1、MODEL COURSE TRAINING COURSE FOR INSTRUCTORS 2001 Edition MODEL COURSE 6.09 TRAINING COURSE FOR INSTRUCTORS 2001 Edition INTERNATIONAL MARITIME ORGANIZATION London, 2001 First published in 1991 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment. London SEI 7SR Revised edition, 200 1 Prin
2、ted in the United Kingdom by Ashford Open Learning 4 6 8 10 9 7 5 3 IMO PUBLICATION Sales number: TA609E ISBN 92-801 -51 15-0 ACKNOWLEDGEMENTS This Training Course for Instructors was developed for IMO by the Internatinal Shipping Federation. The assistance of the staff of the Faculty of Maritime St
3、udies, Glasgow College of Nautical Studies, and Marine Information Ltd is gratefully acknowledged by ISF. IMO wishes to express its appreciation to ISF. Copyright O IMO 2001 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or
4、 by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying or otherwise, without prior permission in writing from the International Maritime Organization. Foreword Introduction Part A: Course Framework Part B: Course Outline and Timetable Part C: Detailed Teaching Syllabus Par
5、t D: Instructor Manual Attachment: Guidance on the implementation of model courses v 1 4 7 11 15 73 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
6、 to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administrati
7、on, ports, shipping companies and maritime 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 Go
8、vernments 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 subsequently determi
9、ned 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 associated Conference a
10、nd IMO Assembly reso I ut ions. In addition, it was appreciated that a comprehensive set of short 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 administrat
11、ions, 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 may be used by any t
12、raining 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 training providers and
13、 their teaching staff in organising and introducing new training courses, or in enhancing, updating or supplementing existing training material, so that the quality and effectiveness of the training courses may thereby be improved. It is not the intention of the model course programme to present ins
14、tructors with a rigid “teaching package”, which they are expected to “follow blindly”. Nor is it the intention to substitute the instructors presence with audio-visual or programmed material. As in all training endeavours, the knowledge, skills and dedication of the instructors are the key component
15、s in the transfer of knowledge and skills to those being trained through IMO 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 req
16、uirements 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 recommendations. Use of the model course To use this model course t
17、he 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 previous technical education of the trainees should be kept in mind during thi
18、s review. 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 also be identified. To compensate for such differences, the instructor is expected to delete from the course, or
19、reduce the emphasis on, items dealing 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 analysing the detailed syllabus and the academic knowledge required to allow
20、 training to proceed, the instructor can design an appropriate pre-entry course, or, alternatively, insert, at appropriate points within the course, the elements of academic knowledge required to support the technical training elements concerned. Adjustment of the course objectives, scope and conten
21、t may be necessary if, within the respective maritime industry, the trainees completing the course are to undertake duties which differ from the objectives specified in the model course. Within the Course Outline and Timetable (Part B) the course designers have indicated their assessment of the time
22、 that 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-allocate the time requ
23、ired to achieve each specific learning objective or training outcome. 1 TRAINING COURSE FOR INSTRUCTORS 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 plans based on the detailed syllabus. The
24、 detailed syllabus contains specific references to textbooks or teaching material suggested for use 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 the detailed syllabus with keywords or other rem
25、inders added to assist the instructor in presenting the material. Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specific learning objective or training outcome. The syllabus is laid ou
26、t with a learning objective format, and each objective specifies what the trainee must be able to do to achieve the learning outcome. No specific guidance on the assessment of trainees has been included here, since the evaluation of trainees progress forms a large part of the course as a whole. Trai
27、nees progress can be judged by their varying levels of success in activities carried out throughout the course, which will indicate if any topic requires further explanation or clarification. The final activity, for which the trainees are divided into two groups, each of which examines the other, sh
28、ould provide an overall evaluation. Evaluation or assessment of trainee progress Implementation For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of: o properly qualified instructors; o support staff; o rooms and other training locati
29、ons; o equipment; 0 textbooks, technical papers; and o other reference material. Thorough preparation is the key to successful 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 attach
30、ment to this course. Training and the STCW Convention The standards of competence that have to be met by seafarers are defined in the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, as amended in 1995 (STCW 95). This IMO model course has been designed
31、 to support the implementation of STCW 95 and addresses the requirements of Regulation 1/6 and Section A-V1/6 of the STCW Code concerning the qualifications of instructors. Part A of this model course provides the framework for the course, together with its aims and objectives, and notes on suggeste
32、d teaching facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included. 2 INTRODUCTION Part B of this model course provides an outline of lectures, demonstrations and exercises for the course. A suggested timetable is included, but it is more important tha
33、t the trainee instructor achieves proficiency in the required skills than that a strict timetable is followed. Depending on their experience and ability, some trainee instructors will naturally take longer to become proficient in some topics than in others. Guidance notes and additional explanations
34、 are also included in this section. The ability of trainee instructors to evaluate competence is clearly necessary for them to measure the progress being made by the seafarers which they will eventually be instructing. This course therefore explains the use of methods by which seafarers can demonstr
35、ate the “competencec” required by STCW 95, and the criteria that should be used for evaluating them as specified in the various competence tables contained in the STCW Code. However, this model course is not intended to teach trainee instructors about the conduct of official assessments of seafarers
36、 competence that may lead to the issue of an STCW certificate. A separate IMO model course, Assessment, Examination and Certification of Seafarers, No. 3.12, addresses this issue. Part C gives the Detailed Teaching Syllabus, based on the theoretical and practical knowledge required. It is written as
37、 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 references and suggested
38、 teaching aids are included to assist the teacher in designing lessons and exercises. Part D gives guidance notes and additional explanations. w Responsibilities of Administrations Administrations should ensure that training courses delivered by training providers are adequate to ensure that trainee
39、 instructors completing the training course meet the requirements of STCW Regulation V6.2. 3 Part A: Course framework Aims This model course is designed to facilitate the delivery of training in the competence standards required by the IMO Convention on Standards of Training, Certification and Watch
40、keeping for Seafarers, 1978, as amended (STCW 95). It will also provide a sound basis for the delivery of other training programmes. Since the course is relatively short it cannot provide a full course of teacher training. However, it should provide a useful introduction for those with limited teach
41、ing experience. For those who have been teaching for some time, the course may introduce some new approaches or serve as a reminder of techniques that have been forgotten. Object ives The objectives of this course include the planning and preparation of effective teaching and instruction; the select
42、ion of appropriate methods of instruction and teaching materials; and the evaluation of the teaching and learning process. W Entry standards Trainee instructors wishing to deliver training in the competence standards required by the STCW Convention should already have the necessary technical knowled
43、ge and be qualified in the task for which training is to be conducted. For example, trainee instructors intending to teach navigation will normally have had experience as deck officers, while those wishing to teach marine engineering should be qualified engineers. This model course assumes that the
44、trainee instructors are appropriately qualified in the technical aspects of their subjectsl. It would also be useful if at least some of the group of trainee instructors have had some experience of training others. Course certificate If the course includes an appropriate assessment of the trainee in
45、structors ability to act as an instructor, a certificate or document may be issued to indicate that the holder has successfully completed a course of training for instructors. If, on the other hand, formal assessment is not used, then a certificate of attendance is appropriate. Course in take limita
46、tions The size of the class should be neither too large nor too small. Ideally, the maximum number of participants should be 20. When smaller work groups are established, this will allow for about four in each group. A suggested minimum number for the class would be ten. Otherwise it is difficult to
47、 promote discussion in smaller work groups. Staff requirement The course should normally be conducted by two experienced instructors with background knowledge of the shipping industry and some experience of maritime education and training. Ideally, at least one member of staff should have undergone
48、professional teacher training. 1 See STCW 1995, regulation 1/6. A PART A: COURSE FRAMEWORK Teaching facilities and equipment A suitable classroom is required with desks or tables and chairs. It should be possible to move the furniture around so that a variety of room arrangements can be used. Ideall
49、y, extra rooms will be available for when the class is split into groups, since each group should have a separate space in which to work. The main room should be provided with a whiteboard or blackboard, a flip overboard (flip chart), writing materials, and an overhead projector (or computer projector such as PowerPoint). Electric sockets should be located so that the equipment can be positioned safely. Group rooms should be provided with a table and chairs and some form of board and writing materials. A video camera is not an essential requirement for the course, but if a video came
