1、MODEL COURSE 1 n MODEL COURSE 1.30 ON-BOARD ASSESSMENT 2001 Edition INTERNATIONAL MARITIME ORGANIZATION London, 2001 First published in 2007 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SEI 7SR Revised edition, 2001 Printed in the United Kingdom by Ashford Overload Services
2、 2 4 6 8 10 9 7 5 3 IMO PUBLICATION 1 Sales number: T130E I ISBN 92-80 1-5086-3 ACKNOWLEDGEMENTS IMO expresses its sincere appreciation to the National Maritime Academy of Singapore for its valuable assistance and co-operation in the development of this course. Copyright O IMO 2001 All rights reserv
3、ed. 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 tape, mechanical, photocopying or otherwise, without prior permission in writing from the International Maritime Organization. CONTENTS Fore
4、word Introduction Part A: Course Framework Part B: Course Outline and Timetable Part C: Detailed Teaching Syllabus Part D: Instructor Manual v 1 5 10 13 26 Appendices to Instructor Manual Appendix A: Activities 57 Attachment 1 : Examples of competence-based Attachment 2: Guidance on the implementati
5、on of model courses assessment for seafarers 65 103 iii 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 priority to assisting developing countries in enhancing
6、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 in administration, ports, shipping companies and marit
7、ime training institutes by establishing the World Maritime University in Malm, Sweden, in 1983. Following the earlier adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, a number of IMO Member Governments had suggested that IMO shoul
8、d 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 subsequently determined from their visits to training esta
9、blishments 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 associated Conference and IMO Assembly resolutions. In additi
10、on, 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 maritime administrations, ports and shipping companies
11、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 may be used by any training institution and the Organiz
12、ation is prepared to assist developing countries in implementing any course when the requisite financing is available. W. A. ONEIL Secretary-General V Introduction H The purpose of the IMO model courses is to assist training providers and their teaching staff in organizing and introducing new traini
13、ng 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 course programme to present instructors with a rigid “teaching package” which they are expected
14、to “follow blindly”. Nor is it the intention to substitute the instructors presence with audiovisual or programmed material. As in all training endeavours, the knowledge, skills and dedication of the instructors are the key components in the transfer of knowledge and skills to those being trained th
15、rough IMO model course material. Purpose of the model courses Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee target g
16、roup 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 recommendations. H Use of the model course To use the model course the instructor should review t
17、he 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 trainees should be kept in mind during this review, and any areas within t
18、he 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 expected to delete from the course, or reduce the emphasis on, items dea
19、ling with knowledge or skills already attained by the trainees. The instructor should also identify any academic knowledge, skills or technical training which they may not have acquired. By analyzing the detailed syllabus and the academic knowledge required to allow training in the technical area to
20、 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. Adjustment of the course objectives, scope and content may
21、 be necessary if within the respective 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 assessment of the time which should be allotted
22、to each area of learning. However, it must be appreciated that these allocations are arbitrary and assum that the trainees have fully met-all entry requirements of the course. The instructor should therefore review these assessments and may need to re- allocate the time required to achieve each spec
23、ific learning objective or training outcome. 1 ON-BOARD ASSESSMENT Lesson pians Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific
24、references to the textbooks or teaching material proposed to be used in the course. An example of a lesson plan is included in Part D: Instructors Manual on page 55. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist
25、of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material. rn Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each sp
26、ecific learning objective or training outcome. The syllabus is laid out in learning objective format and each objective specifies what the trainee must be able to do as the learning outcome. The progress of trainees can be judged from the outcome of the various activities undertaken by them. This wi
27、ll indicate if further explanation or clarification of any topic is needed. An overall evaluation of the course will be afforded by the final activity, for which the trainees are divided into two groups, each examining the other. Evaluation or assessment of trainee progress rn implementation For the
28、 course to run smoothly and to be effective, considerable attention must be paid to the availability and use of: properly qualified instructors; support staff; rooms and other spaces; C equipment; textbooks, technical papers; and other reference material. Thorough preparation is the key to successfu
29、l implementation of the course. IMO has produced “Guidance on the implementation of model courses”, which deals with this aspect in greater detail and is included as an attachment to this course. 2 INTRODUCTION W The standards of competence that have to be met by seafarers are defined in Part A of t
30、he STCW Code in the Standards of Training, Certification and Watchkeeping for Seafarers Convention, as amended in 1995. This IMO model course has been designed to support the implementation of the revisions. It addresses the requirements of Regulation 1/6 and Section A46 of the STCW Code. Training a
31、nd the STCW 1995 Convention Part A provides the framework for the course with the 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 an
32、d exercises for the course. A suggested timetable is included but 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 that a strict timetable is followed. Depending on their experience and abili
33、ty, some students will naturally take longer to become proficient in some topics than in others. Also included in this section are guidance notes and additional explanations. A separate IMO model course addresses Assessment of Competence. This course explains the use of various methods for demonstra
34、ting competence and criteria for evaluating competence as tabulated in the STCW Code. Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical knowledge specified in the STCW Code. It is written as a series of learning objectives, in other words what the trainee is
35、 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 references and suggested teaching aids are included to assist the teacher in designing lesson
36、s. Part D gives guidance notes and additional explanations. H Responsibilities of Administrations Administrations should ensure that training courses delivered by training providers are such as to ensure those completing training do meet the requirements of STCW Regulation V6.2. 3 Part A: Course Fra
37、mework W Aims This course is primarily intended for any person conducting in-service assessment of competence of a seafarer on board. The course is of limited duration and therefore cannot be considered as providing comprehensive assessor training, which would take much longer. However, the course d
38、oes include the many principles of developing and implementing a shipboard assessment system. In the introductory part, the course reviews IMO model courses, their purpose and usage. In subsequent parts, the course deals with development of a competence-based assessment system, identifying and selec
39、ting performance objectives, and determining performance measures and standards. The main part of the course deals with the techniques of conducting the assessment and developing a performance improvement plan. The learning style of the course is participative. About 45% of the course time is alloca
40、ted to exercises. It is recommended these exercises be performed in groups of four or five participants. W Objectives Participants successfully completing the training course on shipboard assessment should be capable of undertaking all of the responsibilities expected of assessors within their field
41、 of expertise. They will be familiar with the concepts generally taken into account when developing a suitable assessment package for a particular type of ship. To provide knowledge and skills for trainees to administer, supervise and monitor training and assessment of seafarer competence in accorda
42、nce with the provisions of Section A46 of the STCW Code. A trainee successfully completing the course will be able to: .I apply the international provisions concerning the training and assessment of officers and ratings on merchant vessels; .2 apply the implementation of these provisions under natio
43、nal law; .3 determine effective assessment methodologies; and .4 organize, administer and conduct assessments. 4 PART A: COURSE FRAMEWORK I Entry standards Fluency in both the spoken and written language in which the assessment will be conducted is essential. No specific entry standards are required
44、 of participants to this training course. Individuals completing the course will have to meet the standards laid down in Section A-1/6, paragraph 6 of the STCW Code, as required by their local Administration in order to conduct in-service assessment of a competency of a seafarer. I Course certificat
45、e On successful completion of the course a certificate may be issued. I Course intake limitations The intake of students should be approximately 16 to 20 to allow about 4 or 5 in each group. This will allow each trainee to benefit and participate fully during the course. Staff requirements The condu
46、ct of the course requires experienced instructors who should have background and knowledge of competence-based assessment. At least one, who would normally be the course leader, should be competent in the field of assessor and assessor development. Teaching facilities and equipment A suitable classr
47、oom is required with desks or tables and chairs. It should be possible to move the furniture around so that different arrangements of the room may be used. Additional rooms may be needed when the class is split into groups. Each group should have a separate space in which to work. The main room shou
48、ld be provided with a whiteboard or blackboard and writing materials, a flip-over board with writing materials and an overhead projector. Electrical outlets should be available so that the equipment can be positioned safely. The group rooms should be provided with a table and chairs, giving ample wo
49、rk space for approximately four to six participants and an observer. For the purpose of conducting an interactive simulation exercise a telephone or intercom communications should be established between group rooms and a room in which the instructors can be based. 5 ON-BOARD ASSESSMENT W Teaching aids (A) AI Instructor manual (Part D of the course) A2 Videos: VI V2 Setting a New Course: An Introduction to the Revised STCW V3 V4 V5 IMO - Safer Shipping and Cleaner Oceans (IMO Sales No 202) Convention (Code No.538) Onboard Training by Design (Code No. 489) STCW and Flag State Imple
