their task in existing environments onboard their ships. Here again, the benefit is indirect in that eventually seafarers would have to be trained to levels of competency where by existing technology and trends are taken into account.

System and Structure of Maritime Education and Training (MET)

Response in respect of MET by marine colleges over the years has been piecemeal at best and includes some reform and restructuring of systems and approaches. Examples include the introduction of dual certification and the bivalent systems, implementation of continuous assessment and internal examination by colleges and a wider computer and simulator application in MET. More recently is the move towards introducing the modular approach and the enhancement of distance education and learning methods.

The Malaysian Experience

In an ongoing effort to improve the quality of MET and in response to the changes and development, Maritime Academy Malaysia (ALAM) took a bold step to review its own system and curriculum even before the 1995 Revision to tile STCW Convention. To this end, several initiatives have already been taken which include:

* a training survey among professionals serving onboard and working in the industry carried out in collaboration with the Nautical Institute Malaysia (IKMAL).

* a major curriculum review

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