Model course

"pro-Because educational systems and the cultural backgrounds oftrainees in maritime subjects vary considerably from country tocountry, the model course material has been designed to ide

Hi

Since its inception the International Maritime Organization hasrecognized the importance of human resources to the development ofthe maritime industry and has given the highest priority to assistingdeveloping countries in enhancing their maritime training capabilitiesthrough the provision or improvement of maritime training facilities atnational and regional levels IMO has also responded to the needs ofdeveloping countries for postgraduate training for senior personnel inadministration, ports, shipping companies and maritime traininginstitutes by establishing the World Maritime University in Malmo,Sweden, in 1983

Following the earlier adoption of the International Convention onStandards of Training, Certification and Watch keeping for Seafarers,

1978, a number of IMO Member Governments had suggested that IMOshould develop model training courses to assist in the implementation

of the Convention and in achieving a more rapid transfer of informationand skills regarding new developments in maritime technology_ IMOtraining advisers and consultants also subsequently determined fromtheir visits to training establishments in developing countries that theprovision of model courses could help instructors improve the quality oftheir existing courses and enhance their effectiveness in meeting therequirements of the Convention and implementing the associated Con-ference and IMO Assembly resolutions

In addition, it was appreciated that a comprehensive set of shortmode~ courses in various fields of maritime training would supplementthe instruction provided by maritime academies and allow ad-ministrators and technical specialists already employed in maritimeadministrations, ports and shipping companies to improve theirknowledge and skills in certain specialized fields IMO has thereforedeveloped the current series of model courses in response to thesegenerally identified needs and with the generous assistance of Norway.These model courses may be used by any training institution andthe Organization is prepared to assist developing countries inimplementing any course when the requisite financing is available

(C.P SRIVASTAVA)

Secretary-General

v

]I Purpose ot the model courses

The purpose of the IMO model courses is to assist maritime traininginstitutes and their teaching staff in organizing and introducing newtraining courses, or in enhancing, updating or supplementing existingtraining material where the quality and effectiveness of the trainingcourses may thereby be improved

It is not the intention of the model course programme to presentinstructors with a rigid '"teaching package" which they are expected to

"follow b~ndly" Nor is it the intention to substitute audiovisual or grammed" material for the instructor's presence As in all trainingendeavours, the knowledge, skills and dedication of the instructor arethe key components in the transfer of knowledge and skills to thosebeing trained through IMemodel course material

"pro-Because educational systems and the cultural backgrounds oftrainees in maritime subjects vary considerably from country tocountry, the model course material has been designed to identify thebasic entry requirements and trainee target group for each course inuniversally applicable terms, and to specify clearly the technicalconten, and levels of knowledge and skill necessary to meet thetechnical intent of IMO conventions and related recommendations

• Use of the model course

To use the model course the instructor should review the course planand detailed syllabus, taking into account the information providedunder the entry standards specified in the course framework Theactual level of knowledge and skills and prior technical education ofthe trainees should be kept in mind during this review, and any areaswithin the detailed syllabus which may cause difficulties because ofdifferences between the actual trainee entry level and that assumed

by the course designer should be identified To compensate for suchdifferences, the instructor is expected to delete from the course, orreduce the emphasis on, items dealing with knowledge or skillsalready attained by the trainees He should also identify anyacademic knowledge, skills or technical training which they may nothave acquired

OPERATIONAL USE OF ARPA

By analysing the detailed syllabus and the academic knowledgerequired to allow training in the technical area to proceed, theinstructor can design an appropriate pre-entry course or, alternatively,insert the elements of academic knowledge required to support thetechnical training elements concerned at appropriate points within thetechnical course

Adjustment of the course objectives, scope and content may also benecessary jf in your maritime industry the trainees completing thecourse are to undertake duties which differ from the course objectivesspecified in the model course

Within the course plan the course designers have indicated theirassessment of the time which should be allotted to each learning area.However, it must be appreciated that these allocations are arbitraryand assume that the trainees have fully met all the entry requirements

of the course The instructor should therefore review these ments and may need to reallocate the time required to achieve eachspecific learning objective

assess-• Lesson plans

Having adjusted the course content to suit the trainee intake and anyrevision of the course objectives, the instructor should draw up lessonpla.ns based on the detailed syllabus The detailed syllabus containsspecific references to the textbooks or teaching material proposed to

be used in the course An example of a lesson plan is shown in theinstructor manual on page 37 Where no adjustment has been foundn.ecessary in the learning objectives of the detailed syllabus, thelesson plans may simply consist of the detailed syllabus with key-words or other reminders added to assist the instructor in making hispresentation of the material

• Presentation

The presentation of concepts and methodologies must be repeated invarious ways until the instructor is satisfied that the trainee hasattained each specific learning objective The syllabus is laid out in

learning objective format and each objective specifies what the trainee

must be able to do as the learning outcome.

2

:w Evaluation or assessment of trainee progress

The nature of this course involves all trainees and the instruc:or:n anongoing process of individual and group evaluation

:J textbooks techniCal papers: and

:J other reference matenal.

Thorough preparation is the key to successful implementation of thecourse IMQ has produced a booklet entitled "Guidance on theimplementation of IMO model courses", which deals with this aspect

in greater detaiL

3

Part A Course Framework

~ Scope

This course provides training in the basic theory and use of automaticradar plotting aids (ARPA) for those who will be in charge of a naviga-tional watch in vessels equipped with ARPA, and it covers theminimum training requirements recommended in Annex 2 of IMOAssembly resolution A.482(XII)

The methods by which the ARPA acquires targets, tracks them andderives information on their movements will be covered in sufficientdepth to allow an appreciation of the limitations of detection andaccuracy, and the dangers of over-reliance on ARPA

Other aspects covered include the different types of ARPA in use andtheir various displays; the content of lMO resolution A.422(XI) -Performance standards for automatic radar plotting aids; tests for themalfunctioning of equipment; the effects of inaccuracies in the inpuI atcourse and speed; the selection of speed input to the ARPA; and theresponse of the system to changes in course and speed of "own ship"

or target

The exercises will provide practice in the setting up of the radar; theselection of operational alarms and ARPA facilities, and the use atthese to derive information on other ships, i.e the movement, theranges at closest points of approach (CPA), and the times to closestpoints of approach (TCPA); the recognition of potential threats; andthe use of ARPA to determine the action to take to avoid c1ose-quarters situations in accordance with the International Regulationsfor Preventing Collisions at Sea (COLREG 1972), and the subsequentmonitoring of such action

:8 Objective

Those who successfully complete this course will be able to choose

an appropriate mode of display; select plotting and graphics contr06s

suitable to the circumstances; make appropriate use of operational

alarms; acquire and track those targets which present a potential

5

OPERATIONAL USE OF ARPA

threat of collision; extract the information needed on course, speedand nearest apptoach to enable early action to be taken to avoid aclose-quarters situation; and make use of ARPA to confirm andmonitor their actions

They will be aware of the dangers of over-reliance on the automaticacquisition and tracking of targets and on operational alarms Theywill also be aware of the performance standards set out in IMOAssembly resolution A.422(XI) and factors (including errors in courseand speed inputs) which may affect the accuracy of derived informa-tion; and they will realize the need to check the accuracy of inputs andthe correct functioning of the ARPA

• Entry standards

Those wishing to enter this course should have completed a course oftraining which meets or exceeds the requirements set out in IMOAssembly resolution A483(Xll) - Training in radar observation andplotting (IMO model course No 1.07)

• Course certificate, diploma or document

To those successfully completing this course, a document may beissued certifying that the holder has successfully completed a course

of training which meets or exceeds the level of knowledge specified inIMO Assembly resolution A.482(XII) Annex 2 - Recommendedtraining programme in the operational use of automatic radar plottingaids (ARPA), and meets the requirements of appendix 2 to section 1

of the IMO/ILD Document for Guidance, 1985 - Training in automaticradar plotting aids (ARPA)

• Course intake limitations

The course intake will be limited by the availability of ARPA sets orsimulators and should not exceed three trainees per set duringexercises in their use

• Staff requirements

Tne instru:to: Should noid a cerTiiIcate as maste~ ana 'lavs 2rTlIr~:murr

of two years' watch-keeping experience with radar He should alSObethoroughly familiar with the operation of the equipment to De used in

6

PART A:COURSE FRAMEWORK

the course If more than three sets are in use, an additional similarly,Juaiified instructor wiil be needed to assist during exercises

~ Teaching tcciiities and equipment

The course requires either an ARPA simulator or an ARPA set withmeans of target injection and simulation of "own ship's" course andspeed The sets should be fitted with reflection plotters Plottingtables, plotting charts and instruments are required, adjacent to eachset A classroom equipped with an overhead projector and a black-board or flipchart will aJso be required for teaching the theoretical part

of the syllabus

: Teaching aids (A)

A 1 Instructor Manual (Part 0of the Course)

A2 Video-cassette player

A3 Cassettes

-Automatic Radar Plotting Aids (20 min.)

(Catalogue No R1 , Code No 154)

Available from: Videotel Marine International Ltd

Ramillies House1/2 Ramillies StreetLondon WIV 1OF

~ IMO references (R)

R1 The Internationa~ Convention on Standards of Training,Certification and Watchkeeping for Seafarers (STCW), 1978(IMO Sales No 938 78.15.E)

R2 International Conference on Training and Certification ofSeafarers, resolution 20 - Training in the use of collisionavoidance aids (IMO Sales No as R1)

R3 Assembly resolution A.482(XII) - Training in the use of matic radar plotting aids (ARPA) •

auto-R4 Assembly resolution A.483(XII) - Training in radar tion and plotting •

observa-• See annex to this course for full text.

7

OPERATIONAL USE OFARPA

R5 Assembly resolution A.422(XI) - Performance standards forautomatic radar plotting aids (ARPA).*

R6 The IMO/ILO Document for Guidance, 1985 (IMO Sales No.93587.08.E)

R7 Intemational Regulations for Preventing Collisions at Sea(COLREG), 1972, as amended (IMO Sales No 904 85.01.E).R8 Assembly resolution A.424(XI) - Performance standards forgyro compasses *

R9 Assembly resolution A.478(XII) - Performance standards fordevices to indicate speed and distance *

83 Cockcroft, A.N., and Lameijer, J.N.F A Guide to the Collision

Avoidance Rules 3rd ed London: Stanford Maritime Ltd.,1982

B4 Secondary Radar at Sea London: Nautical Institute

B8 Burger, W Radar Observer's Handbo()/~ 7th ed Glasgow:

Browr., Son and rerguson, 1983

• See annex to this course for full text.

e

PART A: COURSE FRAMEWORK

89 Wylie F.J The Use of Radar at Sea London: Hollis and

Carter i978

310 3agsna.'fJ Vcrxea ~.':amoies of aacar ~/r;rt:ng.31a.sgCJw:

3rown, 30n ana Ferguson, 1979

811 Cahill, R.A Coilisions and their Causes London: Fairplay

Books 1983

9

OPERATIONAL USE OF ARPA

The following are examples of the use of references:

"R3 - Annex 2 Pa 3.10" refers to Assembly resolution A.482(XII),paragraph 3.10;

"82 - P 32-42" refers to pages 32-42 of the Automatic Radar PlottingAids Manual;

"A 1 - P 32" refers to page 32 of the instructor manual set forth inPart D

16

Part D Instructor Manual

• General

This manual reflects the views of the course designer on methodologyand organization and what he considers relevant and important in thelight of his experience as an instructor Although the guidance givenshould be of value initially, the instructor should work out his ownmethods and ideas, refine and develop what is successful and discardideas which do not work

Preparation and planning constitute an important factor in thesuccessful presentation of the course Attention is drawn to the flowchart on page 12, which illustrates how the different subjects arerelated to one another It will be advantageous to point out theseinter-relationships to the students

• Lectures

The practical exercises and training sessions on the ARPA equipment

or simulators constitute the main content of the course Nevertheless,provision is made for a number of classroom lectures to coversubjects requiring a theoretical explanation

As far as possible, such lessons should be presented within a familiarcontext and make use of practical examples They should be wellillustrated with diagrams, photographs and charts where appropriateand be related to matter learned during simulator exercises

An effective manner of presentation is to develop a technique of givinginformation and then reinforcing it For example, first tell the traineeswhat you are going to present to them; then cover the topic in detail;and, finally, summarize what you have told them The use of an over-head projector and the distribution of copies of the transparencies astrainee handouts contribute to the leaming process

25