Will changed regulations in education and training, make for safer ships and ship crews, a critical reflection

Critical reflection is widely accepted and used by teachers to analyse adult learning application and approach, Brookfield (1995). This paper uses this reflective practice and applies it into the Maritime Education and Training (MET) environment by focusing on the introduction of several significant amendments to key conventions and regulations by the International Maritime Organisations, (IMO) during 2014. Applying the four reflective lenses outlined by Brookfield (1995) to argue the impact these changes will have on the operational safety capability of the ship and whether these changes will result in improved safety of the crew. Focusing on the Manila amendments 2010, an argument is presented that questions how the Maritime Safety criteria of the IMO, is maintained or improved as a result of the changes to the International Convention on the Standards of Training and Certification for Watchkeeping, (STCW10). Applying the reflective process the study attempts to identify if the introduction of amendments and regulative change will make for safer ships and ship crew, with a significant focus on emergency response and subsequent emergency management. Therefore, the literature reflection includes authors such as Owen et.al (2014) who has studied emergency management factors in teams and subsequent response outcomes. Anecdotal evidence has been captured since midyear 2014 at the Australian Maritime College (AMC) through refresher training targeting the requirements stipulated by the STCW amendments. These courses service a significant number of experienced seafarers from varied shipping backgrounds undertaking basic through to advanced refresher training. The paper uses evidence generated from student feedback at the end of each course to provide the basis of the student reflective lense. The findings looks at what different teaching approach is required for these short duration refresher training, and what additional skills do teachers need in this particular environment requiring high volume quick turn over programs. The reflection process also considers how this training differs from onboard requirements, and provides a comparison as to whether refresher training alone will improve ship board safety or whether this combined with the development of onboard institutional type delivery knowledge and skill will be the better mix. The paper uses these reflective lenses to meet the needs of the various stakeholders.