Global Maritime Education and Training Blog
By Capt. Richard Teo
FNI FCILT MAICD
Continuation – A Journey of Hope and Aspiration Part 3.
Where to from here?
“Like all young men I set out to be a genius, but mercifully laughter intervened.”– Clea Lawrence Durrell
Maritime Teacher Training, MET facilitator profile, adult learning, learner-centred delivery of development and training programmes, single maritime administration, standard curriculum, universal competences and assessment methodologies, competency based learning(CBL), outcome based education (OBE), competency based education, training and assessment (CBETA).
At the time of writing, the project team was in the final stages of submission to MARINA for the Maritime Standard Curriculum. This will be in CBL/CBETA format applying OBE. It is intended that any institute offering STCW compliant training & certification programmes will be required to ensure that their teaching and training staff shall be duly qualified and current in competency based training, education and assessment, or competency based learning methodologies.
Meanwhile Global MET will commence maritime teacher training soon. This project was initially funded by TK Foundation with GlobalMET facilitating a series of five-day workshops with two follow-up monitoring and mentoring learning events. The next series of continuous professional development will be user-pay.
The general qualification profile for the MET teacher-facilitator is expected to have the following minimum competences:
The minimum required knowledge, skills and praxis will comprise at least the following competences tabled below:
Development and Training
The development and training of maritime officers, preparing to be MET teaching staff as well as in service staff will attain knowledge, skills and praxis suitable for teaching and facilitating MET qualifications in accordance with their national standards and the current STCW code. These will comprise of the following minimum essential competences at the respective levels of responsibility and accountability:
Effective communications with skills in mentoring, coaching and tutoring techniques
Leadership, Teamwork and teambuilding skills Problem solving knowledge and skills and transferring to learners
Initiative and enterprise in a teaching and learning role and environment
Planning and organising applying sound management techniques in a MET environment
Self-management, self-awareness, and self-conceptualisation in a MET environment
Learning – self and organisational learning practices and transferring such knowledge and skills to learners
Technology – currency and practises in using technology to facilitate and deliver learning programmes.
Note: Teaching staff are expected to rise above their usual positions and take on senior management roles at the workplace. This will, where applicable, entail greater knowledge, skills and practice.
This journey has been very eventful with project team members fully participating in an action reflection learning (ARL) environment using action research (AR) techniques to discover the grounded theory that provided for the intervention for reforms to take place.
MARINA led the way with a long awaited amalgamation of the various authorities into their domain, thus enabling a one-stop shop environment for mariners and for the MET industry to come to terms with standard curriculum and assessments for marine qualifications, certification and licensing. The standardised learning and educational philosophy embraces outcome based education (OBE) which ultimately will provide better learning pathways for mariners in accordance with STCW requirement for competency based education, training and assessment (CBETA) and or competency based learning (CBL).
All will come to nought unless MET institutes and the community of shipping immediately collaborate to ensure that the standard curriculum is published and adopted completely incorporating standardised competency based assessment methodology. The tools and processes shall be validated continuously across the MET industry. For this to occur, a Standard MET Quality Training Framework (MQTF) has to be instituted on urgent basis so that the standards are not only met but also improved continuously and quality assured (QA) to the respective national MET standard that is recognised as equivalent to IMO requirements and first world standards.
A community of practice (COP) will need to be promulgated immediately to lead, manage and monitor these reforms. Perhaps this will be the impetus for the formation of the Maritime Industry Centre of Excellence.
“I really don’t know why it is that all of us are so committed to the sea, except I think it is because in addition to the fact that the sea changes, and the light changes, and ships change, it is because we all came from the sea. And it is an interesting biological fact that all of us have, in our veins, the exact same percentage of salt in our blood that exists in the ocean, and therefore we have salt in our blood, in our sweat in our tears. We are tied to the ocean. And when we go back to the sea – whether it is to sail or to watch it – we are going back to whence we came.” John F Kennedy
(14 September 1962)
Guidelines for assessing competence in Vocational Education & Training – WA Government 2012
Knowles, M.S. (1996). Adult learning. In R.L. Craig (Ed), ASTD training and development handbook: A Guide to human resource development (4th Ed) (pp. 254-265). New York: McGraw Hill.
Mendenhall, R. (2012), “What is Competency Based Education?” https://www.americanprogress.org/issues/higher-education/report/2012/06/07/11680/a-disruptive-look-at-competencybased-education/
Soares, L. (2012). A Disruptive Look at Competency Based Education: How the innovative use of technology will transform the college experience. Centre for American Progress
The Assessment Manual: The four and fifth dimensions of competency- Commonwealth of Australia 2012