Volume 5, Issue 2, June 2020, Page: 22-29
The Problems Encountered by Navigation Cadets at Sea Training Phase as a Part of Their Academic Programme
Ergun Demirel, Maritime Faculty, Piri Reis University, Istanbul, Turkey
Received: Jul. 22, 2019;       Accepted: Aug. 28, 2019;       Published: May 19, 2020
DOI: 10.11648/j.tecs.20200502.12      View  140      Downloads  34
Abstract
Vocational education for seafaring officers is a long process. During this period, the educational programs proceed within a periodical improvement framework. Sea Training is an integral part of Maritime Education and Education (MET) and it is a part of academic program in the MET institutions. All seafaring officers should complete at least one year Sea training on board the ships to finalize their education. This training should be completed suitable commercial vessels and specially designed training ships. Initial evaluation of sea training are made by the ships which the cadet attended and the maritime schools made the final assessment to verify their achievement at sea training. Practical training is an absolute must for every type of seafarer’s education. The aim is to consolidate the academic knowledge taught and practical experience gained at sea. So, on the practical side of the curriculum, sea training comes into prominence during maritime education and that is what we discuss in this study. The main purpose of this research is to pinpoint the main problems encountered by cadets during their sea training phase, and make some suggestions for possible solutions to ensure quality and efficiency of the training. The study starts with a group study base on field study, to define the hypothesis is for questions of questionnaire for cadets participated sea training. The evaluation of the responds are used to finding and subsequently results and proposals. In addition, it is strongly suggested that the collected data and provided findings in this project are taken forward for further studies on this subject.
Keywords
Sea Training, Practical Training, Maritime Education and Training, Education of Cadets
To cite this article
Ergun Demirel, The Problems Encountered by Navigation Cadets at Sea Training Phase as a Part of Their Academic Programme, Teacher Education and Curriculum Studies. Vol. 5, No. 2, 2020, pp. 22-29. doi: 10.11648/j.tecs.20200502.12
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
IMO, STCW (2010). Standards Training, Certification and Watchkeeping, IMO, London, UK.
[2]
IMO Model Course 7.01, (2012). First Officer and Master, IMO, London.
[3]
IMO Model Course 7.02, (2012). Chief and Second Engineer, IMO, London.
[4]
IMO Model Course 7.03, (2012). Officer of the Watch, IMO, London.
[5]
IMO Model Course 7.0 4, (2012). Engineering Officer of the Watch, IMO, London.
[6]
Wei R., (1999). An Investigation into the Quality Standard Systems (QSS) in Chinese Maritime Institutions- Their Problems, Practicalities of Implementation and recommendations, Master Thesis World Maritime University, Malmoe, Sweden.
[7]
Demirel E. And Mehta R. (2009), Developing an Effective Maritime Education and Training System- TUDEV Experiment, IMLA 2009 Conference Proceedings, Accra-Ghana, 07-10 September 2009.
[8]
Demirel E. and Bayer D., (2015). A Study on The Assessment of Sea Training as an Integral Part of Maritime Education and Training, The Online Journal of Quality in Higher Education-July 2016 Volume 3, Issue 3.
[9]
Yoon D., Nam T. K., Yim J. B., Ahm Y. S., (2010). Comparison of Training and Education in the Training Ship, International Association of Maritime Universities- AGA11 http://iamu-edu.org/wp-content/uploads/2014/07/Comparison-of-Training-and-Education-in-the-Training-Ship.pdf (Entered: 3 May 2019).
[10]
Yoon D. and Ko J. S., (2012). Training Ship’s Education System in Asia Countries: Focused on China, Japan and Korea, Abstracts for the Third Maritime Education Summit - Texas A&M www.tamug.edu/mara/images/abstracts2011.pdf (Entered: 10 May 2019).
[11]
IMO, (2019). ISM Code.
[12]
EU Seventh Framework Programme (FP7), (2012). Maritime Transport Education & Competence Development in a Maritime EU, Press 4 Transport, Improving EU Surface Transport Media Visibility https://trimis.ec.europa.eu/sites/default/files/project/documents/20121123_171918_14174_EducationCompetenceDevelopmentMaritimeEU_LLF_FINAL.pdf (Entered: 13 May 2019).
[13]
Weber T. and Nevala A. M, (2006). Employment Trends in all sectors related to the sea or using sea sources, An exhaustive analysis of employment trends in all sectors related to sea or using sea resources, Final report for the European Commission, DG Fisheries and Maritime Affairs C3135 / September 2006, ECOTEC Research & Consulting.
[14]
Shen G., (1999). The impact of the STCW 95 on the on board training programs of shipping companies in China: meeting the challenge of change, World Maritime University Dissertations. http://commons.wmu.se/all_dissertations/429 (Entered: 10 May 2019).
[15]
ISF, (2012). On Board Training Record Book for Deck Cadets, MARISEC Publication, London.
[16]
WMU (World Maritime University), (2003). Training and Mobility of Seafarers, METNET Thematic Network on Maritime Education, Contract No. 1999-TN. 10983, Project funded by the European Commıssıon under the 5th RTD Framework programme.
Browse journals by subject