Međunarodna istraživanja u području obrazovanja pomoraca

1. Međunarodna istraživanja u području obrazovanja pomoraca Boris Pritchard Pomorski fakultet u Rijeci Rijeka 2010

2. Sadržaj / Contents • Osnovni pojmovi: obrazovanje, naobrazba, izobrazba i školovanje pomoraca; ‘stakeholders’, MET, VET, CBT, • Međunarodne organizacije (IMO, IAMU, IMLA, AMRI, EU, ILO) • sustavi školovanja pomoraca u svijetu • uloga obrazovanja u razvitku pomorskog gospodarstva • elementi istraživanja sustava pomorskog obrazovanja u svijetu • projekti (DG TREN, METHAR, EASTMET, METNET, GLOMET) • metodologija istraživanja sustava pomorskog obrazovanja u svijetu • vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u svijetu (Bologna , ECTS, VECTS) • Nove tehnologije učenja, cjeloživotno učenje • usporedba hrvatskog pomorskog školstva sa sustavima obrazovanja pomoraca u svijetu

3. MET: Ciljevi • Razvijanje i razumijevanje pojmova obrazovanja, izobrazbe i školovanja pomoraca. • Vrjednovanje uloge poznavnja sustava školovanja pomoraca u projetiranju programa obrazovanja. • Spoznavanje uloge obrazovanja u razvitku pomorskog gospodarstva • Razumijevanje elemenata sustava pomorskog obrazovanja u svijetu • Razumijevanje i usvajanje metodologije u istraživanju sustava pomorskog obrazovanja u svijetu. • Razvijanje sposobnosti kritičkog mišljenja pri vrjednovanju mjesta i uloge sustava pomorskog obrazovanja u svijetu. • Usporedba hrvatskog pomorskog školstva sa sustavima obrazovanja pomoraca u svijetu.

4. 1. Osnovni pojmovi & definicije • Obrazovanje • Školovanje • Naobrazba • Izobrazba • Visoko obrazovanje i visoko školstvo • Stručno obrazovanje • Kompetencije • Zvanja i svjedodžbe • Certification • MET, VET, CBT, MTC • STCW standards and requirements • stakeholders

5. MET - terms • Higher education • Vocational education and training • Stakeholders in MET • Benchmarking in maritime education • CBT • Distance learning • EU – education and training • http://eur-lex.europa.eu/en/index.htm • The Bologna Declaration • ECTS • EU – DG TREN • Harmonization (METHAR, MASSTER; SEAGULL; MARCOM; METNET; THALASSES; HANDIAMI, MASSOP

6. obrazovanje • Proces svakog stjecanja, prenošenja i usvajanja znanja, razvijanja mišljenja i donošenja sudova te stjecanje vještina i navika kod učenika, studenta i polaznika, kao osnovnih subjekata u obrazovanju, radi njihova osposobljavanja za obavljanje određene djelatnosti (BP 2001)

7. izobrazba • Posebno, specijalno, pbrazovanje za specifične namjene • Redovito pod nadleštvom ministarstva pomorstva • Izvode ga državne (fakulteti više škole, srednje škole) i privatne ustanove (centri za izobrazbu, MTC)

8. Obilježja pomorskog školstva i pomorskih stručnjaka • Stalno usavršavanje i provjeravanje znanja • Stalno potvrđivanjhe osposobljenosti na međunarodnom tržištu • Trajna potreba za kontinuiranim obrazovanjem (IT, tehnološki razvoj, poslovni profit, efikasan pomorski prijevoz) • Multidisciplinarnost programa i sadržaja • “radno” znanje usmjereno k sigurnosti i zaštiti ljuskih života i materijanih dobara • Visok stupanj svijsesti i odgovornosti za očuvanje i zaštitu morskog okoliša • Sposobnost upravljanja ljudskim resursima u posebnim / opasnim uvjetima • Multikulturalnost – brod kao multikulkturna, multietnička i multijezična zajednica

9. TRANSPORT - EUR-Lexhttp://eur-lex.europa.eu/en/index.htm • transport networkmaritime transporttransport policycompetition policymarketing

10. The need for Innovation: A definition • FP 6 – Framework, Instruments • Maritime R&D Co-ordination Means • Thematic Networks

11. Thematic Networks ▲ Thematic Networks bring together • individual projects and researchers from • industry, universities and research • institutions. Their purpose is to co-ordinate • separate research activities, allowing • exploitation of synergies between • complementary projects and to facilitate • the dissemination, integration and • exploitation of RTD results . ▲ In FP 4 about 2400 companies were participating • 50% industry

12. 2. Međunarodne organizacije • IMO, • IAMU, • IMLA, • AMRI, • EU, • ILO

13. 3. Sustavi školovanjapomoraca u svijetu • Tradicionalni sustav – “sandwich system” • Stupnjevani studij • Sveučilišni • Stručni (vocational education and training) • Cjeloviti sveučilišni studij

14. Tradicionalni sustavi – “sandwich” • naglašeno prakticistički pristup učenju i usavršavanju • kombinira teoriju i praksu • u cjeloviti period plovidbene službe pomorca umeće nekoliko “školskih” faza / svaka u trajanju od 2 do 3 mjeseca • Sustav polako zamire (UK, neke zemlje Afrike i Azije • Suspostoji uz stupnjevani sveučilišni i stručni studij • Trajanje: srednja škola + vrijeme za “sea service” + školske faze = 5 do 7 godina

15. Stupnjevani stručni i sveučilišni studij • U većini zemalja Zapadne Europe (EU), SAD, Australija, Kanada, Indija, Filipini, Egipat, Nigerija • trajanje: 3-4 godine (s plovidbenom praksom – 6 – 12 mjeseci) • Stručno zvanje – akademsko zvanje: BSc (nekadašnji “dipl. inženjer”) • Izvodi se na akademijama, samostalim visokim školama, koledžima, samostalnim fakultetima, sveučilištima

16. ‘4 E’ • ESSENTIAL • EXTENSION • ENRICHMENT • ELEVATION • excellence

17. Cjeloviti sveučilišni studij • Francuska, Španjolska, Grčka, Japan, Kina, Poljska, Rusija, Bugarska, Slovenija, Rumunjska, SAD • Trajanje: 3 – 5 (7) godina • Akademski stupanj: BSc + preduvjet za prvo ovlaštenje (simulatori – tečajevi - sea service) • Izvodi se na samostalnim pomorskim sveučilištima, samostalnim pomorskim fakultetima, visokim školama, odjelima sveučilišta, u sastavu tehničkih sveučilišta • diplomski i poslijediplomski studiji • 3. i 4. godina studija – prevladavaju predmeti prava, ekonomije, zaštrite okoliša, upravljanje ljudskim resursima, IT

18. Što je zajedničko? • Svi studiji zadovoljavaju standarde i minimalne uvjete STCW 95 – neki ih u mnogome nadilaze • Svi studiji naglašavaju neodvojivi spoj teorije i prakse (“radno” znanje, working knowledge, praktične vježbe, studentski projekti) • Programi pripremaju studenta za rad na moru i kopnu • Sloboda oblika obrazovanja (sva tri sustava u nekim državama), ali s trendom da se stječe akademsko zvanje “BSc”

21. Obrazovanje stručnjaka za kopno Raznoliki modeli. dva osnovna trenda 1. Doškolovanje pomorskih časnika • 1-2 godine: stupanj BSc • doškolovanje kao 2. faza stupnjevanog studija – dopunska znanja (ekonomika, organizacijske znanosti, pomosko pravo, osiguranje, logistika i management u brodarstvu i lukama, državna uprava, sigurnost plovidbe, pomorski nadzor, zaštita okoliša itd.) 2. Stupnjevani ili cjeloviti 3- ili 4-godišnji studij specifičnih područja: • ekonomsko.-organizacijske znanosti • Pomorski tehnički sustavi • Tehnologija iskorištavanja morskih resursa (marikultura, iskorištavanje morskog dna, oceanografija, kartografija)

22. 4. Elementi istraživanja sustava pomorskog obrazovanja u svijetu • Survey of national MET systems, schemes and programmes and • Survey of national certificate of competency structures and validity • Survey of relevant syllabus contents and teaching methods • Survey of nationally available advanced MET facilities • Survey of qualifications and careers of lecturers in national MET • Institutions • Survey of national MET administration and links of MET with • national ET system • Country survey of the applicability of MET for shipboard positions • and shore-based positions in the maritime industry • Survey of national provision for procedures and methods by whichMET adapts to new requirements • Country survey of number and qualification of persons who chooseMET for a temporary or permanent seafaring career vs the numberof training places in national MET institutions

23. 5. Međunarodni projekti • EU • DG TREN, • METHAR, • EASTMET, • METNET • national • IAMU • GLOMET • MET institutions

24. 6. Metodologija istraživanja sustava pomorskog obrazovanja u svijetu • EU (DG IV Transport and Energy, 4th Framework Programme) • Projekti EU i IAMU • Prikupljanje podataka o nacionalnim sustavima obr. Pomoraca • Ocjena stanja hrv. pomorstva i usporedba sa svjetskim sustavima • Utvrđivanje postojećih i budućih potreba • Vrjednovanje podataka • Ankete (questionnaires) • round-tables • Konferencije, skupovi • Stručna literatura

25. Revised questionnaire for number and qualification ofMET applicants, MET graduates and student places • Please identify the number of applicants for MET in 1996: • ______ applicants with finished compulsory general education and • ______ applicants with finished higher secondary education. • Please identify the number of students having completed MET in 1996: • students completed an unlimited certificate course without academic degree • ( ______ deck, ______ engine, _______ polyvalent ), • students completed a limited certificate course without academic degree • ( ______ deck, ______ engine, _______ polyvalent ), • students completed an unlimited certificate course with academic degree • ( ______ deck, ______ engine, _______ polyvalent ), • students completed a limited certificate course with academic degree • ( ______ deck, ______ engine, _______ polyvalent ) and • ______ students completed MET with an academic degree but without certificate • ( please specify type of degree _____________________________ ). • Please identify the maximum capacity of first year MET student places available in 1996: • places available for unlimited certificate courses • ( ______ deck, ______ engine, _______ polyvalent ), • places available for limited certificate courses • ( ______ deck, ______ engine, _______ polyvalent ) and • ______ places available for maritime academic degree courses in MET without • certificate. (METHAR)

26. METNET Thematic Network on Maritime Education, Trainingand Mobility of Seafarers • 4 METNET – ending point • important conclusions and tangible results 29 • 4.1 Increasing the supply to MET and seafaring 30 • 4.1.1 Why do young people not choose seafaring as a career? 31 • 4.1.2 Why do ship officers leave seafaring? 31 • 4.1.3 What could and should be done to attract more young people 32 • from EU countries to, and retain them longer in, seafaring? • 4.1.4 The image of the shipping industry 34 • 4.1.5 The attitude of the shipping industry to shipboard personnel 37 •  4.2 Enhancing the quality and attractiveness of MET – 41 • making MET more efficient and more effective • 4.2.1 The 4 E concept of MET 41 • 4.2.2 MET syllabi and courses for students developed by METNET 43 • 4.2.3 Courses developed by METNET for the updating of lecturers 45 • in the use of modern technology • 4.3 Facilitating and promoting professional and intra-European mobility 46 • 4.3.1 Professional mobility 46 • 4.3.1.1 Ship-ship mobility • 4.3.1.2 Deck-engine mobility • 4.3.1.3 Ship-shore mobility • 4.3.2 Intra-European mobility 49 • 4.4 Dissemination of results – METNET Days 50 • 4.5 Cooperation with East European and Mediterranean accession 53 • and non-accession countries • 4.5.1 Portoroz Resolution 53 • 4.5.2 Lisbon Resolution 55

27. 5 Summary of main recommendations from METNET on MET/human resources 5.1 Recommendations on increasing the recruitment (supply) 58 and retention of seafarers - joint tasks for MET institutions, industry and administration 5.2 Recommendations on enhancing the quality and employability 60 of seafarers – tasks for MET institutions 5.3 Recommendations on facilitating the mobility of seafarers – 62 tasks for MET institutions and administrations 5.4 Recommendations on the involvement of accession countries 63

28. 6 Proposals for follow-up actions on MET/human resources in FP • 6.1 From dissemination to exploitation of METNET results – 65 the need for a pan-European approach • 6.2 Specific priority actions for further enhancing attractiveness of 68 seafaring, MET quality and professional mobility • 6.2.1 Launching an awareness and promotion campaign 69 for employment in the maritime sector • 6.2.2 Developing a test for MET applicants who can be expected 70 to have “sea stability”

29. 6.2.3 Retraining officers on fishing vessels and navy officers 71 • for the merchant marine and upgrading ratings on merchant • marine ships to officers • 6.2.4 Mapping career paths and developing a European MSc degree 71 • programme for holders of unlimited certificates of competency • and BSc or equivalent degrees • 6.2.5 Specifying training programmes in administration, 72 • management and leadership for senior shipboard personnel • 6.2.6 Enhancing the effectiveness of simulator training for ship 73 • officers • 6.2.7 Making optimum use of national MET resources 74 • 6.2.8 Intensifying efforts for furthering safety culture in shipping 75 • 6.2.9 Improving the exploitation of modern information and 77 • communication technologies (ICT) in MET and on shipboard • 6.2.10 Developing textbooks for Europe-wide use at MET institutions 78 • 6.2.11 Educating and training MET lecturers and students for mobility 78 • within Europe • 6.3 Towards a more comprehensive approach to maritime personnel 80

30. 7. Vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u svijetu • IMO requirements • The Bologna Process • ECTS, • VECTS • In-House programmes

31. 8. Nove tehnologije učenja • CBT • cjeloživotno učenje – distance learning • Internet • e-learning

32. 9. Hrvatsko pomorsko školstvo vs sustavi obrazovanja pomoraca u svijetu • Pomorstvo • Pomorski zbornik • Naše more • Istraživanja na pomorskim fakultetima (Rijeka) • Individualna istraživanja (BP, PK, DZ, Zavod za navigaciju - Rijeka itd) • Zahtjevi brodara, agencija (management) • pomorski sindikati • Stakeholders in Croatia

33. Razvoj pomorskog obrazovanja u RH • Pomorsko obrazovanje kao dio cjelovitog sustava obrazovanja – status (maksimalistički vs minimalistički zahtjevi) • Stupnjevani studij – trend u svijetu • Pomorski obrazovni sustav i usklađivaje sa svjetskim sustavom izdavana ovlaštenja (IMO STCW 95) – proces dovršen – potrebne pravodobne mjere poboljšanja • Programi i metodologija nastave : • Uskladiti odnos teoretskih vs. praktičnih znanja (preporuke IMO-a i usporedba sa srodnim ustanovama MET u Europi) • Orijentacika prema praktičnim problemima razvoj hrvatske pomorske privrede • Problem plovidbene prakse (sea service) – najveća prepreka za stjecanje ovlaštenja • Školski brod(ovi)? • Usporedba hrvatskih ustavova MET sa svjetskim / europskim (ponuda i potražnja pomoraca, ocjena privlačnosti pomoračkih zanimanja; interes za pomoračka zanimanja); ulaganje u kadrove (dobna struktura; problem stjecanja i obnove STCW ovlaštenja za nastavnike); visok ugled hrvatskih pomoraca i pomorskog školstva; opremljenost (simulatori, školski brodovi, centri, radionice, laboratoriji) • Osnovni programi - financirani od strane države • Programi on-bord traininga • Uloga stručnih udruga • Ocjena prilagođenosti programa stvarnim poslovima na brodu i kopnu, tehnološkom napretku i IT te potrebama gospodarstva (brodari, luke, špedicije, agencije) • I dalje održavati otvorenost pomorskog obrazovnog sustava tehnološkim i drugim promjenama - izrada dugoročnog i srednjoročnog prokjekta razvitka pomorskog obrazovanja

34. Hrvatsko pomorsko školstvo – povijest • Na razini kvalitete vodećih svjetskih pomorskih zemalja • SWOT • (threats, weaknesses): prečeste promjene zakona o školstvu (srednjem i visokom) u RH • (strenghts, opportunities): pomorske visokoškolske ustanove RH – među prvma pružile mogućnost stjecanja akademskog stupnja (studij 3 i 4 godine) • Studiji za brod i kopno (nakon plovidbe) Trendovi u svijetu: • BSc – tri godine – stručna i akademska zvanja u jednom (Nizozemska, Njemačka, Španjolska, Francuska, Švedska, Bugarska, UK itd.) • Izjednačiti pomorca s akademski obrazovanim građanima • Iskusni pomorski časnici – najbolji stručnjaci za odgovorne stručne i rukovodne poslove na kopnu (terminali, agencije, administracija) • Zbog potreba manjih i slabijih brodara (ograničene CoC) – zadržan dvojni sustav: BSc degree i srednja škola + specijalizirana izobrazba (in-hous & on-board training)

35. References • Pritchard, B. Zec, D. Komadina, P. (2007) ‘On Recent Developments in Maritime Education and Training in Croatia’, The 10th European Manning & Training Conference, Dubrovnik • Zec D., Komadina P. (2006) Recent changes in European MET systems – Influence on the Accident Prevention at Sea, 7th International Conference "The Human Element in Safety and Survival at Sea", Šibenik • Butman, B., Harbach, J., The accreditation of worldwide marine engineering programs, IAMU supported project, 2006 • Komadina, P. Rudan, I., Frančić, V. (2004) Higher Maritime Education within the Framework Declaration of Bologna. In Pomorski zbornik, No. 42, Hrvatsko udruženje za unapređivanje pomorstva, Rijeka, 33-44 • Perčić, U. (2008) magist. rad • Halldin, S. & Kuusisto, E. (2004) Joint Final Report - Estonian Maritime Academy. Education system of Latvia for use with diploma supplements of the year 2004. http://www.aic.lv • Zade, G. (2003) Foreword to Final Report, METNET, WMU, Malmo • Pritchard, B. (2001) Pomorski obrazovni sustav. Strategija razvoja pomorstva RH za 21. stoljeće. Zagreb, VladaRH, 93-104

36. Zec, D., Pritchard, B. (2000) Academic approach vs. STCW 95', Solving Maritime Education and Training Issues - Charting the course into the 21st century, World Maritime University, Malmo, 38-47 • Zec. D, B. Pritchard, P. Komadina (2000), Toward a Global Standard MET System - An Analysis of the Strengths and Weaknesses of present MET Systems, IAMU Journal, June 2000, No. 1, Istanbul: 61-68 • Lisowski, J. & Sniegocki, H. (1999) The Finnish and Polish Credit Transfer Systems for Maritime Studies. Global J. of Engng. Educ., Vol. 3, No. 3 . UICEE • Pritchard, B. (1992) Novija kretanja u svjetskom pomorsom školstvu. Pomorski zbornik, Rijeka • METNET (Thematic Network on Maritime Education, Training and Mobility of Seafarers), Final Report for Publication, World Maritime University, WMU, Malmö, 2003 • METHAR (Harmonization of European Maritime Education and Training Schemes), Final report for Publication, WMU 1999-2002 • GLOMET (A Study of Global Maritime Education and Training Systems), Final Report, , IAMU & JICA, Tokyo, 2004 • International Convention on Standards of Training, Certification and Watchkeeping of Seafarers, IMO, London, 1995, as amended • Wagtmann, Maria Anne (2010) List of Literature concerning International Maritime Human Resource Management. University of Southern Denmark Assoc. maw@sam.sdu.dk

37. maritime education,research & industry maritime human resource management 1. Introduction to sea- & land-based HRM in relation to organisations’ daily work and strategies 2.  The Role of the Structure and Organisational Culture 3.   Recruitment, selection and retention of employees, including psychological assessment tests 4.   Issues related to multinational labour forces 5.   Temporary International Assignments for Land-Based Personnel 6.  Education and training of employees 7.   Performance management 8.   Wage and benefit strategies 9.   Unions and Employers’ Associations and the International Legislative Framework for Work at Sea (including “Fair Treatment of Seafarers” and ISPS Code implementation) 10.  Occupational health, safety, security and other ethical issues 11. Cases for Internet- or classroom-based case solving and discussion To date, many colleagues, including persons from Australia, Denmark, Egypt, Finland, Germany, Greece, India, Iran, Japan, Korea, the Netherlands, Norway, the Philippines, Poland, Romania, Russia, Singapore, South Africa, Spain, Sweden, Turkey, UK, USA have suggested articles or other works for inclusion on the list.Maria Anne Wagtmann, PhDAssociate Professor, Department of Maritime Research and Innovation of the Danish Maritime University • Tel.+45 6550 1536Fax +45 6550 1091Emailmaw@sam.sdu.dk • Addr.Niels Bohrs Vej 9, DK-6700 Esbjerg, Denmark