Model course to revalidate deck officers’ competences using simulators

Abstract

In accordance with Part A, Chapter I, Section I/11 Revalidation of Certificates of the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) 2010 Convention, continued evaluation of professional competence shall be established, among others, by successfully completing an approved training course or courses. Every master, officer and radio operator holding a certificate issued or recognised under any chapter of the convention other than chapter VI, who is serving at sea or intends to return to sea after a period ashore, shall be required, at intervals not exceeding 5 years, to demonstrate continued professional competence, in order to continue to qualify for seagoing service. The main objective of this research is to design a model course using simulation technology to train and demonstrate seafarers' competence in accordance with the provisions of STCW Code for existing seafarers who need to revalidate their professional maritime certificates also in accordance with the standards governing the use of simulators, Reg I/12 of 2010 STCW Code. The purpose of this revalidation simulation-based model course is to assist maritime training institutes and their teaching staff in organising and introducing specific training courses for revalidation of certificates of competence (CoCs) as well as enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved. Only those STCW competences relating to

A discussion on the implementation of the Polar Code and the STCW Convention’s training requirements for ice navigation in polar waters

“…Many of the MET institutes use simulators and practical exercises for training and assessment in selected courses, developed to satisfy the STCW Convention, which promotes the use of simulators in MET. However, it is important to consider that a seafarer’s competence is usually demonstrated only in oral or written exams (Castells et al 2016 ). The use of decontextualized traditional assessment methods (e.g., multiple-choice questions, pen and paper testing, oral examinations) for most of the units of competence listed in the STCW Convention cannot be ignored (Ghosh 2017 ).…”

“…The STCW Convention’s training requirements, implemented in 2018, for dedicated personnel in charge of a navigational watch on ships operating in polar waters, suggest various methods for demonstrating competence, defined as: approved in-service experience, approved ship experience and training, approved simulator training where appropriate, and approved specialist training (Lovdata 2018 ). However, a lack of harmonization between IMO member states regards the utilization of teaching methods in the training of seafarers is apparent (Castells et al 2016 ; Evans et al 2017 ).…”

Finger tracking and hand recognition technologies in virtual reality maritime safety training applications

“…On the other hand, the decreasing price per unit on personal HMD hardware and software increases the volume of individual users in the maritime industry and offers immersive, reliable and accurate training. The enhanced MarISOT with hand recognition and finger tracking technologies can provide immersive and realistic maritime training of all types (team training, operator training, decision making training, procedure training, and maintenance training [30]) and under all performance capabilities and functionalities training classes (fullmission, multitask, limited task, and special tasks [31]) XIII. IMPACT TO THE MARITIME SECTOR VR, AR and gamification technologies drive maritime education trends into new dimensions with direct impact on the industry operations.…”

Rethinking Maritime Education, Training, and Operations in the Digital Era: Applications for Emerging Immersive Technologies

“…There are five basic types of training divisions which include: (i) team training, (ii) operator training, (iii) decision making training, (iv) procedure training, and (v) maintenance training [16]. MET simulator configurations, including software and hardware technologies, can generally be divided into several classes based on their performance capabilities and functionalities, for example, (i) full-mission, (ii) multitask, (iii) limited task, and (iv) special tasks [17,18].…”

“…Maritime simulators and simulated training activities encompass a diverse range of skills required for differing professional positions and operations, for example, navigation and bridge operations, engine rooms, communications, vessel traffic services, ballast and cargo, anchor handling systems, firefighting, rescue, oil spill management, drilling systems, pilotage, and crane operations [5]. These simulators can range from smartphone and tablet applications to basic desktop computer software to full mission systems with 1:1 scale duplication of the work environment and its equipment [16]. MET simulators can have disadvantages in comparison to real-life training, including over-simplifications of marine systems and procedures or deficiencies in the underlying coding of the virtual models [10].…”