IMO T707E-2008 CHIEF ENGINEER OFFICER AND SECOND ENGINEER OFFICER ON A FISHING VESSEL.pdf

1、Model Course 7.07International Maritime OrganizationCHIEF ENGINEER OFFICER AND SECOND ENGINEER OFFICER ON A FISHINGVESSELT707E_English_6thpp.qxd 24/06/2008 12:50 PM Page iPublished byINTERNATIONAL MARITIME ORGANIZATION4 Albert Embankment, London SE1 7SRFirst edition 2008Printed in the United Kingdom

2、 by Ashford Press24681097531ISBN 978-92-801-0042-6ACKNOWLEDGEMENTSThis course for Chief Engineer Officer and Second Engineer Officer is based on material developed by theKorea Institute of Maritime and Fisheries Technology for IMO under the guidance of the Ministry of MaritimeAffairs and Fisheries o

3、f the Republic of Korea.IMO wishes to express its sincere appreciation to the Ministry of Maritime Affairs and Fisheries and the KoreaInstitute of Maritime and Fisheries Technology for its valuable assistance and co-operation.Copyright IMO 2008All rights reserved. No part of this publication may be

4、reproduced, stored ina retrieval system or transmitted in any form or by any meanswithout prior permission in writing from the International Maritime Organization.IMO PUBLICATIONSales number T707ET707E_English_6thpp.qxd 24/06/2008 12:50 PM Page iiContentsIntroduction 1Function 1: Marine Engineering

5、7Part A1: Course Framework 8Part B1: Course Outline and Guidance Notes 11Part C1: Detailed Teaching Syllabus 41Function 2: Electrical and Control Engineering 97Part A2: Course Framework 98Part B2: Course Outline and Guidance Notes 100Part C2: Detailed Teaching Syllabus 107Function 3: Controlling the

6、 Operation of the Fishing 135Vessel and Care for Persons on BoardPart A3: Course Framework 136Part B3: Course Outline and Guidance Notes 141Part C3: Detailed Teaching Syllabus 189Attachment: Guidance on the implementation of IMO model courses 229iiiT707E_English_6thpp.qxd 24/06/2008 12:50 PM Page ii

7、iivT707E_English_6thpp.qxd 24/06/2008 12:50 PM Page ivIntroduction Purpose of the model courses The purpose of the IMO model courses is to assist maritime training institutes and theirteaching staff in organizing and introducing new training courses or in enhancing, updating orsupplementing existing

8、 training material where the quality and effectiveness of the trainingcourses may thereby be improved.It is not the intention of the model course programme to present instructors with a rigidteaching package which they are expected to follow blindly. Nor is it the intention tosubstitute audio-visual

9、 or programmed material for the instructors presence. As in all trainingendeavours, the knowledge, skills and dedication of the instructor are the key components inthe transfer of knowledge and skills to those being trained through IMO model coursematerial.The educational systems and the cultural ba

10、ckgrounds of trainees in maritime subjects varyconsiderably from country to country. The model course material has been designed toidentify the basic entry requirements and trainee target group for each course in universallyapplicable terms, and to specify clearly the technical content and levels of

11、 knowledge and skillnecessary to meet the technical intent of IMO conventions and related recommendations. Use of the model course To use the model course the instructor should review the subject outline and the detailedteaching syllabus in each module, taking into account the information provided u

12、nder theentry standards specified in the subject framework. The actual level of knowledge and skillsand the prior technical education of the trainees in the subject concerned should be kept inmind during this review, and any areas within the detailed teaching syllabus which may causedifficulties bec

13、ause of differences between the actual trainee entry level and that assumed bythe course designer should be identified. To compensate for such differences, the instructoris expected to delete from the course, or to reduce the emphasis on, items dealing withknowledge or skills already attained by the

14、 trainees. He or she should also identify anyacademic knowledge, skills or technical training which they may not have acquired.By analyzing the detailed syllabus and the academic knowledge required to allow training inthe technical area to proceed, the instructor can design an appropriate pre-entry

15、course inthe subjects in which weakness is evident or, alternatively, insert the elements of academicknowledge required to support the technical training elements concerned at appropriatepoints within the technical course.Adjustment of the course objectives, scope and content may also be necessary i

16、f in yourmaritime industry the trainees completing the course are to undertake duties which differ fromthe course objectives specified in the model course.Within the course plan the course designers have indicated their assessment of the timewhich should be allotted to each area of learning. However

17、, it must be appreciated that theseallocations are arbitrary and assume that the trainees have fully met all entry requirements of1T707E_English_6thpp.qxd 24/06/2008 12:50 PM Page 1the course. The instructor should therefore review these assessments and may need toreallocate the time required to ach

18、ieve each specific learning objective or training outcome. Lesson plans Having adjusted the course content to suit the trainee intake and any revision of the subjectobjectives, the instructor should draw up lesson plans based on each detailed syllabus. Thedetailed syllabus contains specific referenc

19、es to the textbooks or teaching material proposedto be used in the course. Where no adjustment has been found necessary in the learningobjectives of a detailed syllabus, the lesson plans may simply consist of the detailed syllabuswith key words or other reminders added to assist the instructor in ma

20、king his or herpresentation of the material. Presentation The presentation of concepts and methodologies must be repeated in various ways until theinstructor is satisfied that the trainee has attained each specific learning objective or trainingobjective. The syllabus is laid out in learning objecti

21、ve format and each objective specifies arequired performance or, what the trainee must be able to do as the learning or trainingoutcome. Taken as a whole, these objectives aim to meet the knowledge, understanding andproficiency specified in the functional skill/knowledge requirements relating to the

22、 1995STCW-F Convention. Implementation For the course to run smoothly and to be effective, considerable attention must be paid to theavailability and use of: Properly qualified instructors Support staff Rooms and other spaces Workshops and equipment Suggested reference, textbooks, technical papers O

23、ther reference material Thorough preparation is the key to successful implementation of the course. IMO hasproduced Guidance on the implementation of IMO model courses, which deals with thisaspect in greater detail and is included as an attachment to this course.In certain cases, the requirements fo

24、r some or all of the training in a subject are covered byanother IMO model course. In these cases, the user is referred to the other model course. Entry standards To meet the minimum age for certification (18 years) and to obtain the minimum of 1 year ofapproved education and training, the age of en

25、try could be 17 years. Entrants should alsosatisfy the Administration concerned as to medical fitness, including eyesight and hearing.2CHIEF AND SECOND ENGINEER OFFICER ON A FISHING VESSELT707E_English_6thpp.qxd 24/06/2008 12:50 PM Page 2Administrations will wish to specify their own educational sta

26、ndards for entry. With this in mind,attention is drawn to the fact that while the mathematical standards of the courses to befollowed are not high, trainees continually use fundamental mathematics as a tool throughoutthe whole of their training; also, as the principles of applied science and enginee

27、ring areincluded at an early stage, it is essential to ascertain the potential and interest in this kind ofwork before entry. In a similar manner, trainees have to accomplish a range of engineering craftskills, and therefore an aptitude and interest in this direction are also necessary.Where entrant

28、s have not reached the required standards in mathematics or physical science itwill be necessary to provide a preparatory course or courses to bring them up to the desired levelbefore starting the professional studies. Conversely, topics which have been adequately coveredduring their general educati

29、on can be omitted and the allotted time reduced accordingly.No previous fisheries or engineering training is assumed, but those entering the courseshould be following an approved programme of shipboard training. Course certificate On successful completion of the course and assessments, a document ma

30、y be issuedcertifying that the holder has successfully completed a course of training which meets orexceeds the level of knowledge and competence specified in regulation 5 of chapter II in the1995 STCW-F Convention. A certificate may be issued only by centres approved by theAdministration. Staff req

31、uirements The course should preferably be conducted under the control of an instructor who is qualifiedin the tasks for which training is being conducted and have appropriate training in instructionaltechniques and training methods, assisted by other appropriately trained staff. Guidance onrequireme

32、nts for teaching staff is given in paragraph 2.5 of chapter 2 of the FAO/ILO/IMODocument for Guidance on Training and Certification of Fishing Vessel Personnel. Teaching facilities and equipment A classroom equipped with an overhead projector and a blackboard or flipchart should beprovided for teach

33、ing the theory of the course and holding group discussions. Multi-mediaequipment, where available, would be an advantage.Administrations may wish to consider the provision of a suitable workshop, equipped tofacilitate all of the engineering practice, in a single space. Such an arrangement can be qui

34、teefficient in the use of staff, materials, stores, tools, etc. Course intake limitations Class sizes should be limited to not more than 24 in order to allow the instructor to give adequateattention to individual trainees. Larger numbers may be admitted if extra staff and tutorial periodsare provide

35、d to deal with trainees on an individual basis. During practical exercises and groupactivities there will be additional restraints on class sizes. Where applicable, a recommendationon class size is contained in the framework for each of the individual functions.3INTRODUCTIONT707E_English_6thpp.qxd 2

36、4/06/2008 12:50 PM Page 3 Textbooks A large number of books and publications may be used to study marine engineering. Theframework in each function contains details of specified textbooks which are referred to in thesyllabus to the learning objectives. Other books may be considered equally suitable;

37、 thechosen books should help trainees achieve the learning objectives.Details of additional books which would provide useful library references and furtherbackground reading are included where appropriate in each subject.References to books are made in the syllabuses of the individual subjects to ai

38、d bothinstructors and trainees in finding relevant information and to help in defining the scope anddepth of treatment intended.The mention of a particular textbook does not imply that it is essential to use that book onlythat it appeared to be best suited to the course at the time of its design. In

39、 many instancesthere are a number of suitable books, and instructors are free to use whatever texts theyconsider to be most suited to their circumstances and trainees.Every effort has been made to quote the latest editions of the publications mentioned but neweditions are constantly being produced.

40、Instructors should always use the latest edition forpreparing and running their courses.Full use should be made of technical papers and other publications available from maritimeand other professional organizations. Such papers contain new developments in techniques,equipment, design, management and

41、 opinion, and are an invaluable asset to a maritimetraining establishment. Computer applications In view of the rapid growth of information technology (IT) and widespread use of computerseven aboard fishing vessels, it is recommended that at the discretion of the Administration,computer applications

42、 at a basic level should be included in the training for chief engineer andsecond engineer.Particulars of the training will depend upon the computer facilities available in the traininginstitution, types of vessels for which officers are trained and the needs of the trainees. Thefollowing outline pr

43、ovides guidance on topics which could be included. IT and the use of applications, for communications (e-mail, data, etc), the internet,intranets and the world-wide web (www.).In addition applications of computer and micro-processors to instrumentation and controlsystems, including: simple electroni

44、c circuits automatic monitoring, data-recording and alarm systems4CHIEF AND SECOND ENGINEER OFFICER ON A FISHING VESSELT707E_English_6thpp.qxd 24/06/2008 12:50 PM Page 4The use of multi-media applications can enhance learning in topics in many areas ofknowledge and prove of value to junior officers.

45、 Many of the IMO rules and Assemblyresolutions are available on CD. Up to date details may be found on the IMO web site athttp:/www.imo.org Training and the 1995 STCW-F Convention The standards of competence that have to be met by fishing vessel personnel are defined inthe International Convention o

46、n Standards of Training, Certification and Watchkeeping forFishing Vessel Personnel, 1995. It sets out the education and training to achieve thosestandards.The course is organized under three functions at the management level of responsibility tocover all the required functional elements. Specifical

47、ly, this course covers the minimumstandard of competence for chief engineer officers and second engineer officers on fishingvessels powered by main propulsion machinery of 750 kW propulsion power or more requiredby regulation II/5 of the 1995 STCW-F Convention.For ease of reference, the model course

48、 is arranged under three separate functionalelements, namely:Function 1 Marine engineeringFunction 2 Electrical and control engineering Function 3 Controlling the operation of the fishing vessel and care for persons onboard Each function is addressed in three parts: Part A, Part B and Part C.Part A

49、provides the framework for the functional element with its aims and objectives andnotes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMOreferences and textbooks is also included.Part B provides an outline of lectures, demonstrations and exercises for the functionalelement. No detailed timetable is suggested. From the teaching and learning point of view, itis more important to ensure that the trainee achieves the minimum standard of competencedefined in regulation II/5 of the 1995 STCW-F Convention than by following a