IMO TA108E-1999 RADAR ARPA BRIDGE TEAMWORK AND SEARCH AND RESCUE - Radar Navigation at Management Level.pdf

1、MODEL COURSE RADAR, ARPA, BRIDGE TEAMWORK AND SEARCH AND RESCUE Radar Navigation at Management Level 1999 Edition MODEL COURSE 1.08 Radar Navigation at the Management level RADAR, ARPA, BRIDGE TEAMWORK AND SEARCH AND RESCUE 1999 Edition INTERNATIONAL MARITIME ORGANIZATION London, 1999 First publishe

2、d in 199 1 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR Revised edition 1999 Printed in the United Kingdom by Ashford Overload Services 4 6 8 10 9 7 5 3 I IMO PUBLICATION I I Sales number: TA108E I ISBN 92-801 -61 1 1-3 ACKNOWLEDGEMENTS IMO wishes to express its sin

3、cere appreciation to the Norwegian Maritime Directorate for its valuable assistance and co-operation. Copyright 0 IMO 1999 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic

4、tape, mechanical, photocopying or otherwise, without prior permission in writing from the International Maritime Organization. CONTENTS Foreword Introduction Part A: Course Framework Aims Objective Entry standards Course certificate, diploma or document Course intake limitations Staff requirement Te

5、aching facilities and equipment Teaching aids Bibliography IMO references Textbooks Part B: Course Outline and Timetable Course outline Course timetable Part C: Detailed Teaching Syllabus Introduction 1 Operate ARPA radar and navigation controls 2 Perform radar plotting 3 Use ARPA and navigation inf

6、ormation to control safe navigation and collision avoidance 4 Plan and co-ordinate search and rescue I t Part D: Instructor Manual 1 General Lectures Simulator exercises Preparing and conducting simulator exercises Recommended scenarios Monitoring of exercises Debriefing Guidance on specific subject

7、 areas 1 9 11 17 iii Guidance notes Operate ARPA and navigation controls Perform radar plotting Apply COLREGS in open waters in restricted visibility Control navigation in controlled waters Control navigation in and near traffic separation schemes Manage a bridge team Plan and co-ordinate search and

8、 rescue Appendix to Instructor Manual Attachment: Guidance on the implementation of IMO model courses iv 25 31 Foreword Since its inception the International Maritime Organization has recognized the importance of human resources to the development of the maritime industry and has given the highest p

9、riority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel

10、 in administration, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malmo, Sweden, in 1983. Following the earlier adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, a numbe

11、r of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also su

12、bsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the assoc

13、iated Conference and IMO Assembly resolutions. In addition, it was appreciated that a comprehensive set of short model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in

14、 maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fields. IMO has therefore developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway. These model courses

15、 may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the requisite financing is available. W. A. ONEIL Secretary-General V Introduction Purpose of the model courses The purpose of the IMO model courses is to assist m

16、aritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved. It is not the intention of the model cou

17、rse programme to present instructors with a rigid “teaching package” which they are expected to “follow blindly”. Nor is it the intention to substitute audio-visual or “programmed” material for the instructors presence. As in all training endeavours, the knowledge, skills and dedication of the instr

18、uctors are the key components in the transfer of knowledge and skills to those being trained through IMO model course material. Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been desi

19、gned to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related to recommendations. Use of the

20、model course To use the model course the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified in the course framework. The actual level of knowledge and skills and the prior technical education of the trainee

21、s should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer should be identified. To compensate for such differences, the instructor is expec

22、ted to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. He should also identify any academic knowledge, skills or technical training which they may not have acquired. By analysing the detailed syllabus and the academic knowle

23、dge required to allow training in the technical area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course. Adj

24、ustment of the course objective, scope and content may also be necessary if in your maritime industry the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course. Within the course plan the course designers have indicated their ass

25、essment of the time which should be allotted to each area of learning. However, it must be appreciated that these allocations are arbitrary and assume that the trainees have fully met all entry requirements of the course. The instructor should therefore review these assessments and may need to re- a

26、llocate the time required to achieve each specific learning objective or training outcome. 1 RADAR, ARPA, BRIDGE TEAMWORK AND SEARCH AND RESCUE H Lesson plans Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson

27、 plans based on the detailed syllabus. The detailed syllabus contains specific references to the textbooks or teaching material proposed to be used in the course. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of

28、the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material. W Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specif

29、ic learning objective or training objective. The syllabus is laid out in learning objective format and each objective specifies a required performance or, what the trainee must be able to do as the learning or training outcome. Taken as a whole, these objectives aim to meet the knowledge, understand

30、ing and proficiency specified in the appropriate tables of the STCW Code. Implementation For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of: Properly qualified instructors Supportstaff Rooms and other spaces Equipment Suggested refe

31、rences, textbooks, technical papers Other reference material. Thorough preparation is the key to successful implementation of the course. IMO has produced a booklet entitled “Guidance on the implementation of IMO model courses”, which deals with this aspect in greater detail. I 2- Training and the S

32、TCW 1995 Convention The standards of competence that have to be met by seafarers are defined in Part A of the STCW Code in the Standards of Training, Certification and Watchkeeping for Seafarers Convention, as amended in 1995. This IMO model course has been revised and updated to cover the competenc

33、es in STCW 1995. I , In common with the Convention, the course is organised under the seven functions at three levels of responsibility. Specifically, this course covers radar, ARPA, bridge teamwork and search and rescue at the management level. For ease of reference, the course is divided into sepa

34、rate sections. Part A provides the framework for the course with its aims and objectives and notes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included. Part B provides an outline of lectures, demonstrations and simulator e

35、xercises for the course, together with a suggested sequence. No detailed timetable is suggested. This course is very practical and hands-on. From the teaching and learning point of view, it is more important that the trainee achieves the minimum standard of competence defined in the STCW Code than t

36、hat a strict timetable is followed. Depending on their experience and ability, some students will naturally take longer to become proficient in some topics than in others. Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical knowledge specified in the STCW Code

37、. It is written as a series of learning objectives, in other words what the trainee is expected to be able to do as a result of the teaching and training. Each of the objectives is expanded to define a required performance of knowledge, understanding and proficiency. IMO references, textbook referen

38、ces and suggested teaching aids are included to assist the teacher in designing lessons. Part D contains an Instructor Manual with additional explanations, exercises and an example lesson plan. The Convention defines the minimum standards to be maintained in Part A of the STCW Code. Mandatory provis

39、ions concerning Training and Assessment are given in Section A46 of the STCW Code. These provisions cover: qualification of instructors; supervisors as assessors; in-service training; assessment of competence; and training and assessment within an institution. The corresponding Part B of the STCW Co

40、de contains non-mandatory guidance on training and assessment. I I I The criteria for evaluating competence specified in the competence tables of Part A of the STCW Code have to be used in the assessment of all competences listed in those tables. 3 I RADAR, ARPA, BRIDGE TEAMWORK AND SEARCH AND RESCU

41、E Validation I The information contained in this document has been validated by the Sub-Committee on Standards of Training and Watchkeeping for use by technical advisers, consultants and experts for the training and certification of seafarers so that the minimum standards implemented may be as unifo

42、rm as possible. Validation in the context of this document means that no grounds have been found to object to its content. The Sub-Committee has not granted its approval to the document, as it considers that this work must not be regarded as an official interpretation of the Convention. I In reachin

43、g a decision in this regard, the Sub-Committee was guided by the advice of a 1 Validation Group comprised of representatives designated by ILO and IMO. PART A: COURSE FRAMEWORK Part A: Course Framework Aims The course is essentially practical and consists of a series of exercises performed on a rada

44、r simulator with two or more own-ships and a number of others controlled by the instructor. Each exercise will involve observing the movement of ships seen on the radar, recognizing those presenting a threat of collision and taking action to avoid collisions. Trainees will act either as master or as

45、 an observing officer for the exercises, and will change roles to allow each a turn in command of an own-ship. As the course progresses, exercises of increasing complexity are set to provide realistic practice in the use of radar for navigation and collision avoidance in confined waters with heavy t

46、raffic. Each exercise will be followed by class discussion, giving participants the opportunity to analyse the actions taken and discuss possible alternatives. This model course aims to meet the mandatory minimum requirements for knowledge, understanding and proficiency in Table A42 of STCW 1995. Ob

47、jective Those successfully completing this course will be able to make efficient and effective use of radar as a navigational aid in congested, confined waters, recognize potential threats and make valid navigational and collision-avoidance decisions based on sound radar observation and plotting in

48、compliance with the International Regulations for Preventing Collisions at Sea (COLREG). They will be aware of the time needed to appreciate that a dangerous situation is developing, to decide upon and take appropriate action, and to ascertain that such action is adequate and does not give rise to f

49、urther conflicts with other vessels. They will also realize that excessive speed in poor visibility reduces the time available to assess a threat and to take appropriate action. Ability to plan, organise and manage a bridge team, making use of all navigational data, will also be achieved. Successful completion of this course will also provide ability to respond to, co-ordinate and execute a search and rescue operation. 5 RADAR, ARPA, BRIDGE TEAMWORK AND SEARCH AND RESCUE Entry standards This course is principally intended for candidates for certification as master or chief mate on seagoi