Editorial (20)
Once upon a time, the majority of those who went to sea did so because they wanted to be the master or chief engineer of a ship - others simply wanted to go to sea.
Very few had aspirations towards a career ashore, at least not until after they had completed a few years at sea, and then they would have to retrain for that new career, and return to the bottom rung of the progression ladder.
They all served a predominantly seagoing 'apprenticeship', following a work-based programme of study, leading towards a certificate of competency. The emphasis was on practical ability and on nautical and engineering knowledge and skills. 'Career development' for many meant a gradual progression up the promotion ladder until they reached a level commensurate with their own ability; for others, it meant achieving the ultimate goal of becoming master or chief engineer, or moving into shore management.
Today, an increasing number of complex and technologically advanced ships and systems, coupled with a global maritime workforce comprising of many different nationalities and cultures, can present many challenges in terms of education, training and career development.
The STCW Code requires that all seafarers should be properly qualified for the position that they hold on board, and the ISM Code requires the Company to define the responsibility, authority and level of competence required of each crew member. And, instructors, supervisors and assessors are required to be 'appropriately qualified.' But these are minimum sets and are not sufficient to cope with the systems aboard many of today's ships.
It is therefore incumbent on the ship owner or ship manager to adopt best industry standards in respect of the recruitment and training of seafarers; and to ensure that they receive the training necessary for them to carry out their duties - including the operation and/or maintenance of technically complex and multi- discipline systems. They must also be regularly updated, tested and drilled, through programmes of on-job and continuation training.
Those who are involved in the front line of shipping operations ashore must also be properly trained, adequately experienced, skilled and competent, commensurate with the level of responsibility and account- ability that they require to perform their duties. Of equal importance, is the need for maritime college lecturers to be properly qualified to teach those competencies for which they are employed to teach, and to have an up to date appreciation of modern day ship operations and of the new technology aboard ships.
There is also a need to assist and encourage today's seafarers in fulfill- ing their career aspirations, whether this be preparing them for promotion onboard or into shore management; or even directing them towards a programme of post-graduate education or advanced skills training to allow them to diversify into the wider maritime sector.
In difficult fiscal times, such as exist today, it is all too easy to move education, training and career development down the list of priorities. But, if it happens, the maritime industry will surely suffer an acute shortage of properly trained, skilled, competent and experienced people, both afloat and ashore. This will undoubtedly lead towards an unacceptable decline in standards and an increase in accidents at sea.