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Journal articles on the topic 'Maritime Education and Training (MET)'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Kim, Tae-eun, Amit Sharma, Morten Bustgaard, William C. Gyldensten, Ole Kristian Nymoen, Hasan Mahbub Tusher, and Salman Nazir. "The continuum of simulator-based maritime training and education." WMU Journal of Maritime Affairs 20, no. 2 (June 2021): 135–50. http://dx.doi.org/10.1007/s13437-021-00242-2.

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AbstractThe COVID-19 pandemic has brought unprecedented challenges to the maritime supply chain and called for accelerated adoption of digital technologies in various aspects of maritime operations, including the area of maritime education and training (MET). This paper aims to discuss the current maritime simulator-based training and educational practices that forms an integral part in seafarer training and competency development. The study provides a review of the existing simulators in use in MET, and discusses upon the technological and pedagogical advancement of maritime simulator-based training interventions with predictions regarding the future MET practices with use of virtual reality and cloud-based simulators. This study—by focusing on ship’s bridge operations—highlights the characteristics of various types of simulators and also discusses the role of instructors, challenges, and opportunities involving future simulator-based MET due to accelerated adoption of digital technologies and the need to comply with pandemic-related restrictions for MET institutes. The analysis generated in the paper may contribute to the ongoing discussion regarding the future of simulator-based MET and the fulfillment of the UN Sustainable Development Goal (SDG) 4 in the maritime sector.

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Boonadir, Noorlee, Rosnah Ishak, Hamidah Yusof, and Aida Fakhrul Lamakasauk. "Theories of Maritime Education and Training (MET) in Improving Maritime Sector in Malaysia." Open Journal of Business and Management 08, no. 03 (2020): 1193–200. http://dx.doi.org/10.4236/ojbm.2020.83076.

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Chae, Chong-Ju, Daegun Kim, and Hyeong-Tak Lee. "A Study on the Analysis of the Effects of Passenger Ship Abandonment Training Using VR." Applied Sciences 11, no. 13 (June 25, 2021): 5919. http://dx.doi.org/10.3390/app11135919.

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Virtual reality (VR) has been adopted for education and training in numerous lines of work. In the field of maritime education and training (MET), training with VR has been implemented in areas such as engine room system familiarization, dangerous work onboard familiarization, and emergency response. In addition, in line with current trends in maritime autonomous surface ship (MASS) technology developments, trial applications of VR have been implemented to understand the applicability of this type of vessel. Moreover, there is an increasing need to reinforce education/training in MET to reduce ship accidents. The purpose of this study is to investigate the level of satisfaction with VR education/training, the impact of that education, and matters requiring training emphasis for implementation. To this end, the training participants’ satisfaction with VR training was compared to that of video training, and items of strategic importance in the training content were identified using Borich’s needs assessment, after which the educational impact of VR training was compared to that of video training. The results of this study are expected to contribute to the extended application of MET using VR, and can help in identifying areas for emphasis in training to reduce maritime accidents.

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Papachristos, Dimitris, and Nikitas Nikitakos. "Experimental Research with Neuroscience Tool in Maritime Education and Training (MET)." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 10, no. 2 (2016): 341–49. http://dx.doi.org/10.12716/1001.10.02.17.

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Heirs, Simone, and Michael Ekow Manuel. "Sustainable Maritime Career Development: A case for Maritime Education and Training (MET) at the Secondary Level." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 15, no. 1 (2021): 91–99. http://dx.doi.org/10.12716/1001.15.01.08.

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Bao, Junzhong, Yan Li, Zunlei Duan, Tingting Li, and Pengfei Zhang. "Key factors affecting the quality of maritime education and training: empirical evidence from China." Journal of Navigation 74, no. 2 (January 8, 2021): 396–408. http://dx.doi.org/10.1017/s0373463320000740.

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AbstractRecently, the quality of Maritime Education and Training (MET) has drawn more attention from employers of the shipping industry, because incompetent officers have frequently contributed to ship accidents. The authors intend to explore answers to three questions: (1) Is the quality of Chinese MET satisfactory to the maritime stakeholders? (2) What are the major factors affecting the quality of cadet training? (3) Are there feasible solutions to improve the quality of MET? The authors take China, a major seafarers supplying country, as empirical evidence to disclose the causes of the problems. By an exploratory factor analysis technique, this paper presents the findings of semi-structured interviews and questionnaire surveys and identifies four principal factors affecting the quality of MET in China. Shortage of skillful instructors, lack of onboard training, over-reliance on theoretical teaching, and limited funding sources are prominent factors in this context. Practical solutions are proposed for the purpose of improving the overall competence of Chinese cadets expected to become the dynamic workforce for the global shipping industry.

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de Água, Pedro Manuel Geada Borda, Armindo Dias da Silva Frias, Manuel de Jesus Carrasqueira, and José Manuel Modas Daniel. "Future of maritime education and training." Pomorstvo 34, no. 2 (December 21, 2020): 345–53. http://dx.doi.org/10.31217/p.34.2.15.

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The 21st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties’ “voices” will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master’s level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21st century maritime industry professional, focusing on logistics, engineering and management contents.

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Manuel, Michael Ekow. "Vocational and academic approaches to maritime education and training (MET): Trends, challenges and opportunities." WMU Journal of Maritime Affairs 16, no. 3 (September 2017): 473–83. http://dx.doi.org/10.1007/s13437-017-0130-3.

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Sawitri Wulandari, Rr Retno, Vidya Selasdini, and Didik Sulistya Kurniawan. "DEVELOPMENT OF HUMAN RESOURCES QUALITY THROUGH IMPLEMENTATION OF ACADEMIC INFORMATION SYSTEMS FOR EDUCATION AND TRAINING PARTICIPANTS AT MARITIME HIGHER EDUCATION (STIP) JAKARTA." Dinasti International Journal of Digital Business Management 2, no. 1 (December 3, 2020): 1–19. http://dx.doi.org/10.31933/dijdbm.v2i1.627.

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Maritime higher education, as a higher education institution in the shipping sector, is directed to produce professional and reliable graduates in the shipping sector who meet national and international standards and can compete in the global market. The application of competency-based education for vocational education is a government decision, in this case, the Ministry of Research, Technology, and Higher Education, as an effort to improve the quality of education and for vocational education based on the Manila amendment of STCW 2010. Many things can be done with information systems such as the academic information system for Maritime higher education seafarers 'education and training, which regulates the registration process, data on learning schedules, teaching, lecturers, training participants, and training participants' scores, to the stamp book process. The Seafarers' Education and Training Academic Information System gave a role of 61.41% to training participants in the Maritime higher education Jakarta environment, and other roles influenced 38.59%. The information system will also make it very easy for Maritime higher education to produce the information related above and facilitate all Maritime higher education activities related to data management.

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Shi, Jingyi, and Lidong Fan. "Investigating Teachers’ and Students’ Perceptions of Online English Learning in a Maritime Context in China." SAGE Open 11, no. 3 (July 2021): 215824402110408. http://dx.doi.org/10.1177/21582440211040800.

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English is required as the official working language for oceangoing seafarers across the world. In China, much time and effort has been dedicated to improving maritime students’ Maritime English (ME). However, low English proficiency is still one of the main barriers for Chinese seafarers to compete in the international maritime labor market. Online technology has introduced great opportunities for ME education in China. A deep understanding of the current status of online ME education in China is essential for enhancing its quality and effectiveness. This article investigates the current status of online ME education in China from the perspectives of Chinese maritime students and ME teachers by examining four key factors: online ME materials, online assessment and feedback, online interactions, and related online support. In total, 255 maritime students and 34 ME teachers from different maritime education and training (MET) institutions in China participated in this research. The study finds that online ME education in China was underdeveloped. Limited and simple online methods were being used in ME teaching and learning. The exam-oriented teaching mode greatly impeded the implementation of creative online methods. Many online functions had not been fully exploited and individual learning needs should be highlighted.

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Sharma, Amit, and Salman Nazir. "Assessing the Technology Self-Efficacy of Maritime Instructors: An Explorative Study." Education Sciences 11, no. 7 (July 12, 2021): 342. http://dx.doi.org/10.3390/educsci11070342.

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Maritime Education and Training (MET) is an integral part of the global maritime industry, playing an essential role in ensuring that the sector is supplied continuously with a skilled workforce. The successful outcomes of the educational content delivery in MET institutes depend, to a certain extent, on the maritime instructor’s ability to create conducive learning environments utilizing all of the resources available. The self-efficacy of maritime instructors in various facets, most notably their proficiency with the use of technology in classrooms, can lead to the introduction of transformative learning practices. Accurately measuring their self-reported technological proficiency could be the initial step in this direction. This study aimed to measure the self-reported technology proficiency of maritime instructors using an established and validated scale: Technology Proficiency Self-Assessment for the 21st century (TPSA-C21). The scale was administered, using an online survey, to a sample of MET instructors within Europe and the UK, with n = 62 valid responses received. Using descriptive statistics and the evaluation of the measurement model, the study highlighted the perceived level of proficiency of the MET instructors along dimensions such as email, world-wide web use, emerging tools, teaching with technology, integrated applications, and teaching with emerging technologies. The survey also measured the perceived level of technology integration for maritime instructors according to the Concerned-Based Adoption Model–Level of Use (CBAM–LoU) classification. The results indicate a potential area of improvement for maritime instructors with regard to their self-reported proficiency, namely in the dimension of teaching with emerging technology. The implications for the MET domain, the respondent demographics and the future research directions are discussed.

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Smith Johnson, Evette M. "Exploring the effects of technology and innovation on changing market requirements and the evolving maritime curriculum." Worldwide Hospitality and Tourism Themes 12, no. 1 (January 22, 2020): 69–79. http://dx.doi.org/10.1108/whatt-10-2019-0065.

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Purpose The purpose of this paper is to examine, through the lenses of the Fourth Industrial Revolution, the imperative of curricular re-structuring in maritime education and training (MET) and the use of market needs analysis to prevent misalignment between training and ultimate job market need. Design/methodology/approach Peer-reviewed material was analyzed, and this examination was undertaken by looking at the literature on curriculum design, curriculum planning and curriculum evaluation. Attention was then given as to how these elements of curriculum should be applied to the discipline of MET and its didactics. This was twinned with an examination of the industry needs met by the delivery of the MET content. Findings The study found that the MET sector must respond to change to remain relevant and viable. This imperative of evolution in response to change is equally a truism for the business of shipping (to include the merchant marine industry, cruise tourism and hospitality) as it is for the business of higher education (HE), specifically MET. Practical implications The review saw where in 2017 the President of Rolls Royce Marine declared that “Autonomous shipping is the future of the maritime industry”. With this innovation, market needs for skills will shift from the able-bodied seafarer to a robust knowledge base in cyber-physical systems (CPSs). Just as the internet transformed how humans interact with one another, CPSs will transform how we interact with the physical world around us. This reality will necessitate change in instruction, curriculum planning and outcome in MET. Social implications Many educational institutions which are stuck in traditional didactics are on the cusp of closure because technology-enhanced learning has overtaken and outstripped the old ways. Indeed, technology and innovation are sounding the death knell for traditional didactics in MET. Originality/value The paper examines the discipline of MET as unique and robust area of specialized HE. MET focuses on the equipping of the human element in shipping. It is the engine behind a multi-billion-dollar industry that is driven by the global trade that is facilitated by ships and ports. This trade extends to the maritime tourism and hospitality business. This paper is of value to maritime educators and trainers in the cruise and hospitality industry. Herein is the significance of this review.

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Ungureanu, Carmen Chirea. "Intercultural Education, a Response to Contemporary Multilingual Societies and a New Challenge for Maritime Education and Training (MET) Institutions." Procedia - Social and Behavioral Sciences 116 (February 2014): 4260–63. http://dx.doi.org/10.1016/j.sbspro.2014.01.928.

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Setiawan, Ade Niko, Yudha Prawira Dijaya, and Andhika Wira Paratama. "Exploring the Qualifications of Future Seafarers from the Perspective of Stakeholders: its Implications in the Maritime Education and Training." Jurnal Penelitian Transportasi Laut 23, no. 1 (August 30, 2021): 33–38. http://dx.doi.org/10.25104/transla.v23i1.1756.

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The global need for logistics distribution is increasing from year to year. Significant technological developments have been applied to merchant ships to run supply chains more effectively and efficiently. Seafarers are the main subjects who operate and navigate ships to adapt to technological advances. Their qualification to meet stakeholder expectations then becomes an essential issue for discussion. This study aims to discover the qualifications of future seafarers from a stakeholder perspective. Implications in Maritime Education and Training are also discussed. The authors uses a qualitative research design and conducts interviews to collect data. Using the purposive sampling method, the author involved participants who had much experience in the maritime industry. The findings of this study reveal that technical and theoretical knowledge, english communication skills, and IT skills are hard skills expected by stakeholders. Apart from hard skills, seafarers also need soft skills to support their work, including managerial skills, hardiness and adaptability, motivation to learn, and a good attitude. This finding has significant training in the Maritime Education and Training sector. Students need to learn lessons to foster student learning motivation and provide more time for ship simulators and engines to experience actual work activities on board.AbstrakMenggali Kualifikasi Pelaut Masa Depan dari Perspektif Pemangku Kepentingan: Implikasinya dalam Pendidikan dan Pelatihan Maritim; Kebutuhan global distribusi logistik semakin meningkat dari tahun ke tahun. Perkembangan besar teknologi telah diterapkan pada kapal-kapal niaga untuk menjalankan rantai pasokan dengan cara yang lebih efektif dan efisien. Pelaut sebagai subjek utama yang mengoperasikan dan menavigasi kapal dituntut untuk menyesuaikan diri dengan kemajuan teknologi. Kualifikasi mereka untuk memenuhi harapan para pemangku kepentingan kemudian menjadi isu penting untuk dibahas. Studi ini bertujuan untuk menggali kualifikasi pelaut masa depan dari perspektif pemangku kepentingan. Implikasi dalam Pendidikan dan Pelatihan Maritim juga dibahas. Penulis menggunakan desain penelitian kualitatif dan melakukan wawancara untuk mengumpulkan data. Dengan menggunakan metode purposive sampling, penulis melibatkan partisipan yang banyak mendapatkan pengalaman di industri maritim. Temuan penelitian ini mengungkapkan bahwa pengetahuan teknis dan teoritis, keterampilan komunikasi bahasa Inggris, dan keterampilan TI merupakan hard skill pelaut yang diharapkan oleh para pemangku kepentingan. Selain hard skill, pelaut juga membutuhkan soft skill untuk menunjang pekerjaannya, antara lain kemampuan manajerial, hardiness dan adaptability, motivasi belajar, dan attitude yang baik. Temuan ini memiliki implikasi yang signifikan di sektor Pendidikan dan Pelatihan Maritim. Penting untuk menyesuaikan metodologi pengajaran untuk menumbuhkan motivasi belajar siswa dan memberikan lebih banyak waktu untuk penggunaan simulator kapal dan mesin agar siswa dapat mengalami aktivitas kerja nyata di atas kapal.

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Lau, Yui-Yip, Cristina Dragomir, Yuk-Ming Tang, and Adolf K. Y. Ng. "Maritime Undergraduate Students: Career Expectations and Choices." Sustainability 13, no. 8 (April 13, 2021): 4297. http://dx.doi.org/10.3390/su13084297.

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The following study presents an inquiry into understanding the motivating factors of students to enroll in a maritime university and to further continue with a career in the maritime industry. By collecting data from 378 undergraduate students enrolled in various maritime programs (navigation, electromechanics, electrical engineering, and economic engineering in transport), we aimed to better understand the profiles of students, their information sources, interest, and the prospects of associated programs where they are enrolled. As such, this study seeks to enable educators and industry practitioners to better understand the educational and career paths chosen by undergraduates in the maritime field. It can align the students’ expectations with program delivery. We examined students’ perceptions and assessments according to the program they are enrolled in. Taking into account the fact that there is a world low attraction for maritime careers, the results of this study are useful for maritime education and training (MET) providers during the design and marketing campaign of the educational program to attract students. Additionally, the findings are useful for public administration and the Ministry of Education’s analysis of expanding educational and research programs, as well as for Ministry of Labour forecasting. Employers from the maritime industry can find useful the main motives for which a graduate would choose to work in this sector, business field, or a related business. Moreover, industry practitioners and academia can expand the study at a larger scale, comprising more countries and taking into account national and regional characteristics.

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Mosyagin, I. G., E. V. Kazakevich, and I. M. Boyko. "ROLE AND PLACE OF MARITIME MEDICINE IN RUSSIAN HEALTHCARESERVICE." Marine Medicine 5, no. 1 (April 6, 2019): 17–27. http://dx.doi.org/10.22328/2413-5747-2019-5-1-17-27.

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Problematic issues of the organization of maritime medicine in Russia werecovered in the article. It was noted that today there is no specialty «maritime medicine» in the Order of the Ministry of Health of the Russian Federation of October 7, 2015 No. 700n «About the nomenclature of professions of the specialists having higher medical and pharmaceutical education». Authors gave definition of maritime medicine as field of the medicine intended for preservation and health promotionof subjects of maritime activities. It was pointed that the most important sphere of responsibility of maritime medicine is scientific justification and challenges implementation of life prolongation, health promotion and maintenance of the population of seaside territorial subjects of the Russian Federation. It was noted that the state system of seamenhealth protection in Russiawas consistently dismantled from 90th years of the 20th century. The arisen vacuum in questions of statutory regulation of maritime medicine can lead to losses of quality of professional selection of seamen, deterioration of fleet personnelhealth and safety concern of navigation. In article it was paid special attention to harmonization of fundamental principlesof health service support system of seamen with requirements of the International Labor Organization Convention of 2006 No. 186 «About work in maritime industry», ratified by Russian Federation in 2012. In Russia there are no mechanisms (licensing or accreditations) regulating activity of medical commissions of fleet personnel. Authors pay attention to outstanding issues in the field of medical training of fleetpersonnel for healthcare delivery on the ships, which do not have the physician onboard. Authors stressed the need of creation of maritime medical centers based on the medical centers (clinics) of Federal Medical Biological Agency of the Russian Federation located in the large ports (Vladivostok, St. Petersburg, Novorossiysk, Arkhangelsk, Astrakhan) which met both international and national safety requirements of navigation. Authors considered that the solution of the problematical questionin the sphere of maritime medicine considered in article will allow to create the new effective state system of health service support of subject of maritime activities.

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Aylward, Katie, Joakim Dahlman, Kjetil Nordby, and Monica Lundh. "Using Operational Scenarios in a Virtual Reality Enhanced Design Process." Education Sciences 11, no. 8 (August 21, 2021): 448. http://dx.doi.org/10.3390/educsci11080448.

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Maritime user interfaces for ships’ bridges are highly dependent on the context in which they are used, and rich maritime context is difficult to recreate in the early stages of user-centered design processes. Operations in Arctic waters where crews are faced with extreme environmental conditions, technology limitations and a lack of accurate navigational information further increase this challenge. There is a lack of research supporting the user-centered design of workplaces for hazardous Arctic operations. To meet this challenge, this paper reports on the process of developing virtual reality-reconstructed operational scenarios to connect stakeholders, end-users, designers, and human factors specialists in a joint process. This paper explores how virtual reality-reconstructed operational scenarios can be used as a tool both for concept development and user testing. Three operational scenarios were developed, implemented in a full mission bridge simulator, recreated in virtual reality (VR), and finally tested on navigators (end-users). Qualitative data were captured throughout the design process and user-testing, resulting in a thematic analysis that identified common themes reflecting the experiences gained throughout this process. In conclusion, we argue that operational scenarios, rendered in immersive media such as VR, may be an important and reusable asset when supporting maritime design processes and in maritime training and education.

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Jones, David S. "Infrastructure management in Singapore: privatization and government control." Asian Education and Development Studies 4, no. 3 (July 13, 2015): 299–311. http://dx.doi.org/10.1108/aeds-12-2014-0064.

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Purpose – Singapore is a small, densely populated city-state, which has become a prosperous global trading, investment and communications hub. In light of this, particular challenges have arisen in the development of its infrastructure to meet its needs. These challenges are met by harnessing private capital in the design, building, management and funding of the infrastructure. The purpose of this paper is to examine various arrangements in using private capital within key infrastructure sectors: mass rapid transit, roads, water supply, electricity generation and transmission, maritime ports and airport, ITC services, and industrial infrastructure, and to consider how full privatization, limited privatization (government-linked companies), direct government provision through statutory authorities (relying partly on private borrowing), and a mix of the above arrangements require infrastructure providers, even statutory authorities, to follow business practices. Design/methodology/approach – This paper adopts an empirical, discursive and critical approach. Findings – The Singapore government has continued to see its role as steering the economy into niche sectors where Singapore can acquire a competitive edge, and to overall facilitate economic development through active intervention. This includes, amongst other things, state-sponsored training and education, capital grants to start-ups, trade promotion, various fiscal incentives to businesses, guarantees for bank credit, etc. (Ghesquiere, 2007). This twin-pronged approach has been reflected in the development and management of the infrastructure. In line with the creation of a strong free enterprise economy, privatization and private capital has been a central feature of infrastructure investment and management. Originality/value – The paper shows how private capital can be used through privatization and borrowing from the private sector to manage the infrastructure. This may be considered an appropriate means to meet the needs of a densely populated small state which is also a global hub for trade, research, investment and communications. It also shows how the harnessing of private capital can be combined with continued government control to ensure that the infrastructure development reflects public policy and adheres to required standards.

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Murai, Koji, Shin‐Ichi Wakida, Keiichi Fukushi, Yuji Hayashi, and Laurie C. Stone. "Enhancing maritime education and training." Interactive Technology and Smart Education 6, no. 4 (November 20, 2009): 293–302. http://dx.doi.org/10.1108/17415650911009272.

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PurposeThe purpose of this paper is to propose that the measurement of salivary amylase activity is an effective index to evaluate the stress of a ship navigator for safe navigation training and education.Design/methodology/approachEvaluation comes from the simulator and actual on‐board experiments. The subjects are real captains who have unlimited licenses and cadets who are senior students at Kobe University, navigation course. Stress is evaluated for several situations where a ship navigator makes a lot of decisions, in this case in a narrow passage, entering a port and leaving a port.FindingsSalivary amylase activity occurs when a ship navigator makes a decision regarding ship handling and collision avoidance. By measuring salivary amylase activity when a student is under duress, cadets' ship‐handling training can be evaluated while onboard a vessel.Research limitations/implicationsFuture research will develop cross‐indices with the salivary amylase activity and other physiological indices (nasal temperature and heart rate variability (R‐R interval)), complementary to each other. The salivary amylase activity registers the stress quickly on the spot. Then the nasal temperature and R‐R interval registers the trend and the quick response to the stress (mental workload).Practical implicationsThe paper describes an effective index which is useful for evaluating a ship navigator's stress for safe navigation.Originality/valueShip navigator's skill and cadet's on‐board training have been evaluated according to performance and a questionnaire as a quantitative evaluation; moreover, stress is evaluated using salivary amylase activity.

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Nam, Chung-Do. "Shipboard Training for the Efficient Maritime Education." Journal of Navigation and Port Research 30, no. 9 (December 31, 2006): 735–40. http://dx.doi.org/10.5394/kinpr.2006.30.9.735.

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Yercan, Funda, Donna Fricke, and Laurie Stone. "Developing a model on improving maritime English training for maritime transportation safety." Educational Studies 31, no. 2 (June 2005): 213–34. http://dx.doi.org/10.1080/03055690500095639.

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Gekara, Victor. "Understanding attrition in UK maritime education and training." Globalisation, Societies and Education 7, no. 2 (June 2009): 217–32. http://dx.doi.org/10.1080/14767720902908190.

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Demirel, Ergun. "Maritime Education and Training in the Digital Era." Universal Journal of Educational Research 8, no. 9 (September 2020): 4129–42. http://dx.doi.org/10.13189/ujer.2020.080939.

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Horck, Jan. "The gender perspective in maritime education and training." WMU Journal of Maritime Affairs 9, no. 1 (April 2010): 93–119. http://dx.doi.org/10.1007/bf03195168.

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Kunieda, Yoshiaki, Kei Kumagai, Hideyuki Kashima, and Koji Murai. "An Effective Training and Evaluation Method for Anchoring Training in Maritime Education." World Journal of Social Science Research 7, no. 2 (May 15, 2020): p12. http://dx.doi.org/10.22158/wjssr.v7n2p12.

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Captain Kashima et al. showed that ship handling skills significantly improve when anchoring exercises are practiced on training ships. And Kunieda et al. showed that the practicing on training ships also develops critical thinking and problem-solving skills. We created an evaluation scale for elementary ship handling skills to measure the effects of different anchoring training methods. We assessed the training methods using a rubric evaluation list containing nine evaluation items. Group work was arranged before and after the anchoring training sessions based on the results from student questionnaires and instructor evaluations. Our results reveal the most effective training model for developing ship handling skills.

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FURUSHO, Masao. "1S3-1 Seamanship for Maritime Education, Training, and Research." Japanese journal of ergonomics 51, Supplement (2015): S42—S43. http://dx.doi.org/10.5100/jje.51.s42.

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Kiplimo, Robert, and Bernard W. Ikua. "Maritime Education Training in East Africa Region: Current Status." Procedia Engineering 194 (2017): 351–55. http://dx.doi.org/10.1016/j.proeng.2017.08.156.

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Prasad, Rajendra, Maximo Q. Mejia, and Takeshi Nakazawa. "Applying Group-Learning Methods in Maritime Education and Training." Ocean Yearbook Online 26, no. 1 (2012): 655–83. http://dx.doi.org/10.1163/22116001-92600076.

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Erdogan, Oral, and Ergun Demirel. "New Technologies in Maritime Education and Training, Turkish Experiment." Universal Journal of Educational Research 5, no. 6 (June 2017): 947–52. http://dx.doi.org/10.13189/ujer.2017.050606.

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Svilicic, Boris. "IAMU Section: sharing platform for Maritime Education and Training." WMU Journal of Maritime Affairs 19, no. 3 (September 2020): 277–78. http://dx.doi.org/10.1007/s13437-020-00215-x.

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Lee, Jinwoo, Surindar Dhesi, Ian Phillips, Moonsoo Jeong, and Changhee Lee. "Korean Maritime Cadets’ Onboard Training Environment Survey." Sustainability 13, no. 8 (April 8, 2021): 4161. http://dx.doi.org/10.3390/su13084161.

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The onboard training environment is important for the continuity of cadets’ maritime careers and for the wider industry. Various studies have been conducted with the aim of improving the onboard training environment of cadets in various respects including education, health and safety, and sexual harassment. However, there is a lack of research that details the problems associated with onboard training and how the safety of cadets is managed in the field. Descriptive and non-parametric statistics were used to analyze the data from 284 cadets from maritime universities and 41 shipping company employees in South Korea collected between March and July 2020. The results show that many cadets are not guaranteed enough rest time and the provision of personal protective equipment. In addition, some companies consider cadets to be crew members or temporary workers. To improve the training environment, recommendations include the evaluation of the ship’s environment to establish whether it is suitable for training, constant monitoring of whether the onboard training guidelines are maintained in the field, strengthening of preventive education on human rights violations, and expanding efforts continuously not only to physically improve the onboard training environment but systematically manage cadets as students.

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Short, Rod. "Networking Maritime Education and Training in the Asia Pacific Region." Maritime Studies 1996, no. 90 (September 1996): 12–15. http://dx.doi.org/10.1080/07266472.1996.10878467.

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Fury, Cheryl A. "TRAINING AND EDUCATION IN THE ELIZABETHAN MARITIME COMMUNITY, 1585–1603." Mariner's Mirror 85, no. 2 (January 1999): 147–61. http://dx.doi.org/10.1080/00253359.1999.10656737.

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Kennerley, Alston. "Seafaring Missionary Societies and Maritime Education and Training, 1815–1914." Paedagogica Historica 35, sup1 (January 1999): 241–57. http://dx.doi.org/10.1080/00309230.1999.11434943.

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Takimoto, Tomoki, and Masao Furusho. "A Study of Social Networks for Maritime Education and Training." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 10, no. 3 (2016): 409–14. http://dx.doi.org/10.12716/1001.10.03.05.

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Danylenko, Oleksandr. "Forming Readiness in Future Navigators for Professional Activity in Maritime Universities of Great Britain." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 16–21. http://dx.doi.org/10.2478/rpp-2019-0024.

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Abstract The article is devoted to the problem on training of maritime specialists in universities of Great Britain; in particular, it is a question of training navigators. It was noted that there are dozens of maritime educational institutions and a long tradition of training maritime specialists in the country. The system of maritime education in the United Kingdom is effective, and the level of training of specialists, including navigators, allows them to qualitatively perform their official duties on ships, which, in its turn, guarantees the safety of navigation. The peculiarity of professional training of navigators is that the educational program is focused on practical activities in accordance with the requirements of the rules of the International Convention on the Training and Certification of Seafarers, recommendations of the International Maritime Organization and other regulatory documents. It was found out that the UK Nautical Institute is working on the continuous improvement of the educational level of specialists operating maritime vessels. The article also discusses the training of navigators at the Maritime Centre of the University of London and at the University of Plymouth. The training of navigators on simulators is considered as a type of practical training and is conducted in accordance with national and international requirements for a computer simulator complex and software training complexes. The author of the article draws attention to the sufficient number of modern simulators, training equipment and laboratories, which are used to work out practical skills of future navigators. It has also been clarified that in all UK maritime higher education institutions the mandatory condition for successful completion of training is the completion of maritime professional practice. The number of hours for such practices is determined by the relevant regulations. The high ranking of British maritime education institutions attracts students from around the world. For international students there are comfortable conditions for admission, study and residence. They can improve their English language skills and take preparatory courses for admission.

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Mallam, Steven C., Salman Nazir, and Sathiya Kumar Renganayagalu. "Rethinking Maritime Education, Training, and Operations in the Digital Era: Applications for Emerging Immersive Technologies." Journal of Marine Science and Engineering 7, no. 12 (November 26, 2019): 428. http://dx.doi.org/10.3390/jmse7120428.

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The use of simulators in maritime education and training is an essential component for developing seafarer competencies. Emerging immersive technologies, such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) have created new and differing possibilities for maritime simulations and simulators. The increasing advancements and technical readiness of these systems have paved the way for a new generation and category of simulators and simulation-based experiences for professional education, training, and operations, which are relatively cheaper, more immersive, compact, and accessible in comparison to traditional configurations. Although the concept of utilizing VR, AR, and MR head-mounted display technologies for professional training and operations is not new, their recent developments and proliferation now allow for practical implementation and real-world application. Particularly, the adoption and integration of these technologies into the education, training, and operations of maritime industries provide new possibilities and paradigms to support operators and operations both on land and at sea. The purpose of this paper is to discuss the concepts of VR, AR, and MR applications specifically for maritime education, training and operations, including the potential benefits, drawbacks, and limitations of these systems.

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Kara, Gökhan, Ozan Hikmet Arıcan, and Olgay Okşaş. "Analysis of the Effect of Electronic Chart Display and Information System Simulation Technologies in Maritime Education." Marine Technology Society Journal 54, no. 3 (May 1, 2020): 43–57. http://dx.doi.org/10.4031/mtsj.54.3.6.

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AbstractAn accident that may occur during maritime transport has substantially tangible, intangible, and environmental consequences. Approximately 85% of accidents at sea depend on human and communication factors. Therefore, it is expected to prevent adverse events in advance and to determine the procedures to be followed with simulator trainings before navigation at sea. National and international agreements set a standard for seafarers' education programs. The use of the simulator is recommended according to the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) for maritime training, which is in accordance with international standards. These training programs should be designed to improve seafarers' ability in order to make accurate decisions, think quickly, and find solutions. Developments in the field of technology have enabled a wide range of simulation applications in electronic devices. The studies have shown that the professional knowledge of students has been increased with simulator-based education in many professions. This article presents a comparison that was made between simulation training and theoretical education. Two hundred surveys were conducted for 100 maritime students who received Electronic Chart Display and Information System (ECDIS) simulation training. It is aimed to measure the effect of ECDIS computer simulators on educational efficiency and suggest the use of simulators for the training of maritime students.

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Dong, W. H. "Research on Maritime Education and Training in China: A Broader Perspective." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 8, no. 1 (2014): 115–20. http://dx.doi.org/10.12716/1001.08.01.13.

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Yang, Sun, Peng Xinya, and Ding Zexuan. "Maritime Education Training Assessment Based Electronic Chart Display and Information System." Advances in Applied Sciences 5, no. 2 (2020): 28. http://dx.doi.org/10.11648/j.aas.20200502.12.

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Muirhead, Peter M. P. "New technology and maritime training in the 21st century: Implications and solutions for MET institutions." WMU Journal of Maritime Affairs 3, no. 2 (October 2004): 139–58. http://dx.doi.org/10.1007/bf03195056.

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Fernández González, Manuel Joaquín, Dmitrijs Semjonovs, Irma Narica, Diāna Strautmane, and Sandra Ozola. "PREDICTING A FAST-TRACK MARITIME CAREER: CHARACTERISTICS OF SUCCESSFUL OFFICERS DURING TEENAGE YEARS." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 550–67. http://dx.doi.org/10.33225/pec/17.75.550.

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Fast-track maritime career is a topical question worldwide due to the shortage of seafarers in maritime industry. Assuming that the fast-track career officers’ relevant common characteristics in adolescence could predict future maritime career speed, the research questions of this research are: What were the common characteristics of fast-track career officers when they were 16-18? Were there any statistically significant differences between the fast-track career groups and the officers with a slower career at that age? A questionnaire survey involving 175 maritime officers was conducted in Latvia in January – October 2016, regarding officers’ family context, school achievement, involvement in sports, and personality traits when they were 16-18. Fast-track career officers perceived themselves as more conscientious, calm and more leadership oriented than the whole group in adolescence. Statistically significant differences among career-speed groups were found regarding family socioeconomic status, family atmosphere and family career support at that age. Based on those communalities among maritime officers with a fast-track carrier when they were 16-18, maritime education and training institutions could better find and give appropriate career guidance to prospective maritime officers. Even if maritime career speed is a very individualized phenomenon, family characteristics could be studied further as a potential good predictor of fast-track maritime career. Keywords: career success predictors, fast-track career, maritime career, maritime officers.

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Jin, Yue Bo. "Influence from International Organizations on Higher Professional Education-Case Study of Higher Maritime Education." Advanced Materials Research 1008-1009 (August 2014): 1564–67. http://dx.doi.org/10.4028/www.scientific.net/amr.1008-1009.1564.

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In this paper the higher maritime education is taken as an example to explore influence and effect exerted from the international professional organizations on education and training of international professional personnel, and then to obtain useful experience so as to further promote the sustained and healthy development of China's higher education.

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Semjonovs, Dmitrijs, Aleksejs Bogdaņecs, and Manuel Joaquín Fernández González. "Instructors' Competence for Enhancing Quality of In-House Training in Maritime Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 31. http://dx.doi.org/10.17770/sie2015vol4.345.

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<p class="IATED-Affiliation">Improving instructors’ competence will enhance quality of maritime in-house training (IHT). The research question of this study was: what are the main features of a competent IHT instructor? A mixed-method study using interviews and a questionnaire was conducted among three groups of respondents: 1) safety managers, vetting and technical managers; 2) IHT instructors, and 3) seafarers (including masters, chief engineers, officers and ratings). Professionals of the field were involved in interpretation of results and in elaboration of the recommendations for enhancing quality of IHT.</p><p class="normal"> </p>

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Deling, Wang, Wu Dongkui, Huang Changhai, and Wu Changyue. "Marine Autonomous Surface Ship - A Great Challenge to Maritime Education and Training." American Journal of Water Science and Engineering 6, no. 1 (2020): 10. http://dx.doi.org/10.11648/j.ajwse.20200601.12.

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Chen, Xi, Xiangen Bai, and Yingjie Xiao. "The Application of E-learning in Maritime Education and Training in China." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 11, no. 2 (2017): 163–68. http://dx.doi.org/10.12716/1001.11.02.19.

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Vujičić, Srđan, Nermin Hasanspahić, Ana Gundić, and Niko Hrdalo. "Assessment for Ensuring Adequately Qualified Instructors in Maritime Education and Training Institutions." ATHENS JOURNAL OF SCIENCES 7, no. 2 (May 13, 2020): 115–26. http://dx.doi.org/10.30958/ajs.7-2-4.

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Davy, James G., and Chang-Kyun Noh. "An Empirical Study on Motivation and Performance of Maritime Trainees and its Implication for Maritime Education and Training." Journal of Navigation and Port Research 40, no. 5 (October 31, 2016): 285–90. http://dx.doi.org/10.5394/kinpr.2016.40.5.285.

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Raicu, Alexandra, and Emil Oanta. "Modern Education Facilities for CAD/CAM/CAE Training of the Future Maritime Engineers." Advanced Materials Research 837 (November 2013): 769–74. http://dx.doi.org/10.4028/www.scientific.net/amr.837.769.

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This paper presents the modern education principles for Computer Aided Design, Computer Aided Manufacturing and Computer Aided Engineering (CAD/CAM/CAE) Training Centre of the future maritime engineers. To improve, share and distribute our training we combine the classical pedagogical approaches with the web-based learning which provides interactivity for students, the possibility of exchanging views, opinions and materials in a multimedia environment. According to the actual concept, the teaching and learning will be interactive and live. The paper presents the means to enhance the quality of training programs of study using the long term experience of the authors in this field. The authors settle the principles of implementation of a special Training Centre using e-Learning in Constanta Maritime University (CMU) and introduce the modern concepts and technologies for the acquisition of Product Lifecycle Management knowledge.

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Leshchenko, Alona, and Olena Bezlutska. "Traditional Vs Online Education In The Maritime Training System Under Covid-19 Pandemic: Comparative Analysis." Pedagogika-Pedagogy 93, no. 7s (August 31, 2021): 86–95. http://dx.doi.org/10.53656/ped21-7s.07trad.

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The correlation between traditional and MOODLE learning management system usage in the educational process of the maritime higher education institutions has been studied in the article. The need to find new digital tools was due to the current state of the educational system, which should become open to new trends, and exacerbated by the conditions of the COVID-19 pandemic. Comparative analysis was chosen as the main research tool, which made it possible to conduct a comparative analysis of online and offline modes of implementation of the educational process in higher maritime educational institutions, as well as to determine the main advantages and disadvantages of the LMS MOODLE electronic platform. The collection of data was carried out using a Google questionnaire. The respondents had to answer 9 questions. The survey was conducted among students of the Maritime Academy of two age categories – from 18 to 30 years old and from 31 to 45 years old. Analysis of the questionnaire data allows us to conclude that students of the first age category have more developed digital competencies (87%) and easily switched to distance learning using the LMS MOODLE platform; however, in the second age category, more than 60% had no difficulties with online learning. In general, for applicants for higher education, working on the LMS MOODLE electronic platform has its advantages and may be one of the methodological tools for the implementation of the educational process. For applicants for higher maritime education, it is convenient both in terms of timing and availability for education. The weak side of the platform is the lack of opportunity for teachers to independently organize (without the technical support of the platform administrator) video lessons on LMS MOODLE in real time, which is one of the priority tasks for improving the educational process online. The next step in the development of online learning opportunities is to create opportunities for teachers to independently create online rooms for lectures and practical exercises in real time, as well as expand the possibilities for connecting cloud simulators to practice the practical skills and abilities of students of higher maritime educational institutions.

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