Meñunarodna istraživanja u području obrazovanja

pomoraca

Boris Pritchardbopri@pfri.hr

www.pfri.hr/~bopri

Pomorski fakultet u Rijeci2015

Maritime Education and Training(MET)

A surveyof

international research projectsinternational research projects

Split 2015

• Petak, 27. ožujka 2015.– Uvod u MET– Projekti u EU: METNET, KNOW-ME, etc.– METNET – Upitnici, Završno izvješće

• Subota, 28. ožujka 2015.– Projekti IAMU: ACCREDIMET I. i II., PAES– Projekti EU: KNOW-ME– SIRC - CBT – e-učenje

– Upute za ispite: seminarski rad

Sadržaj / Contents

• Osnovni pojmovi: obrazovanje, naobrazba, izobrazba i školovanje pomoraca; ‘stakeholders’, MET, VET, CBT,

• Meñunarodne organizacije (IMO, IAMU, IMLA, AMRI, EU DG Mobility & Transport, ILO)

• sustavi školovanja pomoraca u svijetu• uloga obrazovanja u razvitku pomorskog gospodarstva • elementi istraživanja sustava pomorskog obrazovanja u svijetu• elementi istraživanja sustava pomorskog obrazovanja u svijetu• projekti (EU DG MOBILITY nad TRANSPORT, DG MARE,

METHAR, EASTMET, METNET, KNOW-ME, IAMU: GLOMET, ACCREDIMET, PAES)

• metodologija istraživanja sustava pomorskog obrazovanja u svijetu• vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u

svijetu (Bologna , ECTS, ECVETS)• Nove tehnologije učenja, cjeloživotno učenje• Mjesto hrvatskog pomorskog školstva u sustavima obrazovanja

pomoraca u svijetu

MET: Ciljevi

• Razvijanje i razumijevanje pojmova obrazovanja, izobrazbe i školovanja pomoraca.

• Vrjednovanje uloge poznavnja sustava školovanja pomoraca u projetiranju programa obrazovanja.

• Spoznavanje uloge obrazovanja u razvitku pomorskog gospodarstva • Razumijevanje elemenata sustava pomorskog obrazovanja u svijetu• Razumijevanje elemenata sustava pomorskog obrazovanja u svijetu• Razumijevanje i usvajanje metodologije u istraživanju sustava

pomorskog obrazovanja u svijetu.• Razvijanje sposobnosti kritičkog mišljenja pri vrjednovanju mjesta i

uloge sustava pomorskog obrazovanja u svijetu.• Očekivanja korisnika i ishodi učenja• Usporedba hrvatskog pomorskog školstva sa sustavima

obrazovanja pomoraca u svijetu.

1. Osnovni pojmovi & definicije

• Obrazovanje• Školovanje• Naobrazba• Izobrazba• Visoko obrazovanje i visoko školstvo• Stručno obrazovanje• Stručno obrazovanje• Kompetencije• Zvanja i svjedodžbe• Certification• MET, VET, CBT, MTC, ECTS. ECVETS• STCW standards and requirements• stakeholders’ expectations and learning outcomes• E-learning; distance learning; continuous education

MET - terms• Higher education• Vocational education and training• Stakeholders in MET• Benchmarking in maritime education• CBT and e-learning• Distance learning• EU –DG Mobility & Transport, DG MARE, • EU – education and training • The Bologna Declaration• ECTS, ECVETS• Projects: METHAR, MASSTER; SEAGULL; MARCOM; METNET;

THALASSES; HANDIAMI, MASSOP, C4FF, ...• WMU: http://www.wmu.se/project• IAMU: • SIRC

Struktura projekata

Executive summary, recommendations, follow-up

1. Introduction – goals, objectives, theoreticalbackground

2. Theme and topics3. Key concepts3. Key concepts4. Methodology5. Survey of literature6. Research (questionaires, round-table discussions,

interviews, peer reviews, workpackages, deliverables)7. Analysis & evaluation of research results8. Means of distribution, dissemination

– References– Lists of tables, figures etc.

EU – DG for MOBILITY and TRANSPORTCommisioner for Transport

http://ec.europa.eu/transport/index_en.htm

• EU – Directorate General - DG for MOBILITY and TRANSPORT– education and training – http://ec.europa.eu/transport/index_en.htm– http://ec.europa.eu/transport/maritime/index_en.htm– http://ec.europa.eu/transport/maritime/seafarers/seafarers_en.htm– http://ec.europa.eu/transport/maritime/seafarers/seafarers_en.htm– http://www.emsa.europa.eu/Docs/other/leaflet-education.pdf– http://eur-lex.europa.eu/en/index.htm

• The Bologna Declaration• ECTS• Projects: METHAR, MASSTER; SEAGULL; MARCOM; METNET;

THALASSES; HANDIAMI, MASSOP, KNOW-ME, ...

DG for MOBILITY and TRANSPORT

Maritime TransportWhat do we want to achieve ?

• For Europe, maritime transport has been a catalyst of economic development and prosperity throughout its history.

• Maritime Transport enables trade and contacts between all the European nations.

• It ensures the security of supply of energy, food and commodities and provides the main vehicle for European imports and exports to and provides the main vehicle for European imports and exports to the rest of the world.

• Almost 90% of the EU external freight trade is seaborne. • Short sea shipping represents 40% of intra-EU exchanges in terms

of ton-kilometers. • The quality of life on islands and in peripheral maritime regions

depends on good maritime transport services.• Each year, more than 400 million passengers embark and

disembark in European ports. • Overall, maritime industries are an important source of

employment and income for the European economy.

The European Commission's objective:

• to protect Europe with very strict safety rules preventing

sub-standard shipping, reducing the risk of serious maritime accidents and minimizing the environmental impact maritime transport.

• The Commission also works actively against piracy and

terrorism threats.

• Another important activity concerns the social dimension, looking after working conditions, health and safety issues and professional qualifications of seafarers.

Strategic goals and recommendations for the EU Maritime Transport Policy until 2018 .

• The Commission has recently updated its Action in the area of maritime transport aims at ensuring the long term performance of the European maritime transport system as a whole to the benefit of all other economic sectors and of the final consumer. economic sectors and of the final consumer.

• The Commission supports actively the efforts of the EU Member States and of the European shipping sector offering quality shipping services in Europe and all

over the world.

Infrastructure - TEN-T -Connecting Europe

• European Commission identifies the infrastructure priorities and investment needs for the Trans-European Transport needs for the Trans-European Transport Network until 2030

Infrastructure priorities and investment needs for the Trans-European Transport Network

until 2030• The EU Commission has published nine studies on the state of play

and the development needs of the TEN-T core network corridors.

• The studies have identified infrastructure development needs which represent approximately €700 billion of financial investment until 2030. 2030.

• They highlight the importance of optimising the use of infrastructure along the corridors, notably through intelligent transport systems, efficient management and the promotion of future-oriented clean transport solutions.

DG MARE

Directorate-General for Maritime Affairs and Fisheries

• http://ec.europa.eu/dgs/maritimeaffairs_fisheries/• http://ec.europa.eu/dgs/maritimeaffairs_fisheries/index_en.htm

DG MARE

• The Directorate-General for Maritime Affairs and Fisheries (also known in short as DG MARE) is the Commission department responsible for the implementation of the Common Fisheries policy and of the Integrated Maritime Policy.

• With a staff of about 400, led by Director-General Lowri Evans and • With a staff of about 400, led by Director-General Lowri Evans and based in Brussels, DG MARE is made up of 6 Directorates dealing with all aspects of both policies, including among others conservation, control, market measures, structural actions and international relations relating to fisheries.

• DG MARE reports to Karmenu Vella, Commissioner for Environment, Maritime Affairs and Fisheries.

MET - osnovni pojmovi• obrazovanje

• školovanje

• naobrazba

• izobrazba

• visoko obrazovanje i visoko školstvo

• stručno obrazovanje• stručno obrazovanje

• kompetencije

• zvanja i svjedodžbe

• certification

• MET, VET, CBT, MTC

• stcw standards and requirements

• stakeholders’ expectations and learning outcomes

• e-learning; distance learning; continuous education

obrazovanje

Proces svakog • stjecanja, prenošenja i usvajanja znanja, • razvijanja mišljenja i donošenja sudova te• stjecanje vještina i navika kod učenika, • stjecanje vještina i navika kod učenika,

studenta i polaznika, kao osnovnih subjekata u obrazovanju,

• radi njihova osposobljavanja za obavljanje odreñene djelatnosti (BP 2001)

izobrazba

• Posebno, specijalno, obrazovanje za specifične namjene

• Redovito pod nadležnošću ministarstva pomorstvapomorstva

• Izvode ga državne (fakulteti više škole, srednje škole) i privatne ustanove (centri za izobrazbu, MTC, in-house training)

Obilježja pomorskog školstva -pomorski stručnjak danas i sutra: ?!

• Stalno usavršavanje i provjeravanje znanja• Stalno potvrñivanje osposobljenosti na meñunarodnom tržištu• Trajna potreba za kontinuiranim obrazovanjem (IT, tehnološki

razvoj, poslovni profit, efikasan pomorski prijevoz)• Multidisciplinarnost programa i sadržaja• “radno” znanje usmjereno k sigurnosti i zaštiti ljudskih života i

materijalnih dobara• Visok stupanj svijesti i odgovornosti za očuvanje i zaštitu morskog

okoliša• Sposobnost upravljanja ljudskim resursima u posebnim / opasnim

uvjetima; komunikacijske sposobnosti• Multikulturalnost – brod kao multikulkturalna, multietnička,

multireligijska i multijezična zajednica• E-učenje i IT

TRANSPORT - EUR-Lexhttp://eur-lex.europa.eu/en/index.htm

• transport networkmaritime transporttransport policytransport policycompetition policymarketing

EU: Need for Innovation: A definition

• FP 6 – Framework Programme, Instruments (research and Innovation)

• Maritime R&D Co-ordination Means• Maritime R&D Co-ordination Means• Thematic Networks

Thematic Networks

▲ Thematic Networks bring together– individual projects and researchers from– industry, universities and research– institutions. Their purpose is to co-ordinate– separate research activities, allowing– exploitation of synergies between– exploitation of synergies between– complementary projects and to facilitate– the dissemination, integration and– exploitation of RTD results .

▲ In FP 4 about 2400 companies wereparticipating

– 50% industry

2. Meñunarodne organizacije u sustavu MET

• IMO, • EMSA• IAMU, • IMLA, • IMLA, • WHO,• EU, • ILO• ...

MET: „stakeholders”

• IMO – STCW – sigurnost plovidbe• Država: obrazovni sustav (MZOS)• Osposobljavanje pomoraca (Ministarstvo

pomorstva, prometa …) – ‘kompetencije’pomorstva, prometa …) – ‘kompetencije’• Pomorsko gospodarstvo (brodarstvo, luke,

špediciije, agencije, brodogradnja, …)• Pomorske školske ustanove• …

Key issue:

• Transnational regulations and national educational systems – potentials and challenges:– How to meet all the requirements in maritime – How to meet all the requirements in maritime

education?

– How do the European Credit System (ECTS) for Vocational Education and Training work in practice?

– your input ?!

3. Sustavi obrazovanja i školovanjapomoraca u svijetu

• Tradicionalni sustav – “sandwich system”

• Stupnjevani studij– Sveučilišni – Sveučilišni – Stručni (vocational education and training)

• Cjeloviti sveučilišni studij• In-House Training Systems

Tradicionalni sustavi – “sandwich”

• naglašeno prakticistički pristup učenju i usavršavanju• kombinira teoriju i praksu• u cjeloviti period plovidbene službe pomorca umeće

nekoliko “školskih” faza / svaka u trajanju od 2 do 3 mjesecamjeseca

• Sustav polako zamire (UK, Danska, neke zemlje Afrike i Azije)

• Supostoji uz stupnjevani sveučilišni i stručni studij• Trajanje: srednja škola + vrijeme za “sea service” +

školske faze = 5 do 7 godina

Stupnjevani stručni i sveučilišni studij

• U većini zemalja Zapadne Europe (EU), SAD, Australija, Kanada, Indija, Filipini, Egipat, Nigerija

• trajanje: 3-4 godine (s plovidbenom praksom – 6 – 12 mjeseci)

• Stručno zvanje – akademsko zvanje: BSc (nekadašnji • Stručno zvanje – akademsko zvanje: BSc (nekadašnji “dipl. inženjer”)

• STCW certificates: OOW (deck + engine); Maroff, Dual /

polivalent officer

• Izvodi se na akademijama, samostalim visokim školama, koledžima, samostalnim fakultetima, sveučilištima

IMO STCW & ‘4 E’

EU• ESSENTIAL• EXTENSION• ENRICHMENT• ENRICHMENT• ELEVATION

IAMU• 4E + excellence

Cjeloviti sveučilišni studij

• Francuska, Španjolska, Grčka, Japan, Kina, Poljska, Rusija, Bugarska, Slovenija, Rumunjska, SAD

• Trajanje: 3 – 5 (7) godina• Akademski stupanj: BSc + preduvjet za prvo ovlaštenje

(simulatori – tečajevi - sea service)(simulatori – tečajevi - sea service)• Izvodi se na samostalnim pomorskim sveučilištima,

samostalnim pomorskim fakultetima, visokim školama, odjelima sveučilišta, u sastavu tehničkih sveučilišta

• diplomski i poslijediplomski studiji• 3. i 4. godina studija – prevladavaju predmeti prava,

ekonomije, zaštite okoliša, upravljanje ljudskim resursima, IT

Što je zajedničko?

• Svi studiji zadovoljavaju standarde i minimalne uvjete STCW 95 – neki ih u mnogome nadilaze

• Svi studiji naglašavaju neodvojivi spoj teorije i prakse (“radno” znanje, working knowledge, prakse (“radno” znanje, working knowledge, praktične vježbe, studentski projekti)

• Programi pripremaju studenta za rad na moru i kopnu

• Sloboda oblika obrazovanja (sva tri sustava u nekim državama), ali s trendom da se stječe akademsko zvanje “BSc”

Obrazovanje stručnjaka za kopno

Raznoliki modeli - dva osnovna trenda:

1. Doškolovanje pomorskih časnika• 1-2 godine: stupanj BSc• doškolovanje kao 2. faza stupnjevanog studija – dopunska znanja

(ekonomika, organizacijske znanosti, pomosko pravo, osiguranje, logistika i (ekonomika, organizacijske znanosti, pomosko pravo, osiguranje, logistika i management u brodarstvu i lukama, državna uprava, sigurnost plovidbe, pomorski nadzor, zaštita okoliša itd.)

2. Stupnjevani ili cjeloviti 3- ili 4-godišnji studij specifičnih područja: • ekonomsko.-organizacijske znanosti • Pomorski tehnički sustavi• Tehnologija iskorištavanja morskih resursa (marikultura, iskorištavanje

morskog dna, oceanografija, kartografija)

4. Elementi istraživanja sustava pomorskog obrazovanja u svijetu

• Survey of national MET systems, schemes and programmes and• Survey of national certificate of competency structures and validity• Survey of relevant syllabus contents and teaching methods• Survey of nationally available advanced MET facilities• Survey of qualifications and careers of lecturers in national MET• Institutions• Survey of national MET administration and links of MET with• Survey of national MET administration and links of MET with• national ET system• Country survey of the applicability of MET for shipboard positions• and shore-based positions in the maritime industry• Survey of national provision for procedures and methods by which MET adapts to

new requirements• Country survey of number and qualification of persons who choose MET for a

temporary or permanent seafaring career vs the number of training places in national MET institutions

5. Meñunarodni projekti

• EU– DG Mobility & Transport – METHAR, EASTMET, – METNET– KNOW-ME– KNOW-ME– C4FF– national

• IAMU– GLOMET, ACCREDIMET, MET - DATABASE, PAES, ...– MET institutions

6. Metodologija istraživanja sustava pomorskog obrazovanja u svijetu

• EU (DG Mobility and Transport, 4th Framework Programme)• Projekti EU i IAMU itd.• Prikupljanje podataka o nacionalnim sustavima obr. pomoraca• Ocjena stanja hrv. pomorstva i usporedba sa svjetskim sustavima• Utvrñivanje postojećih i budućih potreba• Proučavanje znanstvene i stručne literature• Vrjednovanje podataka• Ankete (questionnaires)• Uzorkovanje (snowball sampling)• Informacije putem društvenih mreža (Linked-In, facebook, twitter,

ResearchGate

• intervjui• okrugli stolovi (round-tables)• Konferencije, skupovi

Primjer (METNET): Revised questionnaire for number and qualification of

MET applicants, MET graduates and student places

• Please identify the number of applicants for MET last year:• ______ applicants with finished compulsory general education and• ______ applicants with finished higher secondary education.• Please identify the number of students having completed MET last year :• students completed an unlimited certificate course without academic degree

• ( ______ deck, ______ engine, _______ polyvalent ),• students completed a limited certificate course without academic degree

• ( ______ deck, ______ engine, _______ polyvalent ),• students completed an unlimited certificate course with academic degree• students completed an unlimited certificate course with academic degree

• ( ______ deck, ______ engine, _______ polyvalent ),• students completed a limited certificate course with academic degree

• ( ______ deck, ______ engine, _______ polyvalent ) and• ______ students completed MET with an academic degree but without certificate• ( please specify type of degree _____________________________ ).• Please identify the maximum capacity of first year MET student places available in 1996:• places available for unlimited certificate courses

• ( ______ deck, ______ engine, _______ polyvalent ),• places available for limited certificate courses

• ( ______ deck, ______ engine, _______ polyvalent ) and• ______ places available for maritime academic degree courses in MET without• certificate. (METHAR)

METNET Thematic Network on Maritime Education, Training

and Mobility of Seafarers

• 4 METNET – ending point important conclusions and tangible results• 4.1 Increasing the supply to MET and seafaring • 4.1.1 Why do young people not choose seafaring as a career? • 4.1.2 Why do ship officers leave seafaring? • 4.1.3 What could and should be done to attract more young people • from EU countries to, and retain them longer in, seafaring?• 4.1.4 The image of the shipping industry • 4.1.5 The attitude of the shipping industry to shipboard personnel • 4.2 Enhancing the quality and attractiveness of MET –• 4.2 Enhancing the quality and attractiveness of MET –• making MET more efficient and more effective • 4.2.1 The 4 E concept of MET • 4.2.2 MET syllabi and courses for students developed by METNET • 4.2.3 Courses developed by METNET for the updating of lecturers • in the use of modern technology • 4.3 Facilitating and promoting professional and intra-European mobility • 4.3.1 Professional mobility • 4.3.1.1 Ship-ship mobility• 4.3.1.2 Deck-engine mobility• 4.3.1.3 Ship-shore mobility• 4.3.2 Intra-European mobility • 4.4 Dissemination of results – METNET Days

5 Summary of main recommendations on MET/human resources

1. Recommendations on increasing the recruitment (supply)and retention of seafarers - joint tasks for MET institutions, industry and administration (stakeholders)

2. Recommendations on enhancing the quality and 2. Recommendations on enhancing the quality and employability of seafarers – tasks for MET institutions

3. Recommendations on facilitating the mobility of seafarers –tasks for MET institutions and administrations

4. Recommendations on the involvement of accession countries

METNET

6 Proposals for follow-up actions on MET/human resources in FP

1. From dissemination to exploitation of METNET results – the need for a pan-European approach

2. Specific priority actions for further enhancing attractiveness of seafaring, MET quality and attractiveness of seafaring, MET quality and professional mobility

3. Launching an awareness and promotion campaignfor employment in the maritime sector

4. Developing a test for MET applicants who can be expected to have “sea stability”

Proposals for follow-up actions on MET/human resources in FP

6.2.3 Retraining officers on fishing vessels and navy officersfor the merchant marine and upgrading ratings on merchantmarine ships to officers

6.2.4 Mapping career paths and developing a European MSc degree

programme for holders of unlimited certificates of competency and BSc or equivalent degrees

6.2.5 Specifying training programmes in administrationmanagement and leadership for senior shipboard personnel

6.2.6 Enhancing the effectiveness of simulator training for shipofficers

6.2.7 Making optimum use of national MET resources

6.2.8 Intensifying efforts for furthering safety culture in shipping6.2.9 Improving the exploitation of modern information

communication technologies (ICT) in MET and on shipboard6.2.10 Developing textbooks for Europe-wide use at MET institutions6.2.11 Educating and training MET lecturers and students for mobility

within Europe6.3 Towards a more comprehensive approach to maritime personnel

7. Vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u svijetu

• IMO requirements• The Bologna Process• ECTS, • ECVETS• ECVETS• In-House programmes• EMSA

8. Nove tehnologije učenja

• CBT• cjeloživotno učenje – distance learning• Internet• e-learning• e-learning

9. Hrvatsko pomorsko školstvo vs sustavi obrazovanja pomoraca u svijetu

• Časopisi: Pomorstvo, Naše more, Pomorski zbornik

• Istraživanja na pomorskim fakultetima (Rijeka)• Individualna istraživanja • Institucionalna istraživanja (zavodi visokih pomorskih učilišta – Rijeka; Split,

Dubrovnik, Zadar, ITF itd)• Meñunarodna istraživanja – suradnja (EU: METHAR, METNET, GLOMET, • Meñunarodna istraživanja – suradnja (EU: METHAR, METNET, GLOMET,

IAMU Projects, IMLA Proceedings)• E-učenje (Andrija Nenadić: Teorijska podloga - mogućnosti suvremenih ICT

i programa u obrazovnim sustavima; obrazovanje na daljinu i e-učenje)

• COLREGS – Đ. Mohović i ost. (EU Project, C4FF)• Zahtjevi brodara, agencija (management)• pomorski sindikati• Stakeholders in Croatia

Razvoj pomorskog obrazovanja u RH

1. Pomorsko obrazovanje kao dio cjelovitog sustava obrazovanja – status (maksimalistički vs minimalistički zahtjevi)

2. Stupnjevani studij – trend u svijetu3. Mobilnost studijskih programa, studenata, nastavnika , diploma i

svjedodžaba4. Pomorski obrazovni sustav i usklañivanje sa svjetskim sustavom izdavana 4. Pomorski obrazovni sustav i usklañivanje sa svjetskim sustavom izdavana

ovlaštenja (IMO STCW 95) – proces dovršen – potrebne pravodobne mjere poboljšanja

5. Programi i metodologija nastave :• Uskladiti odnos teoretskih vs. praktičnih znanja (preporuke IMO-a i

usporedba sa srodnim ustanovama MET u Europi)• Orijentacija prema praktičnim problemima razvoj hrvatske pomorske

privrede• Problem plovidbene prakse (sea service) – najveća prepreka za stjecanje

ovlaštenja• Školski brod(ovi)?

5. Usporedba hrvatskih ustanova MET sa svjetskim / europskim (ponuda i potražnja pomoraca, ocjena privlačnosti pomoračkih zanimanja; interes za pomoračka zanimanja); ulaganje u kadrove (dobna struktura; problem stjecanja i obnove STCW ovlaštenja za nastavnike); visok ugled hrvatskih pomoraca i pomorskog školstva; opremljenost (simulatori, školski brodovi, centri, radionice, laboratoriji)

6. Osnovni programi - financirani od strane države6. Osnovni programi - financirani od strane države7. Programi : OBT (on-board training), e-learning, distance learning8. Uloga stručnih udruga9. Ocjena prilagoñenosti programa stvarnim poslovima na brodu i kopnu,

tehnološkom napretku i IT te potrebama gospodarstva (brodari, luke, špedicije, agencije)

10. I dalje održavati otvorenost pomorskog obrazovnog sustava tehnološkim i drugim promjenama - izrada dugoročnog i srednjoročnog projekta razvitka pomorskog obrazovanja

Hrvatsko pomorsko školstvo: tradicija i suvremena kretanja

• Hrvatsko pomorsko školstvo – povijest• Na razini kvalitete vodećih svjetskih pomorskih zemalja• SWOT

– (threats, weaknesses): prečeste promjene zakona o školstvu (srednjem i visokom) u RH

– (strenghts, opportunities): pomorske visokoškolske ustanove RH – meñu prvma pružile mogućnost stjecanja akademskog stupnja (studij 3 i 4 godine)pružile mogućnost stjecanja akademskog stupnja (studij 3 i 4 godine)

– Studiji za brod i kopno (nakon plovidbe)Trendovi u svijetu: • BSc – tri godine – stručna i akademska zvanja u jednom (Nizozemska, Njemačka,

Španjolska, Francuska, Švedska, Bugarska, UK itd.)• Izjednačiti pomorca s akademski obrazovanim grañanima• Iskusni pomorski časnici – najbolji stručnjaci za odgovorne stručne i rukovodne

poslove na kopnu (terminali, agencije, administracija)• Zbog potreba manjih i slabijih brodara (ograničene CoC) – zadržan dvojni sustav:

BSc degree i srednja škola + specijalizirana izobrazba (in-hous & on-board training)

Maritime education, research & industry

Maritime human resource management

1. Introduction to sea- & land-based HRM in relation to organisations’ daily work and strategies

2. The Role of the Structure and Organisational Culture3. Recruitment, selection and retention of employees, including psychological

assessment tests 4. Issues related to multinational labour forces5. Temporary International Assignments for Land-Based Personnel5. Temporary International Assignments for Land-Based Personnel6. Education and training of employees7. Performance management8. Wage and benefit strategies9. Unions and Employers’ Associations and the International Legislative Framework for

Work at Sea (including “Fair Treatment of Seafarers” and ISPS Code implementation)10. Occupational health, safety, security and other ethical issues11. Cases for Internet- or classroom-based case solving and discussion

Maria Anne Wagtmann, PhDAssociate Professor, Department of Maritime Research and Innovation of the Danish Maritime University

• Tel. +45 6550 1536 Fax +45 6550 1091 Email maw@sam.sdu.dk• Addr. Niels Bohrs Vej 9, DK-6700 Esbjerg, Denmark

•

Projekti

• WMU Journal of Maritime Affairs, http://www.springer.com/law/international/journal/13437

WMU & IAMU & IMLA & EMSA, …

• KNOW-ME• ACCREDIMET• E-Learning Educational Exchange Project• European Maritime Policy• The IMPACT (Integrated Maritime Progressive • The IMPACT (Integrated Maritime Progressive

Assessment and Calibration Tool) • JMC - Global Trends in Maritime Education• Centre for Factories of the Future:

http://www.c4ff.co.uk/• UniMET – Unification of Marine Education and

Training• WMU Journal of Maritime Affairs,

http://www.springer.com/law/international/journal/13437

Unification of Marine Education and Training (UniMet)

• The International Maritime Organisation (IMO) developed the first standard for Vocational Education and Training (VET) programmes for merchant navy officers (STCW) in 1978, and it has been amended in 1991, 1995, 2003 and 2010 respectively. However, there is currently no mechanism to monitor how these standards are being applied as many VET providers have been found not to follow many requirements.

• The SOS project (2005-7) was very successful in developing a harmonised • The SOS project (2005-7) was very successful in developing a harmonised programme for the training of merchant navy seafarers and was implemented in Turkey in the TRAIN 4Cs project (2006-7). For more information visit www.maredu.co.uk

• The partnership, working in collaboration with major awarding, accrediting and licensing bodies will cross-reference and include the international and local/national requirements into the UniMET programme (SOS, MarTEL, EGMDSS, EGMDSS-VET &TRAIN 4Cs) with the aim of embedding the programme initially into 5 partner maritime education and training (MET) systems across Europe.

• The UniMET project will use existing networks with extensive knowledge and experience of maritime education and training (MET) institutions whose participants have a vast number of years experience in leading and

METPROMhttp://www.wmu.se/project/metprom

• The European Commission's Leonardo da Vinci (LDV) Programme is established to fund practical projects in the field of vocational education and training. The Initiative of DG Education and Culture includes activities from providing individuals with work-related training abroad to large-scale co-operation efforts. METPROM -Modular Enhanced Training Programme for European Maritime Modular Enhanced Training Programme for European Maritime Security Personnel (METPROM) – is one of the latest projects (started on 1stOctober) running under the LDV – program. The 24-month-project is intended to develop and transfer innovations for maritime security training and simulation based modules to fill security gaps in increasingly complex operational activities in ports which are vital for the timely conduct of shipping and support more than 90 % of world trade.

E-Learning Educational Exchange Projecthttp://www.wmu.se/project/e-learning-educational-

exchange-project

• Consignment contract to be performed as part of the Capacity Building Project supported by The Nippon Foundation. The aim is to develop an E-Learning Educational Exchange system for IAMU members and their partners in order to share educational activities and their partners in order to share educational activities and resources as well as disseminate IAMU research projects in educational activities. The scheme proposed will help IAMU member institutions to improve sharing of e-learning resources and develop more cost-effective e-learning.

ACCREDIMEThttp://www.wmu.se/project/accredimet

• Feasibility Study on the Establishment of an IAMU Accreditation System (Phases I and II) research project has been organized through international coordination by the International Association of Maritime Universities (IAMU), with its Academic Program Review Committee (APRC) in charge in order to bring about further progress in the capacity building of maritime education and training (MET) institutions in the world,

• - through mutual cooperation among IAMU members in developing scientific • - through mutual cooperation among IAMU members in developing scientific and academic studies and also practical applications associated with MET,

• - in countering critical issues in maritime safety and environmental protection, and in passing on maritime skills and knowledge to the following generations and thereby

• - to contribute to the benefit of the international maritime community.• This research project is composed of the following three component

projects: E-navigation, maritime officers' qualifications, current status of Maritime Education and Training (MET) at IAMU member institutions.

• Boris Pritchard, Professor, University of Rijeka, is involved in Phases I and II of this project. Damir Zec, University of Rijeka and Boris Butman, US Merchant Marine Academy are involved in the Phase II of this project.

IMPACT http://www.wmu.se/project/impact

• The IMPACT (Integrated Maritime Progressive Assessment and Calibration Tool) project will design a set of realistic maritime scenarios to be performed in maritime simulator/work station clusters. The scenario outcomes will be recorded by a refined data collection system collecting simulator data, expert observation reports, voice and data communication, and time stamped digital photographs and video sequences. The result from each scenario will be presented with a visualization system and build the basis for scenario will be presented with a visualization system and build the basis for evaluation and assessment. The project aims to contribute a consistent and comprehensive structured method for evaluation and the consequences of change. The projects consists of 7 work packages, 1-6 and o

• WP1 Theoretical underpinnings• WP2 Development of interface module for data exchange• WP3 Scenario construction• WP4 Preparation of test• WP5 Evaluation and demonstration• WP6 Exploitation and dissemination• WP0 Project Management

JMC - Global Trends in Maritime Educationhttp://www.wmu.se/project/jmc-global-trends-maritime-education

• Development of a Report on Global Trends in Maritime Education and EU's Strategic Approaches to the Development of Shipping Policy.of Shipping Policy.

JMC - Seafarer Education in Bulgaria, Croatia and Romania

http://www.wmu.se/project/jmc-seafarer-education-bulgaria-croatia-and-romania

• As part of the Memorandum for Academic Co-operation between the World Maritime University (WMU) and Japan Maritime Centre (JMC), WMU will be carrying on research work concerning the

• "Historical Background and Current Situation of Seafarer • "Historical Background and Current Situation of Seafarer Education in Bulgaria, Croatia and Romania". The report should be ready for submission to JMC by June 30, 2014.

KNOW-ME• Maria Progoulaki, Michael Roe• Dealing with multicultural human resources in a socially responsible manner: a focus on the maritime

industry

WMUOngoing Research & Projects 2015

• ACCSEAS - Accessibility for Shipping, Efficiency Advantages, and Sustainability• Baltic Maritime Science Park Oil Spill Forum• CyClaDes – Crew-centered design and operations of ships and ship systems• e-CME – ballast water compliance monitoring and enforcement• HERRING – sustainable management of South Baltic herring• IAMU Project on Energy Efficiency – energy efficiency of ship operations w/in SEEMP• IAMU EEE - e-learning educational exchange system• Invasives in the Arctic• MARENDA – support to the Maritime Transport Sector in Africa• MARENDA – support to the Maritime Transport Sector in Africa• MARE-WINT – offshore wind turbines technology• Maritime Governance and CSR• MONALISA 2.0 – Marine Spatial Planning• MSIIPA – maritime spill incidents intervention policies and approaches• OnTheMosWay Network Project – pros and cons of LNG’s use as marine fuel• PACE Sri Lanka – cetaceans in the marine ecosystem of the Bay of Bengal• PGMS – good governance of multi-cultural safety• PROMERC – non-lethal technologies against piracy• SAFEPEC – ship safety inspection• SAIL – wind assisted sailing in a Triple Helix approach• SeaTalk – effective communication at sea

Projekti – II.Projekti – II.

KNOWME projecthttp://www.know-me.org/

• Go Maritime – The European Maritime Career Portal

• The innovative portal for pupils, students, job beginners and young professionals job beginners and young professionals who are interested in a career in the European Maritime Industry.

• A broad range of different opportunities to work onboard and ashore.

KNOWME - The Project

• Knowledge and competence are vital resources for the European maritime transport sector that needs further development for meeting challenges from global competition and the necessity of creating local and global necessity of creating local and global sustainable transport.

• This research project is concerned with the creation of a maritime industry knowledge network for raising the knowledge level of the sector’s human resources and improving its image and marketability among key decision-makers, the labour market, and the public.

Standardisation of qualifications and certificates:

• Towards a common understanding in European Maritime Education and TrainingTraining

• European shipping is backed up by an advanced education and training system which produces a vast number of highly qualified seafarers.

• Nevertheless, a large number of skilled and highly ambitious potential maritime employees are available in countries such as India and China (Emad&Roth, 2008), which means an increased India and China (Emad&Roth, 2008), which means an increased competition to the European maritime industry and the European seafarer.

• In order to stay competitive, the European maritime industry will have to keep itself up-to-date and build on its strengths. One of these strengths is the advanced Maritime Education and Training (MET).

• However, to stay advanced or to develop further, incentives should continuously be implemented.

• The KNOWME project looks at possible ways to further improve European MET by bringing the needs of the industry and the needs of the seafarers together.

• One important objective of the KNOWME project is to enable employees to move jobs from one sector to another.

• For young people it is much easier to choose a seafaring career if • For young people it is much easier to choose a seafaring career if they know that there are opportunities available to them in the future in fields such as maritime law and maritime logistics.

• This increased mobility however requires from European MET making a step forward towards harmonisation, following the efforts of European education and training in general to become more harmonised in aspects such as:

• moving towards harmonising the level of MET

provided;

• the recognition and acknowledgement of certification

and qualifications;

• the exchange of knowledge and skills across the

Member States.

• After clearly distinguishing between the STCW training aspects and the added value education aspects within MET, this paper identifies possible areas for common measures among European Member States for improving cooperation for more efficient use of resources for training, education and knowledge development in the maritime sector. sector.

• It is shown that, although revisions have been made to STCW95, there is still some variation in the standards of supervision, curricula content, the overall quality of training institutions and the extent of fraudulent certification (Alderton, 2002; Rojas 2002; KNOWME TP 4.2.1), and that efforts can be undertaken in order to move towards harmonisation.

• Total harmonisation is not the goal. However, moving towards a more harmonised system would substantially improve European MET

How to facilitate the harmonisation?

• A regional common understanding and the need for regionalisation;• Building library connections and the development of IT focusing on existing

links between MET institutions;• Sharing the MET programmes/curricula with other graduate institutions or

exchange of teachers and their standards in order to learn from each other’s best practices;

• MET students should be made familiar with distance and e-learning programmes during their studies;

• Supporting the exchange of students or professionals in both VET and HE. The Leonardo programme and the Erasmus programme are important tools to achieve this;

• A more frequent use and, ideally, the use of English as the language of instruction at MET institutions in non-English speaking countries should be promoted;

• Developing more flexible, short, goal-oriented courses and study programmes which allows maritime students and professionals to quickly and directly acquire recognised additional skills or knowledge.

Culture

• "Culture is... what creates cohesion in spite of

differences or even conflicts that we feel familiar with:

• it is not a mold that cuts everyone up to the same size

and shape, but rather the glue that keeps differences together. together.

• To an outsider, these differences can feel strange and

unfamiliar, but to its members they feel normal, however

their own positions in it may diverge."

• Arjan Verdooren (2014) Taking Multiplicity Seriously: Towards new approaches for Intercultural Practitioners. in: Interculture Journal 13/23. p.16

EMSAhttp://www.emsa.europa.eu/

• Accident investigation• Environment• PSC• Marine Equipment• Marine Equipment• Ship safety standards• Training and cooperation

EMSA STCW in a nutshell

• Input– 1,745,617 Euros (2010)

• Output– 6-8 inspections to third countries.– 4-6 visits to EU Member States.– Developing, testing and bringing into operation the first phase of the STCW Information

System (covering educational matters). Start developing the second phase (covering System (covering educational matters). Start developing the second phase (covering certification matters).

– 10-14 reports

• Outcome– Based on the reports submitted by the Agency, the Commission should be able to take policy

decisions and/or request corrective measures of third countries or Member States, in order to improve the overall quality of seafarers and the correctness of their certification in line with the STCW Convention or Directive 2008/106/EC respectively.

– Member States and the Commission taking advantage of the information stored in the STCW Information System (Phase 1

Training & Cooperation -Member States

• The training programme for EU countries, Norway and Iceland on implementing EU maritime legislation is defined by representatives of the member states during the annual meeting of the Consultative Network on Technical Assistance (CNTA) held at EMSA.

• Training is provided by a dedicated team through seminars, • Training is provided by a dedicated team through seminars, workshops, experts' visits and information days covering all fields of EMSA's mandate – from port state control, maritime security and vessel traffic monitoring to port reception facilities, marine equipment and pollution prevention and response.

• Experts from the member states and international organisations are invited to share their experience with the course participants who have been designated by the member states' maritime administrations

•Since 2008, EMSA can give training at national level at the request of national EU/EEA administrations.

• Neighbouring member states can also join, thereby giving the training a more regional perspective. Each year, EMSA holds up to training a more regional perspective. Each year, EMSA holds up to three regional training courses on EU maritime legislation for the beneficiary countries.

• In cooperation with the Paris MoU Secretariat, EMSA holds seminars on port state control for the Paris MoU member countries.

Systems for maritime education, training and certification of seafarers

• A large number of foreign seafarers (holding certificates issued outside the European Union) work on board EU flagged vessels.

• Their numbers are increasing and they are also • Their numbers are increasing and they are also taking over more and more senior officer functions.

• For safety reasons in particular, it is important to know whether their qualifications meet the minimum international required standards, as laid down by the STCW Convention.

• In the past, individual EU Member States and the Commission visited labour supplying third countries to assess the maritime education and certification systems based upon the international STCW standards.

• On the basis of Directive 2008/106/EC on the minimum • On the basis of Directive 2008/106/EC on the minimum level of training of seafarers this task has been re-assigned to the Commission assisted by the Agency.

• On the basis of the EU legislation, the same approach is followed as regards the Member States.

• Hence the Agency conducts visits to collect information on the implementation of the relevant provisions.

• Each visit to a third country or a Member State includes visits to different parts of the Maritime administration involved in the implementation of the STCW Convention as well as Maritime Education and Training (MET) institutions (maritime universities, nautical schools and institutions (maritime universities, nautical schools and training centres). Such visits are in depth and comprehensive.

C4FF Centre for Factories of the Future

•Focussing centrally on the research and development for industry and academia, C4FF has become a world-leader in several business and industrial sectors.

•In recent years, this research and development has been supported through a number of UK’s Technology Strategy Board and the EU’s Leonardo and Framework 7 funded projects.

•Since 2003, C4FF has been involved in developing European maritime education and training initiatives, with the support of the EU’s funding streams.

•C4FF established MariFuture (www.marifuture.org) an international partnership of academic and vocational training institutions which supports innovation the maritime industry.

Projekti (C4FF)

Sailing and Boating TrainingIntelligent Sales ForecastingAI Market Intelligence Clean Diesel IIDeveloping a New Diesel Dogus/Piri Reis UniversitiesEstablishment of Universities REFERREFERRoad Freight Optimisation ExtremeFactoriesNetworked Innovation Platform AutoPlanInnovative Planning System

•The Maritime Education division has many years of experience in developing well assessed and well documented programmes for the education and training of merchant navy officers based on the international standards with a view to improving safety at sea.

•CFF and TUDEV together with major European players including several nautical institutions of further and higher education established the maritime education partnership called MarEDU. MarEDU has established a programme of cooperation to improve education and training practices in Europe and go about the harmonisation of merchant navy Officers education and training across Europe.

The MarEDU network has instigated several European and European Union Funded projects to address specific deficiencies or problems in the maritime sector.

These projects are explained in more detail in this section of the website.

•SeaTALK - Creation of a Qualification Framework for Effective Communication at Sea

•TRECVET - Transnational Recognition of European Certification in Vocational Education and Training

•GETAFIX - Gaining Educational Training Analysis For •GETAFIX - Gaining Educational Training Analysis For Identifying Cross Border Systems

•IMPACT - Integrated Maritime Promotion ACTion

•UniMET – Unification of Marine Education and Training

•Sail Ahead

•Communication and Practical Training Applied in Nautical Studies (CAPTAINS)

•Maritime Tests of English Language (MarTEL)•MarTEL Plus – Maritime Tests of English Language Plus•M'AIDER - Maritime Aids' Development for Emergency Responses•Short Course Programmes in Automated Systems in Shipping (SURPASS)•European Boat Design Innovation Group (EBDIG)•An E-Learning system for GMDSS (EGMDSS)•E-Learning system for GMDSS VET (E-GMDSSVET)•Safety at Sea (SOS) - Harmonisation of Education and Training of Merchant Navy Officers•TRAIN merchant navy Cadets for Certificate of CompetenCy (TRAIN 4 Cs) - 2008•TRAIN merchant navy Cadets for Certificate of CompetenCy (TRAIN 4 Cs) - 2007

ACTs – Avoiding Collisions aT Seahttp://www.ecolregs.com

• Faculty of Maritime Studies - University of Rijeka• Centre For Factories Of The Future• Piri Reis University• Spinaker• Spinaker• Nicola Vaptsarov Naval Academy• Sea Teach S.L.

EU projekti – C4FF

• http://www.marifuture.org/Partners.aspx

References• Pritchard, B. Zec, D. Komadina, P. (2007) ‘On Recent Developments in Maritime Education

and Training in Croatia’, The 10th European Manning & Training Conference, Dubrovnik• Zec D., Komadina P. (2006) Recent changes in European MET systems – Influence on the

Accident Prevention at Sea, 7th International Conference "The Human Element in Safety and Survival at Sea", Šibenik

• Butman, B., Harbach, J., The accreditation of worldwide marine engineering programs, IAMU supported project, 2006

• Komadina, P. Rudan, I., Frančić, V. (2004) Higher Maritime Education within the Framework • Komadina, P. Rudan, I., Frančić, V. (2004) Higher Maritime Education within the Framework Declaration of Bologna. In Pomorski zbornik, No. 42, Hrvatsko udruženje za unapreñivanje pomorstva, Rijeka, 33-44

• Perčić, U. (2008) magist. rad• Halldin, S. & Kuusisto, E. (2004) Joint Final Report - Estonian Maritime Academy. Education

system of Latvia for use with diploma supplements of the year 2004. http://www.aic.lv• Zade, G. (2003) Foreword to Final Report, METNET, WMU, Malmo• Pritchard, B. (2001) Pomorski obrazovni sustav. Strategija razvoja pomorstva RH za 21. stoljeće.

Zagreb, VladaRH, 93-104

• Zec, D., Pritchard, B. (2000) Academic approach vs. STCW 95', Solving Maritime Education and Training Issues - Charting the course into the 21st century, World Maritime University, Malmo, 38-47

• Zec. D, B. Pritchard, P. Komadina (2000), Toward a Global Standard MET System - An Analysis of the Strengths and Weaknesses of present MET Systems, IAMU Journal, June 2000, No. 1, Istanbul: 61-68

• Lisowski, J. & Sniegocki, H. (1999) The Finnish and Polish Credit Transfer Systems for Maritime Studies. Global J. of Engng. Educ., Vol. 3, No. 3 . UICEEStudies. Global J. of Engng. Educ., Vol. 3, No. 3 . UICEE

• Pritchard, B. (1992) Novija kretanja u svjetskom pomorsom školstvu. Pomorski zbornik, Rijeka• METNET (Thematic Network on Maritime Education, Training and Mobility of Seafarers), Final

Report for Publication, World Maritime University, WMU, Malmö, 2003• METHAR (Harmonization of European Maritime Education and Training Schemes), Final report

for Publication, WMU 1999-2002• GLOMET (A Study of Global Maritime Education and Training Systems), Final Report, , IAMU &

JICA, Tokyo, 2004• International Convention on Standards of Training, Certification and Watchkeeping of Seafarers,

IMO, London, 1995, as amended• Wagtmann, Maria Anne (2010) List of Literature concerning International Maritime Human

Resource Management. University of Southern Denmark Assoc. maw@sam.sdu.dk