TRAINING NEEDS OF THE MARITIME GRADUATES

CHAPTER I
BACKGROUND OF THE STUDY
The Maritime Industry in recent times has become extremely concerned about the human

element. Importantly, the training and education of the human element is paramount for an

effective and efficient global Maritime Industry. Provided that the concern of the human element

is effectively approached with practical strategies, the end result will see a sustainable industry.

Maritime education and training of the graduates is one of the pragmatic approaches worth

examining. Furthermore, education by all means and at all levels, is the most potent weapon to

mitigate challenges related to the competence and commitment of the human element. Against

that background the International Maritime Organization (IMO) has given careful attention to the

need of attracting, retaining and training of qualified seafarers (IMO, 2013).

To underpin a successful, influential and impactful industry that attracts the caliber of

people capable to take the industry to the next level, early education and training is most crucial.

Maritime education and training for the graduates has been deemed by some in the maritime

circles, as a positive and potentially game changing strategy to resolve a number of present and

possible challenges of the industry.

Moreover, education and training in the wide context provides enhancement for growth,

expansion and positive change. It provides knowledge and awareness as well as divergent choice

to individuals for the industry. Furthermore, like most industries there is the need for qualified

and competent human resources for continuity and sustainability. Targeting the youth at the

collegiate level of facilitates a dynamic force for sustained positive change.

However, in many jurisdictions maritime education and training is yet to be a reality, or a

concept to generate discussion at the policy level (Haun, 2014). According to Haun (2014)
schools that provide maritime education teach subjects related to the training and skills required

to work in the maritime sector, whether it be as a crew member at sea or shore side such as in a

marine shipyard or port facility. Maritime education and training provides knowledge and skill

about the shipping industry.

The concept “maritime” is often used interchangeably with the term “marine”. This can

be confusing as it relates to the type of training being referenced to in this research. For the

purpose of clarity, it is important that the concept ‘maritime’ is understood. According to

Hildebrand and Schröder-Hinrichs (2014) an understanding of maritime in the context of

research, aims at finding technology and innovative solutions for better use of the sea and ocean

resources related to human activity. Haun (2014) states that maritime education caters for the sea

and shore side resources related activities.

Formerly, a number of maritime academies have been training mariners to man vessels at

sea. However, this training has become more inclusive due to the expansion of the maritime

industry. Commendably, the industry has reached far beyond just the need for mariners; hence,

training has been extended to meet the emerging needs of the different spheres of the industry

both ship and shore-based employment (IMO, 2013 & European Union Commission Report,

2008). This research aims at exploring the training needs of the maritime graduates, examining

and assessing it for the possible innovation that can outline the effectiveness of the graduates in

the field or for the future of the relevant and related industry.

STATEMENT OF THE PROBLEM

The lack of emphasis on maritime training within high schools is rather a dismal

reflection on the industry (M’Pherson, 2009). According to Pilyugin (2012) the majority of
prospective students cannot understand the disciplines because they have problems in the

formative stage. Among those challenges that requires a focused approach are the shortage of

competent seafarers, capacity building, accidents due to human element, safety and security at

sea, pollution, as well as the implementation of Conventions. The fact that the factors mentioned

above are all human related supports that education and training is an important element for

consideration in any amelioration efforts.

The objectives of this research as established into analyzing the needs of maritime

graduates on their training for the maritime sector. More over this seeks as well to examine

current trends and challenges of the maritime graduates in relation to how they may be addressed

through implementing maritime training. Thus, this study seeks to answer the following

questions:

1. What are the current trends and challenges of the maritime graduates when their

responses are grouped together and categorized to age, sex, civil status and parent’s

annual income?

2. What are the training needs of the maritime graduates when their responses are

grouped together and categorized to age, sex, civil status and parent’s annual income?

CONCEPTUAL FRAMEWORK
 The research as established into analyzing the needs of maritime graduates on their

training for the maritime sector, and seek to examine current trends and challenges of the

maritime graduates in relation to how they may be addressed through implementing maritime

training, established the conceptual framework as to show the relationship of its dependent and

independent variables.

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Current trends and

challenges of the maritime
graduates
AGE
SEX
CIVIL STATUS
PARENT’S ANNUAL INCOME

Training needs of the

maritime graduates

The variables showed above established the independent variables such as the age, sex,

civil status, and parent’s annual income. This independent variable seeks to categorized the

dependent variables such as the current trends and challenges of the maritime graduates and the

training needs.

FIGURE I. Figure for the Variables of the Study

 THEORITICAL FRAMEWORK

The human element (HE) is an important factor in merchant shipping. Milhar Fuazudeen,

Head of the Maritime Training and Human Element Section at the IMO, during a lecture at

WMU on July, 16, 2015 stated that the human element comprises all persons involved in the

maritime industry not just seafarers as popularly believed. The human element has been

misnamed he stated. Gregory & Shanahan (2010) share their understanding of the human

element, “the shipping industry is run by people, for people. People design ships, build them,

own them, crew them, maintain them, repair them and salvage them. People regulate them,

survey them, underwrite them and investigate them when things go wrong” (p. 1). Therefore,

humans are at the epicenter of shipping in all dimensions. In shipping humans are like the

weather that impacts the entire atmosphere of the industry. Moreover, humans are the hub of the

industry’s success and/or failure. Humans are the anchor to the process from route planning to

policy making. On the whole it can be concluded that the entire human race can be considered as

the human element and therefore need an awareness of the industry. While that statement may be

deemed too general, the fact is, everyone is a consumer of the industry and at some point has

made an impact on the industry. Take for example the doctor who examines the seafarer, the

farmer who provides produces for consumption, the spouse/family that contributes to the state of

mind of the seafarer (positive/negative), the instructor who trains for competence, the media that

influences positive or negative ideas of the industry which influences potential applicants, and

policy makers or governors who ratify and implement conventions for safer and cleaner oceans.

Against that background, the best place to capture all the categories of future players of the

sector is at the secondary level.

 The implication of the human element on safety and security are far reaching.

Furthermore, statistics indicate that eighty percent of sea-related accidents are caused by human

error (Human Element, 2014). According to Sekimizu (2015) “799 34 lives were lost or missing

last year. If you look at the statistics over the last decade from 2004-2014, 4,784 lives were lost

on passenger transport by sea. Obviously the human element must have played a part in those

accidents”. Training of the human element is crucial. Efanga & Oleforo (2012) and Wei (2007)

have found that a country that neglects the training of an effective human resource formation is

doing so at its own peril; education is an investment in knowledge and skills which can yield

economic and social benefits in the future. If such a necessity is neglected the economy in the

long run may consequentially suffer greatly. A well-educated and trained workforce is necessary

for a strong and successful maritime transportation system. An important challenge facing the

shipping industry today is how to attract and retain a sufficient number of adequately trained and

qualified seafarers and qualified maritime industry professionals with the right motivation,

knowledge and skills for the professional application of evolving technologies and procedures.

This challenge will increase as world trade continues to grow and shipping activities

increase accordingly (IMO, 2013). The human element is a maritime industry systemic

challenge. It is a global concern. Rao (2010) postulates that a long-term strategic plan is needful

to limit the negative outcomes associated with the human element. A careful review of the

purpose of secondary education could result in a relevant long-term strategic approach towards

developing a committed professional workforce. In fact, the basic maritime concepts can be

understood at this level as well as the pros and cons of the industry. As a result those who decide

to take up a career in the future would have done so according to prior knowledge, hence an

informed decision that would decrease the number of seafarers leaving the industry.
 Zheng (2014) highlights that correct training and personal development serves to

cultivate the right habits and attitude. An effective and competent seafarer is a “concept”. For

instance, Usain Bolt, world champion 100 meter sprinter from Jamaica started training for events

at the secondary level, then college level, then regional, then at the international level. The

purpose of this example is to demonstrate that a competent seafarer climaxes on the job, but it is

a process of training and educating. Therefore, the road to competence should not be an abrupt

intervention procedure at the university level, instead, it should be deemed as a process across all

levels in the education system. Early training will make a greater impact on competence as

articulated by education psychologists. Journalists and news reporters all need an awareness to

propel more positive discussion in the media. Talk shows, parents and children need to start

talking about the industry to heighten interest and education. If there is no need for trade, then

there is no need for ships because shipping is a derived demand (Lan, Lai, & Cheng, 2010).

Since people need shipping, they also need an awareness of shipping

DEFINITION OF TERMS

Training

Needs. Hildebrand and Schröder-Hinrichs (2014) a word or expression that has a

precise meaning in some uses or is peculiar to a science, art, profession, or subject

To underpin a successful, influential and impactful necessity of training and attracts the

caliber of people capable to take the industry to the next level, early education and training is

most crucial. Thus, the word need is established for the knowledge acquisition related to the

maritime environment, career opportunities, and importantly the mutual benefit of engaging with

the industry. The medium of accomplishing these targets successfully is through purposeful

targeting the graduates of the college.

Maritime. The concept “maritime” is often used interchangeably with the term “marine”.

This can be confusing as it relates to the type of training being referenced to in this research. For

the purpose of clarity, it is important that the concept ‘maritime’ is understood. According to

Hildebrand and Schröder-Hinrichs (2014) an understanding of maritime in the context of

research, aims at finding technology and innovative solutions for better use of the sea and ocean

resources related to human activity. Haun (2014) states that maritime education caters for the sea

and shore side resources related activities. Against this background, the term maritime will be

used in view of the human related activities. Among these are: vessels operations, training,

technological aspects associated with naval architecture, navigation, port facilities as well as sea

and ashore resources.

 . In lieu of the definitions above the researcher has coined a definition of maritime

training needs. Maritime education and training is the acquisition of the knowledge and skills

related to subjects in the maritime field that enhance competence in the maritime context.

Graduates
 SIGNIFICANCE OF THE STUDY

The significance of this study is to contribute valuable insight into the relevant needs of

training for the graduates as it paramount for maritime education and training. A may have on

the future of the industry. The result of this study may be useful in influencing discussion

towards implementation as well as policy making within jurisdictions.

Many findings have been reported indicating the relevance of MET at the secondary

level. Similarly, many challenges and barriers were also reported.

The significance of study will speak to towards the maritime awareness by the graduates

towards the training need for the maritime industry. The result of the study may inform the

reader and the concerns on the current trends in the industry to influence curriculum reform and

development- and for the study as it speaks about the training need.

The relevant findings of the study will implant knowledge and general nuance as for

advocating for an increased awareness of the industry needs as well as introducing more

graduates to maritime career opportunities.

There is also relevance to stakeholders, policy makers, educators and publishers. The

findings of the study may suggest training necessary for the graduates joining the maritime

industry.

Additionally, the study may have a significance towards the Educators. The result of the

study may inform the qualified instructors who impart knowledge and skills. The results, may

suggest workshops and seminars to educate secondary level teachers.

 DELIMITATION OF THE STUDY

As mentioned by Athanasios and Adolf, (2011), not much research has been done on this

particular topic. Therefore, a number of challenges were encountered. In this regard easy access

and sourcing of relevant information about the graduates have been a challenge. As such the

research examines literature about secondary level education in general. Another limitation was

that most of the literature interrogated secondary education based on Western philosophies, not

much literature was found that interrogates secondary education from other cultures.

Consequently, the researcher uses the purposive sampling and random survey method

which allows participants who serves in the maritime industries to participate. As such the size

and scope of the sample that affects the reliability of the data was a challenge. The identification

of key personnel to provide crucial information was an initial setback in getting data. As a result,

the researcher sought to address these challenges by taking a pragmatic approach in the 12

methodology. General inquiry through internet- web-based questionnaires and online interviews

through the group chat have been employed for collecting data intended to uncover the training

needs of the graduates. These measures assisted in addressing a number of the limitations

experienced during the course of the research.

The scope that has been utilized in this research aims at getting a wide cross section of

perspectives on the relevance of Maritime Education and Training for the graduates. It is

understood that limiting the scope to a few individuals may not have provided sufficient

evidence. As such numerous developed and developing countries were examined. The researcher

believes that countries with very strong maritime actives are deemed as a priority because of the

impact the findings may have on the future of their maritime economy. Therefore, education
system as well as the governmental policy of targeted countries was analyzed for relevance to the

research topic.