21
1 INTRODUCTION
According to Chauvin et al. [1], shipping is considered
a safe, economical, and environmentally benign form
of commercial transport. However, it is important to
consider alternative perspectives as well. Praetorius
and Sellberg [2] argue that shipping is a high-risk
industry that can negatively impact not only those who
work on board but also the marine environment and
the public in the event of an incident or accident.
Dynamic development and changes that bring both
advantages and challenges characterise today’s
maritime industry. The growing density of marine
traffic is evident in the daily movement of hundreds of
thousands of ships transporting people and goods
globally. Large ships and mega-cruisers are
increasingly common on the seas, with sizes
significantly larger than in previous decades. Coastal
states worldwide are increasingly encountering a
growing range of risks that threaten the security of
their national maritime territories. These risks include
potential ship collisions, spills of hazardous
substances, marine pollution, threats to the ecosystem,
and risks to human safety and local infrastructure.
Effective pilotage is crucial for safe navigation in
ports, straits, and other areas of inland waters and
territorial seas. Mandatory pilotage is required for
ships of certain types and sizes to ensure safe
navigation and protect the environment.
Pilotage includes the guidance of a waterborne craft
by a competent person (maritime pilot) and expert
advice given to the master of the waterborne craft, safe
navigation in ports, straits, and other areas of internal
Analysis of Maritime Pilots’ Education in the Republic
of Croatia
A. Zekić
1
, Z. Sanchez-Varela
2
, I. Skoko
2
& R. Ivče
3
1
University of Zadar, Zadar, Croatia
2
University of Split, Split, Croatia
3
University of Rijeka, Rijeka, Croatia
ABSTRACT: This paper systematically and comprehensively presents maritime pilots’ education, internships,
and training in the Republic of Croatia. The paper will analyse their additional education since maritime pilots
play a crucial role in ensuring maritime safety and environmental protection. The pilotage in the Republic of
Croatia is subject to the provisions outlined in the Maritime Code and the Ordinance on Sea Pilotage. To
effectively carry out their duties, maritime pilots require specialised training and education, as outlined in IMO
Resolution A.960(23). Universities and specialised institutions respond to the growing demands of the maritime
sector by offering additional education. They use simulators to train pilots in various manoeuvring scenarios
under different weather conditions. Although not legally mandated in Croatia, pursuing additional education
has proven to be highly beneficial for the maritime industry. The paper’s primary goal is to investigate the
implementation and quality of additional education for maritime pilots, emphasising the possibilities for further
training. The research involved creating a questionnaire assessing the implementation of further education
initiatives for maritime pilots in Croatia. The results have shown that maritime pilots consider additional
education necessary, especially for specific types of vessels.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 19
Number 1
March 2025
DOI: 10.12716/1001.19.01.03
22
waters and the territorial sea of the Republic of Croatia
[3]. Maritime pilots possess extensive knowledge of
local navigation, ship interactions, and meteorological
conditions [4] and excellent communication skills to
effectively collaborate with crew members and other
participants in maritime operations [5]. The primary
goal of all maritime operations, including pilotage, is
to ensure the safety of ships, cargo, passengers and the
port community while protecting the environment at
the same time [6].
During pilotage, the marine pilot takes
responsibility for the safe operation of the ship,
providing the master with expert guidance on
navigation, berthing or unberthing, and anchoring.
Their task is to issue warnings about specific
conditions on the fairway and inform the ship about
the relevant regulations for the region through which
it passes. Pilots have a thorough knowledge of the local
sea lanes, depths, sea currents, tides, and other factors
affecting safe navigation. Due to major economic and
environmental challenges, the role of maritime pilots is
becoming crucial, especially when managing large
vessels.
While pilotage services may initially seem like a
specialised offering for shipping companies, they also
serve a public purpose by playing a crucial role in
ensuring safe navigation [7]. In fact, in complying with
their duties, pilots ensure safe navigation in the public
interest [8]. Maritime pilots have a critical role in
ensuring the safe navigation of vessels in their care by
ensuring the orderly transit of pilotage districts in
conformance with local regulations and rules for
navigation, by protecting port facilities and commerce
and by providing a defence of the public interest in
ensuring practical conservancy functions of harbour
authorities and protection of the environment [9].
IMO Resolution A.960 (23) [10] provides essential
guidelines and establishes a foundation for modern,
standardised, and continuous training of maritime
pilots. It emphasises safety, ethical guidelines, the use
of modern technologies, and preparedness for crises.
Key components include ensuring compliance with
international standards, training for different ship
types, and using simulations and advanced
equipment. Implementing these guidelines aims to
reduce accidents at sea and increase the
professionalism of pilots, thereby contributing to
global maritime safety.
Maritime pilot education has been studied
infrequently in the literature. Most of the research
focuses on the level of job satisfaction [11], stress [12],
fatigue [13–14], and health problems [15–16].
There are three categories of pilots in Germany:
regular, offshore, and harbour. Pilotage certificates for
regular and offshore pilots are issued by the Federal
Republic of Germany, and those of harbour pilots by
port authorities. As well as theoretical and practical
training, pilot candidates must undergo 6-month
internships under the supervision of experienced pilots
[11]. In their first 6 months, they are permitted to work
on ships up to 170 m long; between 6 and 9 months, on
ships up to 220 m; between 9 and 12 months on ships
up to 260 m, and between 12 and 18 months on ships
up to 310 m, after which they can work on all ships [7].
In Australia, pilotage services are carried out by
commercial companies, independent contractors, port
operators, and public institutions. Lack of federation
structure in Australia has increased commercial
pressure on pilots [7]. The study shows that 53% of
Australian pilots were exposed to commercial
pressure, and majority of pilots were dissatisfied with
their income level [9].
There are two qualifications available in Turkey:
pilot (ships up to 20,000 GT) and senior pilot (all ships
for which they are authorised). A pilot requires an
unlimited master license, should sail for 1 year as a
master, needs 5 days basic pilot training, should work
for 6 months as a trainee pilot, and should complete a
6-month internship under supervision of an
experienced pilot [7].
In United States, to qualify for training, pilots must
have navigation and tug experience. The programme
lasts 4–7 years. Training is undertaken by experienced
pilots.
There are three categories of pilots in Japan: class 1,
2, and 3. Class 1 is the highest qualification, for which
it is necessary to work on board (3000 GT or more) for
at least 2 years as a captain, complete class 1 training
successfully (9 months of training, of which 4 months
is practical), and pass physical, written, and oral
examinations. The training period for a Class 2 license
is 18 months or can be earned by working for 2 years
on vessels over 3000 GT as a captain or unlimited chief
officer. There is a 30-month training period for the
Class 3 license, or it can be earned by working as a
captain on vessels of 1000 GT for 1 year. Pilots in Japan
are regarded as self-employed worker. Their income
varies by license type and number of pilotage services
performed [7].
In Croatia, pilotage services are provided by private
pilot companies [17], with a total of 35 maritime pilots
performing pilotage duties. Since the Republic of
Croatia requires only a limited number of pilots, there
are no specific legal education requirements for this
profession. Consequently, pilot companies provide
additional training to their pilots based on their specific
needs.
The paper is structurally divided into five main
parts. Following the introduction, in the second part
the formal education of maritime pilots in the Republic
of Croatia is described. The research methodology is
presented in the third part. Maritime pilots’ satisfaction
with additional education is analysed using the basic
research method, the survey method. Namely, pilot
companies conduct additional pilot education in
accordance with their specific needs. The results of the
research are presented in the fourth part. Maritime
Pilots show a great interest in additional education,
emphasizing the importance to expand knowledge and
skills, which confirms a high motivation for improving
professional competences and continuous education.
The research detected topics that are important for
future maritime pilot education. The aim of the
research was to obtain data on the quality of additional
education with a focus on identifying potential
opportunities for improvement. The final, fifth part,
consists of the final remarks.
23
2 FORMAL EDUCATION OF MARITIME PILOTS
IN THE REPUBLIC OF CROATIA
Pilots are responsible for precisely and safely handling
ships entering and leaving ports, navigating narrow
channels, and passing through complex or dangerous
waterways, often in difficult weather conditions.
Therefore, training and education are crucial in
equipping mariners with the skills and tools to ensure
safety in operations [18]. Figure 1 shows the necessary
steps to obtain a pilot’s license. Additional education is
not mandatory.
Figure 1. Education of maritime pilots.
To successfully pass the pilot exam, the Croatian
Maritime Pilots Associations must ensure that
candidates receive hands-on pilotage experience in a
specific area, with the guidance of a mentor pilot. To
obtain a pilot’s certificate, candidates must pass the
exam’s theoretical and practical components while
meeting specified requirements. The theoretical part of
the exam is oral and covers topics such as navigation
safety, sea pilotage, and the English language. The
practical part of the exam consists of manoeuvring a
ship while entering and leaving the port, as well as
navigating between two ports within an area of
mandatory coastal pilotage.
The pilot exam can be taken by any person who:
− holds a Certificate of Competency as Master on
Ships of 3,000 GT or more and who attended
lectures and passed all the exams of the Nautical
Program based on STCW Table A-II/2,
− possesses a certificate for working on tankers, a
General Radio Operator Certificate, and additional
certificates required to obtain the Certificate of
Competency as Master on Ships of 3,000 GT or
more, such as Basic Safety Training, Advanced Fire
Fighting, Proficiency in Survival Craft and Rescue
Boats (other than fast rescue boats), Medical First
Aid, Advanced Medical Care, or ECDIS.
− has at least 12 months of seagoing service in the
capacity of Chief Officer or ship Master after
obtaining the Certificate of Competency as Master
on Ships of 3,000 GT or more,
− meets the prescribed health requirements for the
deck department,
− has at least 50 port pilotages for a specific port
pilotage area and at least five coastal pilotages
under the supervision of a licensed pilot. The
candidate must keep a log for each pilotage, which
is then verified by both the pilot and the master of
the piloted ship. When applying for the pilot exam,
the candidate must submit the verified log to the
Harbour Master’s office.
Maritime pilots are highly qualified seafarers with
unique experience, extensive local knowledge, and
specific skills [19]. They represent a distinct category of
seafarers, all having completed extensive training and
gained substantial sea experience before pursuing a
maritime pilot career. Considering that pilot
companies in Croatia are private, it is necessary to
emphasize that any education requires their own
funds.
3 METHODOLOGY AND DATA
Data were collected using a specially designed pilot
form, which included 26 questions and was tailored to
this profession’s specific requirements.
3.1 Participants
The study involved 28 pilots from seven different pilot
companies, providing a representative sample of
maritime pilots in Croatia. All participants possessed a
valid marine pilot license, a fundamental requirement
for this challenging profession. All respondents had
prior experience working on merchant ships, which
provided them with practical knowledge and skills
essential for the safe navigation and operation of a
vessel in various conditions.
3.2 Procedure
The research was conducted using a questionnaire
written in English, which was emailed to seven
different pilot companies, engaging a total of 35 pilots.
The data collection methodology involved self-
administered questionnaires completed by the
respondents. The questionnaire used multiple-choice
and open-ended questions to gather quantitative and
qualitative data for a more thorough analysis.
Respondents were provided with predefined options
in the multiple-choice questions to facilitate responses
and standardise data processing. Participants had to
select one of the answers from the options provided.
Open-ended questions allowed respondents to freely
express their opinions and observations, providing
valuable insights into their attitudes and experiences.
The questionnaire comprised inquiries about
personal information, work experience, satisfaction
with additional education and recommendations for
future education. The section on personal information
addressed demographic issues. In the work experience
section, pilots were asked about their experiences
before and after beginning their careers as pilots. In the
section evaluating educational satisfaction, questions
addressed the number, type, and specific education
components. In the final section, the pilots presented
recommendations for future education, which were
explored through open-ended questions. Also,
significant topics for the continued development of
additional education have been identified.
Out of 35 pilots who received the questionnaire, 28
completed and returned it correctly, resulting in an
80% return rate. A high response rate indicates the
respondents’ interest and motivation to participate in
the research. Participation was voluntary, and
responses were anonymous to protect respondents’
privacy and encourage honest feedback. The data
collected were used solely for research purposes, as
highlighted in the instructions provided to
respondents along with the questionnaire.
24
4 RESULTS AND DISCUSSION
4.1 Personal information
The average age of maritime pilots participating in the
survey is 49 years. The age distribution indicates that
42% of the pilots are between 35 and 45 years of age,
followed by 33% between 45 and 55 and 25% between
55 and 65. Among the surveyed pilots, 42% have
completed undergraduate studies, while 58% have
obtained graduate degrees. This result indicates that
pilots in the Republic of Croatia possess a high level of
maritime education. The respondents represent
various pilotage regions along the Croatian coast,
including specific areas and ports with different
navigational conditions and safety challenges.
4.2 Work experience
The respondents reported having work experience in
the merchant fleet, ranging from ten to twenty-four
years. This level of seniority reflects extensive
professional knowledge and skills gained from years of
service at sea. Years of experience in diverse working
conditions, including international waters and various
types of vessels, enhance their expertise, enabling them
to respond effectively to the demands of complex
maritime operations.
Most of them had previously worked as ship
masters, with experience ranging from 0 to 19 years.
Their experience in seagoing service included the
following types of ships: dry cargo carriers, ro-ro ships,
oil tankers, liquefied gas carriers, container ships,
chemical tankers, and high-speed crafts. The
respondents in the study had varying experiences as
maritime pilots, ranging from 1 to 18 years. This
diversity allowed the sample to include experienced
pilots and those with relatively shorter experience,
providing valuable insights into pilots’ challenges and
perspectives at different career stages.
4.3 Surveys on satisfaction with additional education
92% of the respondents received additional training,
while 8% did not receive any additional training.
Currently, the implementation of additional trainings
ranges from one to four. The topics covered are Bridge
Team Management, bridge simulator training, ECDIS
course, cargo operations, Pilot management simulation
training including LNG vessels handling,
manoeuvring, introduction and safety awareness in
LNG and container industries, working on simulator in
handling LNG and container vessels in various
mooring/unmooring scenarios.
The pilots’ knowledge and skills were assessed
before and after they had received additional training
(see Figures 2 and 3).
The results indicated that the additional training
positively affected the pilots’ competences,
significantly improving their knowledge and skill
levels. After completing the training program, pilots
conducted self-assessments of their skills and
knowledge. 7% rated their abilities as excellent, 32%
considered them suitable, and the majority, 61%, rated
their knowledge and skills as very good. The results
indicate that the additional training successfully
increased the pilots’ level of expertise.
Figure 4 illustrates the connection between
educational goals and the requirements of maritime
pilots.
Figure 2. Evaluation of knowledge and skills before the
training.
Figure 3. Evaluation of knowledge and skills before and after
the training
Figure 4. Evaluating the correlation between educational
goals and the needs of maritime pilots.
When the participants were asked about aligning
educational goals with the pilot’s needs, 79% rated this
match as very good. This result indicates that most felt
the educational goals effectively addressed their
specific needs and requirements. The significant level
of satisfaction observed reflects that the objectives of
the educational program are effectively aligned with
the necessary skills and knowledge required for the
profession of pilots. Moreover, the program’s content
is well-suited to meet the realistic demands of the
maritime industry. Conversely, 21% of the participants
rated the alignment of the educational goals with their
25
needs as good. This indicates that a smaller proportion
of participants feel that some aspects of the program
could be further adjusted or improved. This suggests
the importance of further tailoring education to meet
the specific needs of participants, ensuring that
educational goals are more precise and effectively
address the challenges pilots encounter daily.
The next question assessed respondents’
satisfaction with the quality of supplementary
materials, including handouts, additional literature,
and practical examples. (Figure 5).
Figure 5. Satisfaction levels regarding the quality of
supplemental materials.
Most respondents expressed satisfaction with the
supporting materials. The materials received positive
feedback, with 57% of participants rating them as very
good and 29% as good. Most participants are satisfied
with the materials provided. These materials help them
learn and apply the skills they have gained. However,
there is also a smaller number of those who are not
completely satisfied. Namely, 7% of participants think
that the materials were only sufficient, while another
7% rate the materials as insufficient. These results
highlight the necessity for further enhancement in the
quality of the supporting materials. Improvements in
this area have the potential to increase satisfaction
among all stakeholders and further enhance the overall
quality of education.
The next question focused on sharing ideas and
experiences among participants (as shown in Figure 6).
Figure 6. Exchange of ideas and experiences among
participants
When asked about the exchange of ideas and
experiences among participants, 48% rated this
interaction as adequate, meaning that almost half
considered the exchange of information and
experiences appropriate and valuable for their
education. This result indicates that participants were
broadly satisfied with how interaction and dialogue
were enabled during the program. However, 39% of
respondents rated the exchange of ideas and
experiences as moderate, suggesting room for
improvement in this segment. Only 10% of participants
rated the exchange of ideas and experiences as very
good, indicating that a smaller number of those
considered the level of interaction to be exceptionally
high. On the other hand, 3% of participants expressed
dissatisfaction, rating the exchange of ideas and
experiences as insufficient. Facilitating more
significant opportunities for exchanging ideas and
experiences can enhance educational quality and
enable participants to effectively use shared
knowledge and expertise.
Figures 7 and 8 illustrate the participants’
satisfaction with the education’s theoretical (Figure 7)
and practical (Figure 8) components.
Figure 7. Participants’ satisfaction with the theoretical aspect
of education
Figure 8. Participants’ satisfaction with the practical aspect of
education
Most participants, precisely 61%, reported
satisfaction with the theoretical component of the
educational program. Furthermore, 21% classified this
component as very satisfactory. These findings
indicate that the predominant impression among
participants is one of positivity regarding the
theoretical aspect of the program. On the other hand,
11% of participants believe that the theoretical part did
not fully meet their expectations, while 7% express
dissatisfaction with theoretical education. The findings
indicate potential enhancement in the theoretical
framework to ensure that the content and teaching
methods are more effectively aligned with the needs
and expectations of all participants.
26
The results regarding the practical component are
highly positive. 57% of participants were very satisfied
with the practical part of the education program, and
an additional 36% were satisfied. Only 7% of
participants indicated that they were not fully satisfied
with the practical education, suggesting high success in
meeting their expectations.
Notably, in both the theoretical and practical
segments, no participants indicated that they
experienced “extreme satisfaction.” This data suggests
that while the education meets basic standards and
leaves most participants with a positive impression,
there are opportunities for improvement in both the
theoretical and practical aspects.
Figure 9 displays the satisfaction with the duration
of further education.
Figure 9. Level of satisfaction with the duration of the
education
Most respondents expressed positive opinions
about the duration of the training. The results indicate
that 62% of respondents are satisfied with the duration
of the training, and an additional 31% report being very
satisfied. This result indicates that participants were
generally satisfied with the length of the training.
However, fewer respondents expressed dissatisfaction
with the length of the training. Specifically, 3%
reported being “not very satisfied,” and 4% indicated
that they were not at all satisfied with the duration of
the training. These data indicate that while most
respondents find the training duration adequate, a
minority may prefer adjustments by shortening or
lengthening the training period.
Examining the balance between theoretical and
practical training, 67% found it appropriate, while 33%
disagreed. Consequently, 20% of respondents believe
practical training needs to be more comprehensive.
Pilots are well-experienced seamen and must
familiarise themselves with local situations, port
regulations, limitations, and other considerations.
They also believe that the theoretical component is not
as crucial.
It should be emphasised that all respondents
expressed a strong interest in the possibilities of
additional education, showing a desire to expand their
knowledge and skills. The results point towards a
significant motivation among respondents to improve
their professional competences and engage in
continuous training, thereby contributing to their
professional development.
Most respondents (83%) believe that all aspects of
education are important for developing and acquiring
relevant skills. This high level of consensus indicates
that most participants recognise the importance of an
integrated approach to education, where theoretical,
practical and interactive components complement each
other to ensure a comprehensive education. On the
other hand, 17% of respondents emphasise that
theoretical education is less important than other
aspects. These results suggest that the program could
be improved by placing a greater emphasis on practical
elements to ensure it meets the needs of all
participants.
Topics that have been identified as important for
each participant include the following: emergency
scenario simulation, case study discussions,
manoeuvring techniques, stress control, and any future
formal education standard for maritime and harbour
pilots as deemed necessary by the competent pilotage
authority (i.e. MMPI maritime safety directorate)
should be conducted only by active and experienced
pilots to ensure they fit the purpose, practical work,
familiarisation with the most recent national and
international maritime regulations, as well as any
relevant local regulations, communication and tug
handling techniques, practical training, ship
manoeuvring and Maritime English, human interface,
navigation stability, new designs handling
characteristics. These topics are crucial for the
continued development and safety of maritime
operations.
The knowledge and skills gained from further
education are relevant in all instances. Respondents
expressed their intention to apply lessons learned from
emergency scenarios, communication training, and
practical experience in their future work. They will
focus on understanding different marine engine fuels,
the advantages and disadvantages of engine
performance, potential causes of engine failure, and
how these failures impact the vessel’s manoeuvrability.
Furthermore, they will use lessons learned from ship
handling procedures and handling ships with unusual
manoeuvring characteristics and shapes. They will
apply their theoretical knowledge to manage
dangerous and unpredictable situations, including
ship equipment and engine malfunctions, berthing and
unberthing in severe weather conditions, and
emergency situations, along with the best possible
mitigating measures.
4.4 Recommendations for future training
To enhance the quality of additional education,
maritime pilots have proposed specific measures and
approaches to further improve their expertise,
efficiency, and safety at sea. Their proposals address
different aspects of professional training, outlined
below.
Pilots suggest sharing best practices among pilot
organisations to enhance navigation safety and
efficiency. The proposed system will support
structured joint sessions among pilots to discuss their
experiences with challenging scenarios, thus
improving their readiness for similar events in the
future. The exchange of experiences among pilots not
only aids individual professional growth but also
27
enhances the overall safety of maritime navigation.
Namely, every crisis, whether bad weather conditions,
port congestion or technical failure, poses a unique
challenge for pilots. Sharing experiences on how
different pilots have managed similar situations
establishes a common framework for identifying
practical solutions and procedures that can be applied
across various conditions.
Maritime pilots also stress the importance of group
training in cooperation with tug masters. Joint
education and simulations allow for better
understanding and coordination of ship work,
especially in complex situations when precise tugboat
guidance is required in narrow waterways or ports.
Such education would allow pilots and Tug Masters to
focus their skills on common goals, developing
teamwork essential for safe and efficient navigation.
One of the pilot’s key recommendations is
expanding the scope of education to include diverse
and potentially risky scenarios. The training should
include less common situations, such as extreme
weather conditions, technical failures, port congestion,
and other critical situations. Thorough preparation is
key for pilots; it allows for better crisis management
and quicker, more effective decision-making. Pilots can
enhance their crisis management skills by preparing
for various scenarios, ultimately improving their
professional readiness.
The International Maritime Organization (IMO)
provides guidelines for maritime pilot training in
Resolution A.960(23). The pilots propose that training
be fully aligned with these guidelines to ensure
uniformity in education and the application of global
standards. The resolution emphasises the importance
of continuing education, including safety, ethical
guidelines, and specific requirements for operating
different types of ships.
Pilots recommend incorporating various types of
ships into training programs to ensure quality training.
This training should include large container ships,
tankers, and cruise ships, as each type presents distinct
challenges related to manoeuvring, navigation, and
safety. Training that includes working with different
types of ships allows pilots to acquire a broader range
of skills and a better understanding of the unique
requirements of each type of vessel.
To improve training, pilots advocate for integrating
modern maritime equipment, including advanced
navigation systems, automated ship control systems,
and sophisticated simulators. Utilising these tools
enables pilots to understand and operate advanced
ship technologies, thus improving the safety and
precision of navigation.
These proposals serve to improve the quality of
further education for pilots. By improving preparation
for diverse scenarios, cooperating with colleagues, and
leveraging modern technologies, pilots can more
effectively meet the challenges of the increasingly
demanding maritime sector.
Furthermore, maritime pilots believe that
additional training should include topics such as
bridge team management for pilots, legal advice,
recovery of pilots from the sea and use of safety
equipment, manned model training, more practical
work, constant upgrade of sessions with the latest rules
and regulations in force, using modern technologies
when handling new age vessels, ship handling with
tugs, practical training, pilot-tug boat communication,
hands-on training and BRM. The variety of proposed
topics testifies to the great interest in additional
training.
5 CONCLUSION
In the Republic of Croatia, supplementary training for
maritime pilots is not legally required. Nevertheless, it
remains a crucial tool in facilitating professional
development and improvement. Additional training is
organised based on the specific requirements of each
pilot company.
This research has highlighted the importance of
providing additional educational opportunities for
Croatian maritime pilots to facilitate their ongoing
professional development. The research can provide a
fundamental framework for developing and
implementing new educational initiatives to enhance
the quality of maritime pilot services. The research
methodology employed a questionnaire to evaluate the
quality of supplemental education, analyse acquired
competences, and identify improvement areas.
Maritime pilots who participated in additional
training assessed their knowledge and skills before and
after the training. The study demonstrated significant
skills advancements for participants following the
training program. These data indicate the success of the
existing programs and confirm the importance of
continuous education. Notwithstanding a generally
favourable correlation between educational goals and
the requirements of maritime piloting, the study
reveals opportunities for further development.
Further training is of great importance for maritime
pilots as it enhances key skills, thus improving
navigational safety and environmental protection. One
recommendation for improving continuing education
is the incorporation of new topics.
These topics include bridge team management for
pilots, legal advice, recovery of pilots from the sea and
use of safety equipment. Manned model training, more
practical work, and modern technologies in handling
new-age vessels are also important. Key areas include
ship handling with tugs, practical training, and
effective pilot-tug boat communication. In addition,
constant upgrading of sessions with the latest rules and
regulations in force is crucial for the long-term
development of pilots. Improvements in hands-on
training and BRM can significantly increase the
efficiency and safety of pilot duties.
Introducing new topics into additional education
greatly benefits maritime pilots, enabling them to
enhance their knowledge and skills. By undergoing
systematic education and continuous training,
maritime pilots can enhance not only their own
knowledge and skills but also make valuable
contributions to ensuring greater maritime safety and
environmental protection.
28
ACKNOWLEDGEMENTS
This research is part of the European project “Micro-
qualifications in Seafarers’ Education and Training,” which is
funded under the Erasmus + program under section KA220 –
“Cooperation Partnership in Higher Education.”
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