The full impact on standards will be seen when the second important
change is implemented, the requirement that governments must approve all education and
training programs and courses for officer certificates. Such approval also extends to
sea-going training where it contributes to the issue of a certificate of competency and
will cover the training record books which must be now be kept for each trainee.
Examination of the STCW Code A shows that approval is nearly always required, the only
exceptions appearing to be in regard to some practical tests for ratings and for practical
hospital instruction associated with medical care on board ship courses. In this regard,
institutions should note that Code B-I/9, section 13 on page 184 provides a reminder that
the IMO model courses (incorporated by reference into the mandatory Part A) can be used to
assist in the development of learning objectives. The latter task is a major challenge for
many training establishments in view of the requirement that training and assessment of
seafarers must be structured in accordance with written programs.
It must be remembered also that Parties are required to ensure that the
aims and objectives of simulator-based training are defined within an overall training
programme with the emphasis on objectives and tasks relating as closely as possible to
shipboard practices. This may cause difficulties internally in some institutions as
instructors get to grips with integrating simulator training into the overall curriculum.
What is needed here? The code (A-I/6) refers to methods and media of
delivery, procedures and course material. In conducting its review for approval, the
administration may use I/6 elements. Certainly, the word 'written' includes clearly
defined goals and learning objectives, curriculum details including entry standards,
course structure and syllabus, means of delivery, examination methods including assessment
of competency and details of supporting resources. In addition, documentation must include
the qualifications and experience of instructors and assessors and clearly identify in
which areas of the syllabus they are teaching or assessing. Figure 1 illustrates typical
elements in such documentation.
