Academic Curricula

(1) The curriculum for this model course is based on five broad modules subject headings and sub-headings. Each main module has been broken down into non-prioritized subject elements and sub-elements which show the level of knowledge that the instructor must impart to the course participants in order for them to achieve the specified level of competence.

(2) The levels of competence shown in Table 1 above explain what a successful participant should be capable of doing in the workplace on the completion of the model course. The objective of each lecture is to ensure that each participant acquires the required level of understanding in each sub-element so that the required learning outcome can be achieved.

Sub-elements have been grouped into lectures capable of being delivered in 40 minutes under normal circumstances. Each Training Organization will determine the optimum lecture length; the sub-elements it covers and over what period lectures will be delivered. This will depend on whether participants and instructors are available full time or whether work duties and other conflicting activities require lectures to be delivered in groups over an extended period.

(3) The instructor should also make an allowance for external visits to National Organizations and Authorities; IALA Workshops and team-building instruction. An example of course planning is shown in Table 2 below. This assumes the following: full time availability by participants for each Module;40 forty minutes lectures, each followed by a 10-minute question session and a 10-minute break; a full day’s instruction in First Aid; leadership training; external visits and examinations. Because some material may be unfamiliar to participants, sufficient time should be given for private study and clarification through tutorials. It is therefore recommended that no more than 5 lectures are held in any one working day. It is also recommended that examination are held at least one day after the final lecture in any module to enable participants to revise adequately. Guidance on assessment; examinations and re-sits is at section 3 below.

(4) Table is intended only as a guideline which Training Organizations may use to determine their own training programme based on participant numbers; availability and entry-level standards determined from the training needs analysis which is explained more fully at ANNEX A.

 TableExample Course Outline Planning Programme

(5) The course Assessor should be involved actively in course planning and its conduct. Participants who encounter difficulties with any elements of the syllabus should be identified by regular discussions with instructors and analysis of examination results. Additional time should be allocated for tutorials so that every participant who is willing to gain the required competence has every opportunity to do so.

(6) In order to ensure quality management, improvement to the standard of lectures should be obtained through satisfaction feedback from participants based on ISO 9001 principles. Examination results should also be analyzed by the course Assessor to determine whether the questions test competency to the required standard. If all participants achieve high scores, the questions may not be sufficiently testing. If all participants fall short of the required standard, the quality of the instruction and content is likely to be below standard too!

(7) EVALUATION AND ASSESSMENT

The principle method of evaluating whether participants have acquired the required level of competence on this model course is by formal written examinations. Each Accredited Training Organization (ATO) will, in consultation with the Competent Authority, determine the most appropriate form of examination. It should be borne in mind that Level 1 managers will be dealing with the safety of mariners. Examinations should therefore be testing with answers generally provided from memory. The following points provide guidance on the style and content of examinations which ATOs may find helpful in determining the most appropriate in their circumstances:

• Examinations for each module or groups of modules should be conducted within a maximum time limit of between 40 to 60 minutes depending on the number of questions;

• A period to read the question paper before the examination time commence can be allocated, especially if the native language of participants is not the formal language of instruction;

• The questions should be short, clear and written in the formal language of instruction;

• Questions can either be multiple choice from four possible answers; require short written (few-word) answers, or a combination of both;

• The difficulty of each question should be based on the level of competence required from the participant in that subject. For example, a question on the IALA Maritime Buoyage System should be more searching than one on the Law of the Sea;

• Lectures should end with key learning points and only what has been taught shod be examined.