Consultation Report: Cadet Training & Modernisation Programme Syllabus Review – Seventh Group of Consultation Templates
Updated 18 July 2023
Foreword
The Maritime and Coastguard Agency (MCA), an executive Agency of the Department for Transport (DfT), carried out a public consultation on behalf of the Cadet Training and Modernisation (CT&M) Programme from 17th April to the 15th May 2023 regarding the Cadet Training Syllabus Review. The consultation was published on 17th April 2023 and notification of the consultation was sent to all participants of the CT&M Programme for wider dissemination through the maritime industry. This was also promoted on social media platforms and maritime news outlets.
The proposed amendments to the Cadet training syllabus were published in multiple formats and feedback on these amendments was gathered through surveys hosted on Smart Survey.
Key Findings
1.1 Introduction
Through the process of the consultation, it has been found that the majority of survey respondents agreed with the changes suggested by CT&M Sub-Group 1.2.
1.2 Consultation
1.2.1 The seventh consultation was carried out between 17th April and 15th May 2023 and can be found at: www.gov.uk
1.2.2 A total of 17 responses were received across the six templates. With all respondents answering every question posed on their survey. A summary of consultee responses and the action taken by CT&M Sub-Group 1.2 as a result can be found in Annex A. A more detailed summary can be found in the accompanying ‘Detail of feedback received’ section of the consultation page. The answers given have been fully and carefully considered.
1.2.3 This consultation has been completed in order to ensure best practice has been followed and provide the opportunity for feedback from the entire maritime industry. There was no legal requirement to undertake this consultation.
Consultation Outcome
Summary of responses
2.1 Introduction
2.1.1 A total of 23 outcomes over six templates were posed in the seventh consultation.
2.1.2 These outcomes, together with the consultees comments and the Cadet Training & Modernisation Sub-Group 1.2’s response, are shown in detail in the accompanying ‘Detail of feedback received’ section of the consultation page. However, the main points are summarised below at Annex A.
2.1.3 Finalised versions of each module can also be found in the ‘Detail of outcome’ section of the consultation page.
Our response
3.1 What happens next?
3.1.1 The MCA will make the appropriate amendments to the syllabus templates. These will then be used to create academic modules that will form the new Cadet training syllabus with a view to complete this process by the end of 2023.
3.1.2 Once these academic modules have been created, it will take approximately 12 to 18 months to implement the new syllabus.
3.1.3 Cadet Assessment and the Training Record Book will also be amended to reflect these changes.
ANNEX A
SUMMARY OF THE CONSULTATION OUTCOMES, CONSULTEE FEEDBACK AND SUB-GROUP 1.2 RESPONSES TO THE FEEDBACK
Each module had its own survey which included the recommendations of Sub-Group 1.2:
Deck - Marine Engineering Systems
Deck - Marine Engineering Systems | |||
---|---|---|---|
Outcome | Sub-Group 1.2 Recommended Action | Consultation Support % | Changes made as a result of industry feedback |
Outcome 1: Describe the operating principles of marine power plants. | Keep | 100% | None |
1.1 Operating principles of power plants | Keep | 100% | None |
1.2 Factors affecting fuel consumption and accurately perform fuel calculations. | Modernise | 100% | None |
1.3 Power source and storage (Battery technology) Safety and efficiency | Add | 100% | None |
Outcome 2: Describe the function and operation of a vessel’s auxiliary machinery | Contextualise | 100% | None |
2.1 Function and operational limitations | Keep | 100% | None |
2.2 Awareness of the relevant regulations | Contextualise | 80% | None |
2.3 Steering and manoeuvring systems | Keep | 100% | None |
Outcome 3: Define engineering terms and describe the concepts of control systems. | Modernise | 80% | None |
3.1 Marine engineering terms | Keep | 100% | None |
3.2 Operation of vessel monitoring and control systems. | Keep | 100% | None |
Outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | |||
How would you deliver this outcome/ objective? | How would you assess this outcome/ objective? | Action required | Consultation Support % |
Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. | 100% |
Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. | 100% |
Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. | 80% |
Deck - Passage Planning
Deck - Passage Planning | |||
---|---|---|---|
Outcome | Sub-Group 1.2 Recommended Action | Consultation Support % | Changes made as a result of industry feedback |
Outcome 1: Appraise the intended passage | Modernise | 100% | None |
1.1 Principles of passage planning | Keep | 100% | None |
1.2 Passage planning legislation | Keep | 100% | None |
1.3 Charts and publications | Modernise | 75% | None |
1.4 Sailings, great circle sailings and tidal calculations | Remove tidal calculations from this outcome | 75% | None |
1.5 Availability of navigational aids | Keep | 100% | None |
1.6 Ship reporting and weather routeing | Keep | 100% | None |
1.7 Landfall and confined water procedures | Contextualise | 100% | None |
Outcome 2: Prepare and document a passage plan. | Modernise | 100% | None |
2.1 Great circle, composite great circle and rhumb line routes | Modernise | 75% | None |
2.2 Distance and courses on great circle, composite great circle and rhumb line route | Keep | 100% | None |
2.3 Use, and the understanding of the implication, of Tidal heights, times, and streams to ensure the passage is made safely | Modernise | 100% | None |
2.4 Co-tidal/co-range charts | Remove | 100% | None |
2.5 Landfall and port approaches | Keep | 100% | None |
2.6 No go areas and navigational hazards | Keep | 100% | None |
2.7 Accuracy of position fixing | Modernise | 100% | None |
2.8 Wheel over positions | Keep | 100% | None |
2.9 Document the passage plan | Keep | 100% | None |
Outcome 3: Evaluate a completed passage plan. | Modernise | 75% | None |
3.1 Factors affecting the execution of the passage plan including: | Amend | 100% | None |
3.2 Tidal considerations for underkeel and air draft clearance | Keep | 100% | None |
3.3 Traffic considerations | Keep | 100% | None |
3.4 Navigational accuracy | Amend | 100% | None |
3.5 Meteorological conditions | Keep | 100% | None |
3.6 Condition of the vessel | Keep | 100% | None |
3.7 Vessel traffic systems and reporting schemes | Keep | 100% | None |
3.8 Monitoring the passage plan | Keep | 100% | None |
Outcome 4: Implement and monitor appropriate solutions for situations which arise during a passage. | Modernise | 75% | None |
4.1 Contingency plans for critical navigational areas | Keep | 100% | None |
4.2 Adjustments to the passage plan for routine changes | Keep | 100% | None |
4.3 Adjustments required to the plan for adverse environmental conditions | Keep | 100% | None |
Outcome 5: Perform calculations relating to a vessel’s position | Modernise | 75% | None |
5.1 Solution and evaluation of astronomical observations including resolution of the ‘cocked hat’ problem | Remove the requirement to assess this outcome. | 75% | None |
5.2 Adjustments required to the plan to comply with Search and Rescue (SAR) or medical emergencies | Keep | 100% | None |
Outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | |||
How would you deliver this outcome/ objective? | How would you assess this outcome/ objective? | Action required | Consultation Support % |
Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. | 100% |
Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. | 100% |
Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. | 75% |
ETO - Electronic Fault Finding
ETO - Electronic Fault Finding | |||
---|---|---|---|
Outcome | Sub-Group 1.2 Recommended Action | Consultation Support % | Changes made as a result of industry feedback |
Outcome1: Explain the techniques of fault diagnosis in electronic circuits and systems | Keep | 100% | None |
1.1 Sequential and non-sequential fault location methods | Keep | 100% | None |
1.2 Systematic fault location methods eg input to output, output to input, half-split | Keep | 100% | None |
1.3 Fault location methods in complex systems eg divergence, convergence, alternative path | Keep | 100% | None |
1.4 Exceptional faults eg manufacturing faults, multiple faults, catastrophic failure | Keep | 100% | None |
1.5 Faults in micro-controllers in digital electronic circuits | Add | 100% | None |
Outcome 2: Implement a fault location strategy in an electronic system | Keep | 100% | None |
2.1 Identify risks and use safe working practices | Keep | 100% | None |
2.2 Identify fault symptoms in terms of system operation | Keep | 100% | None |
2.3 Interpret fault symptoms using test equipment and/or diagnostic aids | Keep | 100% | None |
2.4 Locate faulty circuit using system documentation and test equipment | Keep | 100% | None |
2.5 Design and analyse simple analogue and digital circuits | Add | 100% | None |
Outcome 3: Locate faults to component level in digital and analogue circuits | Contextualise | 100% | None |
3.1 Identify risks and use safe working practices | Keep | 100% | None |
3.2 Identify fault symptoms in terms of system operation | Keep | 100% | None |
3.3 Select a suitable fault location method | Keep | 100% | None |
3.4 Locate a fault to component level on an analogue system | Keep | 100% | None |
3.5 Locate a fault to component level on a digital system | Keep | 100% | None |
3.6 Use appropriate test equipment | Keep | 100% | None |
3.7 Correct use of a circuit diagram | Keep | 100% | None |
3.8 Using shoreside assistance for fault finding. | Add | 100% | None |
Outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | |||
How would you deliver this outcome/ objective? | How would you assess this outcome/ objective? | Action required | Consultation Support % |
Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. | 100% |
Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. | 100% |
Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. | 100% |
Marine Engineering: Heat Engine Principles (Management Level)
Marine Engineering: Heat Engine Principles (Management Level) | |||
---|---|---|---|
Outcome | Sub-Group 1.2 Recommended Action | Consultation Support % | Changes made as a result of industry feedback |
Outcome1: Apply the fundamental properties of thermodynamics to a process | Keep | 100% | None |
1.1Relationship between p, V and T for polytropic and adiabatic processes | Keep | 100% | None |
1.2 Work transfer for reversible processes | Keep | 100% | None |
1.3 Heat transfer for reversible processes | Keep | 100% | None |
1.4 Specific heat at constant pressure and constant volume | Keep | 100% | None |
1.5 Change of entropy of a perfect gas | Keep | 100% | None |
1.6 P–V and T–S diagrams | Keep | 100% | None |
1.7 Avogadro’s Law | Keep | 100% | None |
1.8 Universal Gas Constant | Keep | 100% | None |
Outcome 2: Evaluate and apply marine heat engine cycles | Contextualise | 100% | None |
2.1 Second law of thermodynamics | Keep | 100% | None |
2.2 Comparison of the Carnot cycle with ideal heat engines, its thermal efficiency and the application of Carnot’s principle to the second law of thermodynamics | Keep | 100% | None |
2.3 Comparison of the Carnot cycle with ideal heat engine cycles | Keep | 100% | None |
2.4 Ideal engine cycles described using P-V and T-S diagrams and practical counterparts applied to Marine engines | Keep | 100% | None |
2.5 Thermal efficiency, indicated and brake mean effective pressure, work done and air standard efficiency of Ideal cycles | Keep | 100% | None |
2.6 Thermal efficiency, work, and heat transfer of Gas Turbines | Keep | 100% | None |
Outcome 3: Calculate heat transfer through complex systems | Keep | 100% | None |
3.1 Fourier’s Law for conductive heat transfer | Keep | 100% | None |
3.2 Heat transfer through thick cylinders, single and double lagged pipes, spheres, and hemispherical ends of cylinders | Keep | 100% | None |
3.3 Heat transfer through boundary layers | Keep | 100% | None |
3.4 Overall heat transfer coefficient ‘U’ for composite flat plates and composite lagged pipes, using thermal conductivity and surface heat transfer coefficient | Keep | 100% | None |
3.5 Stefan Boltzmann constant | Keep | 100% | None |
3.6 Black body’ radiation and ‘emissivity factor | Keep | 100% | None |
Outcome 4: Calculate the properties of constituent parts during combustion of marine fuels | Keep | 100% | None |
4.1 Combustion of fuel by mass and volume | Keep | 100% | None |
4.2 Stoichiometric, insufficient, and actual air supply and the proportional gravimetric constituents of a fuel from flue gas analysis | Keep | 100% | None |
4.3 Higher and Lower Calorific Values of fuels and the heat energy released by the various constituents | Keep | 100% | None |
4.4 Dalton’s laws to stoichiometric and other mixtures of gaseous fuels and air | Keep | 100% | None |
4.5 Dew point’ of water vapour from flue gas analysis | Keep | 100% | None |
4.6 Heat carried away in flue gases and heat transfer from gas to water heat exchangers | Keep | 100% | None |
Outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | |||
How would you deliver this outcome/ objective? | How would you assess this outcome/ objective? | Action required | Consultation Support % |
Add an outcome to: “Calculate the power output for non-combustible future marine fuels”. Looking beyond the burning of diesel-based fuel | As technology advances, we will move beyond traditional fuel cells, it is essential that we ensure that future seafarers are prepared for these changes. | Add this outcome to the module and suggest its addition as part of the IMO’s STCW Comprehensive Review. | 100% |
Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. | 100% |
Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. | 100% |
Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. | 100% |
Marine Engineering: Applied Thermodynamics (Management Level)
Marine Engineering: Applied Thermodynamics (Management Level) | |||
---|---|---|---|
Outcome | Sub-Group 1.2 Recommended Action | Consultation Support % | Changes made as a result of industry feedback |
Outcome1: Analyse the use of multistage reciprocating air compressors | Keep | 100% | None |
1.1 P-V diagrams to describe ideal and actual cycles for multistage compression | Keep | 100% | None |
1.2 Effect of intercooling between stages by calculating heat transfer during compression and cooling | Keep | 100% | None |
1.3 Work transfer for ideal and actual cycles including clearance for multistage compression | Keep | 100% | None |
1.4 Isothermal efficiency | Keep | 100% | None |
1.5 Indicated and input power requirements | Keep | 100% | None |
Outcome 2: Apply the concept of reverse heat engine to refrigeration and recognise the properties of common refrigerants | Keep | 100% | None |
2.1 Concept of entropy to refrigeration using tables and formulae | Keep | 100% | None |
2.2 Vapour compression cycles and reversed Carnot cycle using p-H and T-S diagrams | Keep | 100% | None |
2.3 Effects of superheating and undercooling and describe the effects using p-H and T-S diagrams | Keep | 100% | None |
2.4 COP of actual plant and compare to COP of reversed Carnot cycle | Keep | 100% | None |
2.5 Use of intermediate cooling and evaluate the application of intermediate cooling by flash chamber | Keep | 100% | None |
Outcome 3: Determine the efficiency of steam plant and power from a velocity and a pressure compound steam turbine | Keep | 100% | None |
3.1 Heat energy distribution in a boiler and compile a heat balance account. | Keep | 100% | None |
3.2 Thermal efficiency | Keep | 100% | None |
3.3 H-S and T-S charts to evaluate and analyse the basic Carnot and Rankine cycles including improvements from superheating, reheating and feed heating | Keep | 100% | None |
3.4 Steady flow energy equation to steam nozzles to calculate throat and exit velocities | Keep | 100% | None |
3.5 Reasons for change of nozzle form and convergent and convergent/divergent sections | Keep | 100% | None |
3.6 Blade velocity diagrams for impulse and reaction turbines, kinetic and leaving losses | Keep | 0% | None |
3.7 Stage power, stage efficiency and stage axial thrust for a velocity and pressure compounded turbines and the number of stages from given steam conditions for a reaction turbine | Keep | 0% | None |
Outcome 4: Solve problems involving fluid mechanics in pipes, pumps, meters and jets | Keep | 100% | None |
4.1 Flow velocities and pressures in parallel and tapering pipe work systems and Bernoulli’s equation | Keep | 100% | None |
4.2 Venturi meters | Keep | 100% | None |
4.3 Forces on pipe bends | Keep | 100% | None |
4.4 Motion of hydraulic jets in relation to projectile theory | Keep | 100% | None |
4.5 Power for centrifugal pumps and evaluate performance | Keep | 100% | None |
Outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | |||
How would you deliver this outcome/ objective? | How would you assess this outcome/ objective? | Action required | Consultation Support % |
Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. | 100% |
Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. | 100% |
Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. | 100% |
Deck - Management of Bridge Operations
Deck - Management of Bridge Operations | |||
---|---|---|---|
Outcome | Sub-Group 1.2 Recommended Action | Consultation Support % | Changes made as a result of industry feedback |
Outcome 1: Establish watchkeeping arrangements and operational and safety procedures to comply with statutory and international requirements regarding navigation | Contextualise | 75% | None |
1.1 Statutory and international regulations regarding watchkeeping arrangements on board ship | Contextualise | 75% | None |
1.2 Masters standing and night orders and general watchkeeping duties | Include a greater understanding of the human factors impacting this outcome. | 100% | None |
1.3 Position fixing systems | Keep | 100% | None |
1.4 Master/pilot relationship | Include a greater understanding of the human factors impacting this outcome. | 100% | None |
1.5 Bridge procedures prior to arrival, departure, encountering heavy weather/ice, at sea and in port | Keep | 100% | None |
Outcome 2: Explain how to manoeuvre and handle the ship in all conditions | Contextualise | 100% | None |
2.1 Propulsion and steering systems | Keep | 100% | None |
2.2 Factors affecting manoeuvring | Keep | 100% | None |
2.3 Manoeuvring characteristics | Keep | 100% | None |
2.4 Berthing and unberthing manoeuvres | Keep | 100% | None |
2.5 Anchoring | Keep | 75% | None |
2.6 Routine and emergency manoeuvres | Include a greater understanding of the human factors impacting this outcome. | 100% | None |
Outcome 3: Analyse the principles of the operation and errors of a marine gyro compass | Keep | 100% | None |
3.1 The controlled gyroscope | Keep | 100% | None |
3.2 North settling gyroscope | Keep | 100% | None |
3.3 Gyrocompass errors | Keep | 100% | None |
3.4 Gyrocompass interfaces | Keep | 100% | None |
Outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | |||
How would you deliver this outcome/ objective? | How would you assess this outcome/ objective? | Action required | Consultation Support % |
Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. | 100% |
Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. | 100% |
Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. | 75% |