Page 24: of Maritime Reporter Magazine (August 2004)

Training & Education 65th Anniversary Edition

Training and Education in the Maritime Industry

By Glen Paine, Executive Director, Over the past six decades, there have and marine operations. These have

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Circle 280 on Reader Service Card maritime education and training.

Six decades ago, maritime education and training was a relatively straightfor- ward process. Upon entry into the mer- chant marine, an individual served mandatory periods of minimum sea service between progressive grades of license examinations that were conduct- ed by the appropriate licensing authori- ty. Sea service provided the bulk of required practical experience and formed the basis for further instruction ashore. Long sea voyages, long turn- around times, large crews, and extensive apprenticeship and cadet programs all contributed to individuals learning the required practical skills while at sea.

Following a period of sea service, a candidate would enroll in an upgrading course. These courses followed manda- tory syllabi designed primarily for pro- fessional advancement. A strong ele- ment of preparation for the examination was included, but subject knowledge was the focus. External examiners from the licensing authority set and conduct- ed the examinations. Questions were regularly updated and required essay type answers supplemented by sketches and diagrams. In the thorough one-on- one oral examination that followed, a candidate was "grilled" extensively and required to demonstrate proficiency for a variety of skills ranging from wire splicing to adjusting a standard magnet- ic compass.

Coupled with sea experience, these courses covered all of the material required for a particular level of license.

Although there were different types of vessels (dry cargo, passenger, tanker, etc.). their navigation and propulsion technologies were similar. Accordingly, the one-course training system addressed a "generic" ship and the sea time provided on-the-job training for 24