre super tankers and large
container ships in a safe way. Ship handling
knowledge was trained by means of models
(Grenoble) and simulators.
At the simulator, our students are trained to
transfer their theoretical knowledge about
manoeuvring of ships on simulated situations. They
collect data of turning circles and stopping distances
and use this information for anchor, pilot and man-
over-board manoeuvres. They train ship handling in
narrow channels under different conditions of wind
and current, especially using radius constant turns
(see Table 1).
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Table 1. A list of Subjects in which different Training Methods could be used [1]
__________________________________________________________________________________________________
No. Subject Simulator Training vessel Company ship Computer aided Training
__________________________________________________________________________________________________
1 Navigation x x x x
2 Collision avoidance (radar) x x x x
3 Bridge proced x x x
4 Communication x x x x
5 Cargo handling x x x x
6 Collision Regulat
7 Celestial Navigation x x x x
8 Docking, Mooring, Anchoring x x
9 Emergencies: Collision, Fire, x x
Grounding, loss of power
10 Environment Effects x x x
11 Manoeuvring x x x x
12 SAR
13 Ship Business x x
14 Stability and Ship Construction x x x x
15. Safety x x
16 Pollution Control x x
17 Use of life-saving equipment x x x x
__________________________________________________________________________________________________
4 ADVANTAGE OF SHIPBOARD TRAINING
Even a perfect simulator cannot replace the reality on
the bridge of vessel.
Weather conditions, movements of the ship,
vibration, engine and exhaust noises and even the
typical smell of a ship cannot be simulated. The
movements of a ship has its effects on each human
being in different way. Seasickness may put someone
nearly out of action. He has to learn to overcome the
sickness and himself. Another one might have less
problems, but nearly no one will be free of any
effects.
The psychical situation on board a ship is different
from that in school. You cannot leave the ship and
you have to go your watch. The relatively small
training ships require an officer not too much affected
by seasickness. Whoever is able to do all work
necessary to navigate the ship under these conditions
will have no problems later as a duty officer.
Horyzont II – training vessels of Gdynia Maritime
University – originally had been planned and used
mainly for practical radar training. Captains and duty
officers were very cooperative. We agreed that the
students should take over the whole task of
navigation and collision avoidance, being supervised
by the duty officer who only in critical situations
would take action. Those situations were very rare.
The operation area and the general course, of course,
had been planned before.
A problem of shipboard training is that a danger
of collision or a critical situation even an area with
dense traffic will not happen too often. For instance,
there was no poor visibility during the whole training
time. No one could respond and no one would accept
manoeuvres with the intention to take a ship on a
collision course only for training purpose.
We had four or two students on each watch,
beside that the duty officer and the helmsman from
the crew. They took over the following tasks: track
guidance, navigation and radar observation. Two
students observed the radar displays. All manoeuvres
intended were discussed with the duty officer before.
In a special training room, an additional radar
display could be used by students being off-watch.
The navigator used the aids of the traditional
terrestrial navigation. Positions were controlled by
GPS (ECDIS) and radar. The training on the bridge
was not a part task training. All information collected
had to be used to navigate the ship. The difference to
the real situation later was only that to navigate a
ship is a job for only one man.
The training of radar observance was successful,
too. The effects of sea clutter or rain, the detection of
small objects, unwanted echoes and effects can hardly
be simulated.
The manoeuvring characteristics of the training
ships are of course different from those of larger
ships. We trained turning circles, stopping
manoeuvres, man-over-board manoeuvres and
compared them the simulated manoeuvres.
5 CONCLUSION
1 Confirmed passage of staff between school and
industry (company ships) has shown that the
training model for deck officers cannot be based
on one method as shipboard or simulator training
only.
2 The didactical experimentations in the vocational
training have shown that different approach is
needed but the practical training during
operational phases is the best method.
3 In many cases the economical effect plays the main
role of using the ship for training purposes.
4 It is not possible to elaborate a good system of
training using one method which will give full
success in improving skills, experience abilities to
handle stress and good attitude.
5 The current maritime simulators can be
considered in terms of the capabilities and
limitations, and its training effectiveness (see
Table 1).
6 Deck officers perform a wide variety of task and it
is important to achieve a level of skills during a
given training period.
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7 Each period of training comprises two elements:
− conditions which describe the circumstances
under which behaviour is performed
− behaviour which is the specific skill and
knowledge to be attained by each deck officer as a
result of training and/or experience.
These elements cannot be achieved on board or in
simulators only.
8 Costs of each model of training based on training
vessel is higher than simulator training model.
9 The best way to achieve good results in training
level is to combine both simulator computer aided
training and shipboard training as well.
REFERENCES
[1] Jurdziński M., Lubers H.D., Experiences by comparing
shipboard training and training on part task simulators,
Handout 1986.
[2] IMO STCW Convention 2010 as amended, Table A-II/1
and section B-1/12.
[3] MO STCW Convention Regulation I/12 and section A-
1/12 of STCW Code.
