Will changed regulations in education and training, make for safer ships and ship crews, a critical reflection
Beckett, A and Douglas, M and Gabites, I and Khan, FI and Lenthall, P and Mackrill, P, Will changed regulations in education and training, make for safer ships and ship crews, a critical reflection, Proceedings of the 16th Annual General Assembly of the International Association of Maritime universities, 7-10 October 2015, Opatija, Croatia, pp. 27-32. ISBN 978-953-165-116-5 (2015) [Refereed Conference Paper]
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.
Refereed Conference Paper
critical reflection, maritime safety, stakeholders, training