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World Maritime University Dissertations Dissertations

1987

Analysis of the maritime engineering education in India Analysis of the maritime engineering education in India

Netaideb Mukhopadhyay WMU

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WORLD MARITIME UNIVERSITY.

MALMO 9 SWEDEN.

AN ANALYSIS OF THE MARITIME ENGINEERING

EDUCATION IN INDIA.

by

Netaideb Mukhopadhyay.India.

A paper submitted to the Faculty of the world MaritimeUniversity in partial satisfaction of the requirementsfor the award of a Master of Science degree in MarineEducation 8 Training C Engineering 3.

The contents of this paper reflect my personal viewsand are not necessarily endorsed by the University.

Signature : \3.\JAL¥QA3¥HNa2Wa¢‘a'

Date : 10 October , 1987.

Supervised and assessed by :Mr. C. E. Mathieu

Professor, World Maritime University.

Co-assessed by :Dr. H.K.Hariharan. M.A.,Ph.D.Director, Institute of Shipping,Bombay , India.

Abstract.Preface.Acknowledgements.List ofChapter

Chapter

\/Training Ship

Chapter

Chapter

CONTENTS.T

Pageiiivvi

Tables/Illustrations. vii1. MARITIME BACKGROUNDOF INDIA. Location 8

History. Ports. Shipping. Ship building. Ship ‘repairing, dry docking 8 ancilliary industtries. Offshoreactivities. ClassificationSociety. 1- 112. INITIAL DEVELOPMENT 8 PRESENT STATUS OF

MARITIMEEDUCATIONSYSTEM. Introduction.

: Pre-Sea Training. MerchantNavy Training Committee. Merchant NavyTraining Board. Nautical & Engg. College :Post-sea Training. D;M.E.T. Pre-Sea Engg.Training. Other Maritime Institutes in India.Sources of Sea-Going Engineers. Progress of¥//Marine Engg. Training under D.M.E.T. ---- -- 12-23. ANALYSIS ON COMPLIANCE OF PRESENT EDUCA­

TIONNITHS.T.C.w.78. Introduction. MandatoryRequirements. Compliance By D.M.E.T. ---- -- 26-414. DEVELOPMENT OF COURSES IN THE LIGHT OF

QUIREMENTSUNDERS.T.C.U.78. Introduction.Code of Safe Natchkeeping Practices ForEngineer Officers on Merchant Ships. Practical

Ship board Damage Control.Oil & ChemicalFundamentals

Fire fighting Course.Maritime Law. Marine Pollution.Tanker Familiarization Courses.

Handling of Danger­42-57

of Automation 8 Controls.ous Substances.

Chapter 5.

Chapter

./QNLCL//Chapter

Chapter

Bibliography. 1D0'1G3

MARITIME EDUCATION IN SOME OF THE

DEVELOPEDCOUNTRIES. Objectives. BasicPrograms of Training. Japan. U.S.A. U.K.Nederlands. 53-746. CHANGES NECESSARY FOR EDUCATION 3

TRAININGSYSTEM.Introduction. ShippingIndustry. Today's Maritime Technology. TotalProfessional Activities. Training Facilities

-At Present. Updating of Training Facilities.Scope For Post graduate Education. ------ -—75-877. TRAINING FOR TRAINERS. Objectives.Limitations of Lecturers. Licence for Teach­ing. eachers’Training Institutes.ResearchFacilities. Short Sailing Trips.Contact with Other Educational Institutes.Training at H.M.U. 38'9é8. CONCLUSIONS& RECOMMENDATIONS.------- -- 97-99

H

ABSTRACT.

AN ANALYSIS OF MARITIME ENGINEERING EDUCATION IN INDIA.

The Marine Engineering Education and Training inIndia had its formal begining in 1935 on board thetraining ship ”Dufferin”.

As soon as the country became independent in 1947,one of the major decisions of the new governmentwas to form the Merchant Navy Training Committee toidentify, amongother things, the means for thecreation of an efficient cadre of Merchant NavyOfficers required in the future for manningIndia'sNational Mercantile Marine.

Accordingly, in 1949, Governmentof India, in lieuof the Dufferin course, introduced the new MarineEngineering Course under the aegis of the Directo­rate of Marine Engineering Training at Calcutta andBombay.

Nearly four decades since then, the world has wit­nessed tremendous advafices in Marine Technology.Simultaneously, the Indian maritime scene too hasundergone phenomenal transformation. In this con­text, manpower planning for the shipping, shipbuilding, port and allied sectors assumesspecialsignificance, more so, the planning of training andnurture of maritime technological personnel.

In this paper, an attempt has been made toexamine in broad terms, the quality of thetechnological manpowerrequirements (at offi­cer or supervisory levels) of the marineindustry in the coming decade. Quantitativeestimation of manpower requirements was notincluded since it is susceptible to changefrom time to time.

Preface.TThe Directorate of Marine Engineering Training(D.M.E.T.), Calcutta and Bombay, are the premierinstitutions which have been engaged in impartingmarine engineering education and training in India.Ever since their inception, D.M.E.T. have continuedto play their pivotal role as the industry's coresector in meeting the demandfor best of engineeringpersonnel.

I was selected by D.M.E.T., as one of its lecturersat Bombay,to join the world Maritime University atMalmo, Sweden, for a two year course in Marine Edu­cation and Training (Engineering), commencingfromMarch, 1986. After- completion of the course inDecember, 1987, I shall return to myinstitution inIndia to resume my teaching assignment.

One of the requirements of the Maritime Education &Training CEngg.) course is to submit a paper to theNMUfaculty prior to completion of the course.Accordingly, this paper has been written to fulfilthis requirement.

The topic of this paper, namely, “An Analysis ofMaritime Engineering Education in India“, has beenchosen because, by my profession, I have been inti­mately connected with maritime engineering educationand training in India for the last fourteen years.Moreover, during my two year stay in the NMU,I hadample opportunity to scrutinise the maritime engi­neering education and training systems in a numberof developed countries in the world during my fieldtrips.

iv

The present paper has been divided into eight chapters.Chapter one outlines the maritime background ofIndia in order to justify a careful study of man­power needs Chapter two elaborates the chronologicaldevelopment of the maritime education system up toits present status. Chapter three comparesthe pre­sent education with the minimum requirements pres­cribed in S.T.C.U. 78.

Developmentof some courses in the light of require­ments under S.T.C.N. 78 has been described in thechapter four. Chapter five highlights maritime edu­cation systems in some of the developed countries inthe world. Chapter six brings out justification forthe changes that should be incorporated in oursystem of maritime education.

Training of trainers has been discussed in the chap­ter seven. Chapter eight finishes with conclusionsand recommendations.

Finally, if this paper is accepted by the WMUfacul­ty and further, if the Governmentof India considersthe recommendations favourably, it would give megreat satisfaction that mytime and efforts put inat the world Maritime University, have been wellspent.

Acknowledgements.

In the preparation of this paper, I owe my gbatitudgand sincere thanks to all those who provided me withthe encouragement, guidance and information and madeit possible for meto complete this paper.

In particular, I would like to express my sincerethanks to :- The Directorate of Marine Engg. Training, Bombay.

for sponsoring me for this course.- My colleagues in DMET, Calcutta and Bombay,

for providing valuable information and ‘support.Professors and Visiting Professors of the worldMaritime University and Professors of various insti­tutions visited during field training, for providingvaluable information.

—Professor C.E.Mathieu,for providing information andguidance whilst directing and assessing the paper.

- Prof. P.S.Vanchiswar, Prof. K.Nomotoand Mr.G.Singh.for valuable information and suggestions.

- Capt. B. Nagner. for word processing facilities.- The staff of H.M.U. for their co-operation and use

of other facilities.- Mycolleagues at N.M.U., for their discussions and

useful suggestions, and—My family, who have put up with the hardship of a

prolonged seperation ahd provided the support andencouragement to make it possible for me to pursuemy studies at w.M.U.

Figure 1.

Table

Figure

Table

Table

Table

Table

Figure

Figure

Figure

1.

2.

2.

5.

6.

7.

Map of India.

List of ports in India. _______________ __ 3

Locations of ports. 4

Present Fleet of Indian Shipping. —————-— 7

Courses conducted at NauticalEngg. College. Bombay.--------------- ——18

Subjects covered in D.M.E.T. 4 veartraining program. 26

Compliance with S.T.C.N. 78 byD.M.E.T. 28-41

Maritime Training in Japan. ---------- -- 61

Maritime Training in U.S.A. ---------- -- 65

Maritime Training in U.K ------------ -- 69

Maritime Training in Nederlands. ----- —-74

V11

1.1 : Location and History ­

Chapter I

MARITIME BACKGROUND OF INDIA.

Geographycally, India is set midway between theeastern and the western world and extends betweena°4’ to 37%’ north and 68° 7’ to 97° 25’ east. TheRepublic of India, Asia's second largest countryafter China, fills the major part of the Indiansubcontinent which it shares with Pakisthan, Nepal,Bhutan and Bangladesh. This includes the Andamanand Nicober Islands in the Bay of Bengal and Lak­shadweep in the Arabian Sea.

According to provisional 1982 figures, the totalarea is 3,286,299 Sq.Nm. and the total boundarylength is 15,098 Km. She is bounded on the west bythe Arabian Sea, on the south by the Indian Oceanand on the east by the Bay of Bengal. Thus she isbestowed with an extensive coast line of 5,700 Km.studded with numerous ports. (Ref. Fig. 1.)

Blessed with these natural advantages, India'smaritime activities began as early as 3000 B.C.Historical evidence shows that even during theBuddhist period, i.e.,over 2000 years ago, shipbuilding in India had reached a high stage ofdevelopment.

In the centuries that followed, India built shipsin large numbers which enabled her to develop and

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maintain seaborne commercial and cultural contactswith far flung countries of the Red Sea and Egyptin the west and Indonesia, Malaya, Burma, Indo Chi­na and beyond in the east.

with the loss of the country's freedom, on the oneside, and advent of steam and motor ships on theother, Indian shipping received a grievous setbackand became almost extinct.

Early in the 2Dth.century, serious efforts weremade by patriotic Indians like Mr. Narottam Morar­jee, Mr.NalchandHirachand, Mr.R.Pillay, etc. torevive the national shipping, but they were oflittle avail due to the fierce competition fromforeign vested interests.

1.2 : Indian Ports :

India thus with her glorious past and a brightfuture as a maritime nation, has on her vast coastline numerous ports which play a vital role in theeconomic development of the nation. These portsserve as gateways for international trade of thismaritime country.

Depending upon the national importance of variousports and the extent of.facilities available, theseports have been classified as major, intermediateand minor ports. The overall control of ten majorports is vested in the central government by for­ming Port Trusts. The sixteen intermediate andseventy-nine minor ports are under the effectivecontrol of respective maritime state governments.

Major Ports

Ports

Minor Ports

Source

Intermediate

Table 1.Ports in India.

Bombay,Calcutta,Cochin,Kand1a.Madras,Mormu—gao,New Manga1ore.Paradip,Neu Tuticorin anoVisakhapatnam.Bedi,Bhavngar,Calicut,Kakinada,Karwar.Man­dvi,Nagapattinam,Nav1akhi,Okha,Porbander,Pondicherry,Ratnagiri.Sa1aya.Sikka,Tuti­corin and Veraval.Bim1ipatnam,Ka1ingapatnam,Masu1ipatnam.Nar­sapur, and Naupada. (A11 in Andhra Pradesh)

Betu1,Qhapora,Daman,Diu and Talpnoa. (A11in Goa). Beyt,Broach,Gogha,Jodiya,Ko1ah,Kotda,Madhawad,Mahuva,Mangro1,Maro1i,Pajpa­ra,Rupen (Dwarka),Ta1oja,Umbergaon andVansi Borsi. (A11 in Gujarat) Bhatka1,EinqeChendia,Hangarcatta,Honavar,Murdeshwar,Sad­ashivgarh and Tadri.(A11 in Harnataka).Azhikkal,Hasargod,Ponnani and Tellicheri.(A11 in Keralah. Achra,A1ibaq,Banki.BasseinBeria,Bor1i,Mand1a.Dabho1,Dahanu,Dharamtar,Harnai,Jaitapur,Karanja,Ke1shi,Khumbhari,Kimpani,Manda1,Mora,Murud,Nanduaon.Nivati.Panvel.Pa1shet.Purnaaad.Rajpuri.Revdanda.Rewas.Srivardha.Tarapur,Thana.Trombay.Varo­

(A11 in Maharash­(A11 in

da.Tivari. and Venqurla.tra). Gopa1pur.Konarak.andPuri.

Cudda1ore,Karaikka1,Pamban.Porto­(A11 in Tamil Nadu).

Orissa).nova and Rameshwaram.

Merchant Marine Dictionary-- India,V01. 1.1980. p. 108.

The names of various major, intermediate and minorports are given in Table 1, and their locations inFig.2.

A11the major ports are provided with requisiteinfrastructure and various facilities for round-theclock berthing, dry-docking, handling of containercargo and passenger traffic, oil discharging,bunkering, storage, dredging, adequate cargo hand­ling equipment, etc. for quick turnround of ships.

Under the Five Year National Development plans ofthe country, modernisation and improvements ofvarious facilities in the ports in the perspectiveof the country's integrated sea transportation

I _ Irequirements have been going on.

Onthe basis of detailed traffic forecasts. madeon the strength of extensive economicstudies,articulated Master Plans for various ports arebeing finalised for the balanced development inthe next fifty years with due regard to the needsof the new modes of marine transportation such asuse of large bulk carriers, container vessels,LASH, etc.

IThus we observe a rapid quantitative as well asqualitative change in the development of Indianports. In the post-independent era, during thelate. forties, there were five major ports with anannual traffic of the order of twenty milliontonnes. But today we have ten major ports with atraffic of over one hundred million tonnes.

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From a meagre permissible draft of 3.5 metres, thewater depth available at present at many of theIndian ports enable giant tankers and ore-carriersto berth alongside.

From limited cargo handling capacity with berthsfitted with 3 to 5 tonne wharf cranes, we are nowprovided with container-handling arrangements com­parable with any overseas container terminal,general cargo berths capable of handling all kindsof cargoes, and highly sophisticated bulk loading­unloading facilities for crude oil, petroliumproducts, iron ore, rock phosphate, coal, fertili­sers etc.

1.3 : Indian Shipping :The Indian owned tonnage at the outbreak of theSecond World War was only about 1,250.DOD grosstonnes which became hardly l,920.DO0 GRT.on theeve of her independence.This was barely adequateto meet the requirements of a country of the sizeof India.

The government appointed in 1945 the Reconstruc­tion Policy Sub-Committee on Shipping, which sub­mitted its report in 19¢7. The main recommenda­tions of this Committee were that the entirecoastal trade, 75% of the nearer and adjacenttrades and 50% of the distant trades should besecured for national shipping.

The government accepted these recommendations andendorsed the views of the Committeethat Indiamust adopt a dynamic shipping policy for quick

4

augmentation of her tonnage.

After the attainment of independence, the progressof Indian shipping has been appreciably fast. Thedevelopment of Indian shipping became an acceptedobjective of the state policy. The government hadsince taken several steps to assist the growth ofIndian shipping.

The most important of these steps included crea­tion of the Directorate General of Shipping toprovide a seperate specialised setup of thegovernment for quick and efficient handling ofshipping problems; enhancement of limit of foreignparticipation in the Indian shipping industry from25%to 40%, establishment of training institutionsfor the training of nautical and engineering offi­cers; setting up of a ‘Shipping Development FundCommittee to provide loans to the Indian shippingcompanies for acquisition of tonnage at concessio­nal rates of interest.

Ever since the promulgation of the Five Year Plansin 1951, shipping has been included in the planprovisions and its expansion is governed by thetargets and financial allocations made therein.

Indian shipping thus made a remarkable progressfrom the tonnage of 3,723.78D GRT. with 94 shipsdated 1st April 1951 to 6,27D.0DD GRT. having 427ships till date, thus holding fifteenth positionamongprincipal merchant fleets of the world andcarrying 1.4% cargo as relative percentage shareof world merchant fleets.

(source : Lloyd's Register of Shipping Statisti­cal Tables.)

An additional 0.94 million GRT.comprising of 59ships are on firm order. The Indian fleet of thelate forties had consisted in coal or fuel fired.reciprocating steam engine driven dry cargo ships.not exceeding 5000 GRT. in size. But the presentfleet is almost entirely Diesel Engine driven andcomprises vessels of different types and sizes asshown in Table 2.It is hopefully expected that in near future othertypes of ships like fully containerized vessels,gas carriers, chemical tankers, Ro-Rotypes aregoing to be added to the fleet. As per nationalestimation, the Indian fleet is expected to growat an average rate of 200,000 GRT. per annum withallowance for writing off obsolete tonnage.

1.4 : Ship Building in India

The government have taken necessary steps to deve­lop the ship building industry in the country.The ship building yard at Visakhapatnam establi­shed in 1941 became a public sector concern since1952 and is named as Hindustan Shipyard Ltd. Thefirst India- built cargo ship “Jala Usha”wascompleted and launched in 1948.

This shipyard can now build ships of size up to30,000 DNTon any of the four berths of the yard,all "Panamax"/Bulkcarrier type. The total buil­ding capacity is 3 General Cargol Pioneer Typeships each of 21,500 DHTper year. The ships sofar built cover a wide range from ocean going

I")-iUJ)O0[I!)f|'|Ul3|""ICO

Table. 2.Present Fleet of Indian Shipping;

Type. Nos.

Ca) Large Oil Tankers 32Ch) OBOs

(C) Bulk carriers 67Cd) Tramps 56Ce) Liners 156Cf) Cargo-Pass.Vesse1s 3Cg) Container Vessels 3Ch) Dry Cargo #1Cj)TankersCk) Pass- Cargo(1) OPSSVs 24

Source : Lloyd's List‘ 1985.

TotalGRT

1,339,451353.022

1.704.826535,537

1.419.31134,3753,874

104,390157.814

35,97425.910

Av. GRT

Vessel

43,420.25,44525.44510.4539,093

11,4592,9532.522

10,4342,7471,121

C3990 1i“9F5 t0 511 tYDes of specialised crafts.

Another shipyard was set up by the government in1976 at Cochin. The shipyard is capable of buil­ding about two ships a year of the size 85,000 DNTeach ”Panamax"type Bulk Carriers.

There are four other public sector shipyards name­ly Mazagon Dock Ltd. Bombay, Garden Reach Ship­builders and Engineers Ltd. Calcutta, Goa ShipyardLtd. Goa and Rajabagan Dockyard Ltd., Calcutta.

The Mazagon Dock, originally a British- ownedrepair farm ‘in Bombay, is now a ue11—equippedmodern ship yard, capable of building ships up to27,000 DNTincluding passenger -cum -cargo ships.dredgers, off-shore supply vessels, trawlers, anddestroyers, fregates, submarines, etc., mainly tocater to the needs of the Indian Navy.

The Garden Reach S.E.Ltd., another British- ownedship repair facility, in Calcutta, is nowequippedfor building ocean going vessels up to 28,000 DNT.in addition to its capacity for building severalsmaller sized vessels, dredgers, survey ships.drill ships and naval crafts for Indian Navy. Theyare also manufacturing several items of deckmachinery.

The Goa Shipyard is engaged in ship building andship repairs in addition to other general enginee­ring works.

The Rajabagan Dockyard_under Central Inland water

Transport Corpn. Ltd., under Ministry of Transporthas been engaged in Calcutta in building inlandvessels and harbour crafts up to the capacity of3000 gross tonnage.

There are also several small shipyards under pri­vate sector spread all over the country which arecapable of constructing harbour crafts and inlandvessels such as tugs, barges, dredgers. trawlers,etc.

Today our ship building output is of the order of120,000 GRT. per annum and the technology employedis quite modern.

1.5 : Ship Repairing, Dry-docking & AncillaryIndustries :

:The growth of Indian shipping during recent yearshas brought to the light the need for expansion ofship repairing and dry-docking facilities in thecountry to ensure the efficient and economic main­tenance of ships. Besides, the ship repair indus­try has potential capacity to directly earn andindirectly save foreign exchange.

3

Owing, however, to various factors such as lack ofindigenous materials, stores and equipment andrestrictions, etc., the existing repair facilitiesin the country are inadequate to meet the needs ofIndia's fast growing Merchant Navy. As a result,Indian ships are often obliged to go to foreignports for carrying out surveys and repairs invol­ving huge foreign exchange expenditure.

8

The fast 9F0Wthof Indian shipping during recentyears has led to increased demandfor dry-dockingfacilities at Indian ports. There are at presentfifteen dry docks : 6 at Bombay,6 at Calcutta, 2at Visakhapatnam and 1 at Cochin, available in thecountry.

Apart from the major ship building yards in thepublic sector, as mentioned earlier, which alsoundertake ship repairing activities, there areover 80 other ship repairing yards scattered allover the country which are mostly in the privatesector.

The development of ship building industry pre-sup­poses the production of necessary materials,storesand ancillary equipment. Government of Indiaappointed in 1957 an Advisary Committee to adviseon the steps to be taken to encourage indigenousmanufacture of marine machinery, material, storesand equipment.

with a view to ensuring prompt action on therecommendations made by the Ship Ancillary Indus­tries Committeeand to accelerate the developmentof ship ancillary industries and ship repairindustry in the country, the government set up anImplementation Committee in the Ministry of Ship­ping and Transport. A technical development cellcomprising three major public sector shipyards wasset up in order to codify, categorize and standar­dise various items of ship's machinery, stores andequipment, thus facilitating phased programme for

9

indigenous manufacture of such items.

As a result of the useful work done by the Techni­cal DevelopmentCell, the position regarding avai­lability of several items including main propul­sion engines, winches, windlasses, boat devits,fibre glass life boats, hatch covers, etc.,fromindigenous sources has considerably improved.

1.6 : Off-Shore Activities :

A major development of recent origin is the grow­ing off-shore petrolium industry which requiressufficient maritime.support in the form of storageand transportation tankers. drill ships. supplyand support vessels, etc.

India's crude oil production for the last twelveyears or so by sxploring and exploiting oceanresources has been quite significant for the coun­try's economy.

with the highly fluctuating price level in a worldof crude oil, India's position is not very enviab­le though. India accounts.for about 0.5% of theworld's proven resources of crude oil, about 0.8%of world imports, about 1%of production and about1.3% of world consumption.

So we are in no position to influence world pro­duction, consumption or price. But for our econo­mic development, energy is crucial, and our oiland its products account for 53%of our commercialenergy consumption and thus play a major role in

10

our energy sources. (Coal and electricity are theother two sources.)Our ownproduction of oil increased significantlyin the early eighties with the BombayHigh off­shore discoveries, though we still import about38% of our needs of petrolium products until theend of the seventh plan. It is estimated that ouroil production will increase to 46.5 million ton­nes by 1990, of which off-shore production will be31.3 million tonnes and this would make the .coun­try largely self—reliant in oil.

1.7 : Classification Society :

Like most of the principal maritime countries,India, having madeconsiderable progress in ship­ping and other related fields like ship building,designing and marine hull insurance, etc.,decidedto initiate her ownclassification society. Accor­dingly, Indian Register of Shipping was registeredon 25th. March, 1975 at Bombay.

In view of the above position of India as a mari­time country, it is imperative that the mobilisa­tion and development of human resources which areto operate, maintain in efficiency, build, manageand co-ordinate our maritime activities,constitutea basic task which calls for careful study andconstant review.

11

7.­ 1 : Introduction : It has been an established factthat no merchant navy can ever promote the bestinterests of the nation unless it is mannedby thenationals of the country as executive officers.engineer officers and seamen. It is these veryofficers who. in the times of emergenoies. have toassist in protecting the country.

er1:re there are a number of 2;.seamen who are required to rewd.res to the shizcinc

marine

;n highly technicalctivities and

andvital.j.\any :ari-_we country.

One of the most important lessons which the Firstworld war brought home to the maritime nations oithe world was that it was their paramount duty tcpreserve and develop their sea power. It was gene­rally recognised that the building up of an ade­quate and efficient sea personnel was as essentialfor the acquisition oi sea power as the develop­ment of the merchant navy. The position of parti­cularlv all the third world countries, including

".­&IL I

India, then was that theywithout

were maritime nationsany mercantile marine worth the name.

Neither did they possess a merchant navy, nor anyfacilities for the training of officers and engi­neers who could man ships.

Even before the end of the First worlddemandwas made in the Indian legislature,

war, astrongurging upon the then government to recognise theirresponsibilities both for the development ofnational shipping and for the building up ofnational sea personnel. As a result, a committeecalled the Indian Mercantile Marine Committee. wasappointed in 1923.

The Committee submitted its report in 1924 and

made categorical recommendation supporting theestablishment of a training ship.It was recognisedfrom the very start that the training ship was tobecome a special institution for enabling

The ableof the case won full support and the principle forthe establishment of a

Indiansto qualify for a career at sea. advocacy

training ship in Indianwaters was unanimously accepted by the government.

Q

"".I a Training Ship, Pre- Sea Training of Officers :

A Training Ship, the ”Dufferin", anchored in thewas thus established on the 1st.

startedbay ‘off Bombay,December, 1927 and it its firstwith 30

CDLUTSE

cadets recruited from various parts ofIndia. The emphasis then was mainly on establi­shing pre—sea training facilities for navigatingofficers leading to Indians eventually becoming

masters / captains of ships.

with the passage of time and as more and moreexperience was gained, those at the helm ofaffairs realised that it was not just enough totrain navigating officers only, and that it wasequally important to ensure that suitable trainingfacilities wereavailable for all categories ofsea personnel.

The Marine Engineering Training in India eventual­ly had its modest begining, a little over fiftyyears ago, in January, 1935, whenthe first batchof 25 engineering cadets joined the training shipDufferin.

It started as a six year training programme withhalf the time spent in the training ship and theremaining period spent in marine atCalcutta / Bombay.

a workshopDuring apprenticeship the trai­

nees had to attend technical classes in the Victo­ria Jubilee Technical Institute at Bombayand Cal­cutta Technical School at Calcutta. The entry qua­lification was secondary school level or matricu­lation and permissible .age was about fourteenyears.

3 : Merchant Navy Training Committee :

The annual requirement of trained cadets inthe

was,early years, comparatively small in view of

the then Indian owenedtonnage. with the gradualincrease and increasing requirement of trainedIndian Merchant Navy Officers, not only on board

14

ships. but also to fill the varioug technicalposts ashore which were then being held by expa­triates, it becameobvious to the authorities the;the limited facilities on the training ship Duffe­rin could not possibly meet the overall demand ofthe expanding shipping industry and the shorebased establishments.

Added to this was a lack of any post- sea trainingfacilities for both deck and engineer officers.The authorities, therefore, decided to set up aMerchant Navy Training Committee with both thegovernment and the ship owners being representedin it.

This committee was appointed in 1947 with itsSecretary as Mr.C.P.Srivatsava, whowas then inthe Ministry of Commerce of the government ofIndia, fthe Ministry which then looked after ship­ping.This committee was given broad terms of refe­rence which included an examination of the availa­bility of maritime personnel (navigating officers,engineer officers, deck and engine room crew) inthe context of the Indian tonnage then availableand a future projection. based on the plannedexpansion of Indian shipping. It can be emphati­cally stated that the seeds for the future trai­ning of maritime personnel in India were sown bythis august committee.

2.4 : Recommendations of the committee :

The recommendations made by this committee inclu­ded the following :' 1. Formation of a Merchant

Navy Training Board.Col­

provide post- sea training facilities to2. Establishment of a Nautical 8 Engineeringloge toboth deck and engineer officers preparing fortheir professional examinations.3.for

Introduction ofboth

direct apprenticeship schemenavigating and engineering branches and

prescribing of minimumage and educational quali­fications for direct apprentices.4. Establishment of a shore based residential pre­sea training5.

institution for marinethe

period on the.T.S.Dufferin from three to two years

engineers.«Reduction in duration of total training

and an upward revision in the age limit and basiceducational qualifications with emphasis on Mathe—'matics and Physics.6. Conduct of examination for issue of Certifica­tes of to7.

Competency sea- going officers.“Introduction of coaching facilities and exami­

nation for issue of Extra- Master and Extra- FirstClass Certificates to deck and engineer officersrespectively.8. Introduction of correspondence cources forapprentices serving their time at sea.

IThe recommendations made by this committee wereaccepted by the government and steps were taken toimplement these in full measure.

5 : Merchant Navy Training Board : 1

A Merchant Navy Training Board was set up in theyear 1959 by the government of India. The board isreconstituted every two years.

16

All interests connected with the training of mer­Cha”t ”3VY Dersonnel and the development of ship­ping are represented on it including members ofParliament, shipouners, merchant navy officers.seamen, Chambers of Commerce,port trusts, besidestechnical officers and the heads of maritimeinstitutions. The Secretariate for the board isprovided by the Directorate General of Shipping inBombay.

The board is an advisory body and its function isto consider all matters pertaing to the trainingof merchant navy officers, ratings and other seagoing personnel; ‘supervise the training impartedin the training institutions and recommend. fromtime to time, such measures as may be necessaryfor the building up of an adequate, efficient anddevoted merchant navy personnel.

2.6 : Nautical & Engineering College. Post- SeaTraining :asLal Bahadur Shastri Nautical 8 Engineering Collegewas set up in Bombay in 1948 as per one of therecommendations made by fie Merchant Navy TrainingCommittee.

The college is the only one of its kind in India.The students trained here not only man the mer­chant ships of the country but are also in demandin many leading countries. A number of canditatesfrom neighbouring countries also avail themselvesof the facilities prdvided in the college.

17

A hostel attached t: th

The csile = in­

e.tial accomodation far about one egnfred c.

ially sfferec ccst se: ;F5tT4Ztboth in navigation and engineering departments tocandidates preparing for the various certificatesof competency examinatisns conducted by twe minis­try dealing with shitting,

.Table 3. shows the list of full time cources :re—sently conducted in the navigation department. 1'the Engineering discioline, stucents used to beenrolled f:: the f:l1:wing ::_:sen ­1.‘Se:ond Class Part A 3 Dart B2. First Class Part e 8 Fart 5

At Dresent courses for tre engineering dishave been discontinued. Regclar classes are n:longs: be]? '“" fsruitp r:’bfiT§ ‘r -hme';inee:."dedartmsnt are conssicuoos by t.eir absence. Tbasthe 3351- sea training facility for marine engi­neers in India is :irtu:11y non- existent atpresent.

I

7 : Directorate of Marine Engineering Trainifig.Pre-sea cfficers training in En;_1eeri1g '

One of the recommendations made by the MerchantNavy Training Committee was the establishment of ashore based residential pre- sea training institu­tion for marine engineers.

Follofiing their decision to seperate the enginee­ring branch from Training Ship Dufferin in 1943.

Table 3.

Full-timecourses: cOu¢.3e’B°mbQ,j_).i. Master Foreign-going.

ii. First Mate Foreign—going.iii. Second Mate Foreign-going.iv. Master HomeTrade.

v. Mate Home Trade.

vi. Skipper Fishing.vii. Second hand Fishing.

viii. Radar Observer's course.ix. Life Boat_Training.x. Specialised course on Tanker safety.

Additional courses : ­

a. Survival at Sea.b. Proficiency in Survival Crafts.c. Radar Simulator.d. Electronic Navigational Aids.e. Automatic Radar Plotting Aids.f. Radio Telephony.o. Radio Maintenance.

marl“? 9“Q1“9E?1“Qtraining and expanded ifiEZitL­€15“ Cameinto existence in early years of thepost- independent IndialThe entire course :5 f:u:'éyears in this Institution was residential and orsuccessful completion of the course. the traineeswere to take up careers as Engineer Officer: inthe merchant marine.

The Iirr- ":.5‘ I"st-t_€= pf 'ecHn:17;. -52 seiup at Khaiegrzr "n 1°85 whiz? cffe:s_ a i-«e yeardegree :CJ:C? ir Naxe- A::H_te::.:e to 333:. ._z-.

The 112-3“ kw. estazlitnez «a.31 Crllege :5 Er;_nL:r:'; : I '

Narottan Mzrarjee Institqte :f E*lDD;PDwas set _;in 1969 under the jcint auszices of the governmentcf Insia and the Indiar sri;:ingtraining persons in Commercial Shipping and con­ducting professional examinations in various sub­jects in Commercial Shipping.

.

During the ‘seventies a number of engineeringinstitutes cameinto existence, name1y,theNaltairEngineering College at Vishakapatnam, the Univer­sity of Cochin and the Indian Institute of Techn:­logy at Madras. These instit tee offere: degree

19

The Shipping Corporation of ‘fzia starts: : Lning department in 1973 which flourished int: SCIMaritime Institate to offer soeoia;;se: shortcourses to its ownmaritime personnel.

It may be pointed here that the main impetus rtnthe part of government of India

out the time to prepare marine eng;ueere f:: t%esea- going Lrofsssion :n1;.

\9: Sources Cf Enzineere For E53-G:;*: F::£es:_:' .

*ne Dire:tor=te of War;.e E';-ree':'; T:e_‘i :fD.M.;.T..f:: short :e7a_ne: -75 :::e eertor 'suozlying the largest "L*EEPof mariwe E";lWEE?_2: the nati:'a_ s“;":- ; *:::t 7:?’ °"' :'::‘exist two other parallel crafine.s of entry 2: themarine eng:nee:in_

1. The eneral apprentices in various marine d:Tn'stops, after completion d? their five years eorre"ticeshi: and on passing the Part A :f 9ECC1fCloseCertificate Examination,::rst;tute the ._Zr :i"traditional entry“.2. Graduate Engineers in Mechanical or ElectricalEngineering from universitges / technologicalinstitutions, with certain period of apprentice­ship in marine workshops, are eligible to joirships as marine engineers.

These two sources are tapoeo in different propor­

I‘-J c3_

tions to get a cusnioring effezt 1. «5—D:‘::reouirement. In addition to *ne four ;ear res;de-­tial course at D.M.E.T., a :ne yea: s:a:ia1 ;1c;s—try oriented course £:r graduate efigineers _nMechanical/ Electrical Engineering was introducedin 1980 till 1984 as a tenoorary measure.

The entire bulk of the maritime personnel who takeup engineering as a seagoing profession. come from

startfrom the same platform as junior engineers

the above three sources and they theirCEFEEE‘

on board ships.I

10 : Shortcomings of Pre- Se Training5­

The biggest those.M

nancioap marine[2 I?who do nct thro *.

tcome h is tnatu

no prooer pre- sea raining facility

Particularly. for the marine engineersfrom the tracitional entry channel,story of self— coaching and

heJ­\.rclearing Part A of Seccn

Even for the mechanical engineering graduatesget complete exemption in Part A of Second Classand Part A of First Class Certificate Examinationsand electrical graduates, who have partial exemp­tion, have no scope to get flamiliarised with cer­tain aspects of basic maritime training dealing inlife saving appliances,fire prevention and control,survival at sea, etc.

Like in manyother countries, the rules relating

2.11 : Progress Of Marine Engineering Training UnderD.M.E.T. :

As D.M.E.T. began to function after its establi­shment in 1949 with a batch of encineerind trai­nees shifted from Training Ship Dufferin, therehave been many changes since then.

F‘! D" '1 U1 ff‘ 0J W I? In [D 1: fl’. U1 ff LT

'.91-!

ff ff 3' 7|) fr '1 '1' .4 1.4 _I

‘IIL1

U ll] '1 U‘ 0 l L IIIN

s rir; colleges fihzerneciate it Science '1

equivalent). The coarse content in theoreticalsabjects was sucstartiallg grgraded.

It wasstill ar assreaticeship tra;ning in engi­neering with evering Elf day clasees in he ::l;e—-s on two days in a week and Saturday. Daring theF!3

first three years cf training. the trainee: wereUattached to marine workshcps for acprefiticesh­

aining. In the fourth year, they receive: fulltime training in the college in class room instr­uctions as well as practicals in college labora­tories, workshop and power house.

Since it was generally agreed that a marine engi­neer has necessarily to be a highly practical handto deal in.any eventuality concerning repairs onthe 'ship’s hull or its machinery, the practicalcomponentin the training t: that of theoretical

introducing a reoriented pattern cf training fro?September, 1977.

The development of Indian shipping.uhich witnessedits heydazs during late sixties with supstantialprogress in maritime technology, necessiated achange in the training progranne. EESi:EE. it wasfelt that there uas a gacd deal of idle ti n

the trairees Fedto rrergo ‘tzin: their tra;rir‘‘ _ _

in marine workshops.

The reoriented pattern ;f tra;rin; has the felic­wing ctanges :

'1_ D _- :- i ‘.“..'_; [9­ he fiset V”: IHlI time ‘Tess *1-FZectares alone ware held in the college, in order to f::m an uni­form base both LP theoretical an: practicalaspects of the training.

I

2. During the second and thir: years. apprentice­ship training in marine u:rkst:cs are arran ealong with theoretical classes in the colle e,alternating in equal spell of time like a sandwichpattern.

3. During the final year, full time class roomlectures and laboratories in the college and prac­ticals in the college workshop and powerhouseare held.

4. The course content was re- adjusted by introdu­cing newsubjects so that the theoretical instruc­tions to practicals were in the proportion of 1:1.

D.M.E.T.till this time was offering only a passingout certificate to successful trainees on comple­tion of training. This certificate was not nation­ally recognised and was valid only for Ministry ofTransport Certificate Examination.

This had, naturally, created dissatisfactionamong the trainees. Similar training courses inthe Great Britain and elsewhere were receivingexemptions in theoretical subjects in StatutcryCertification Examinations. Finally the Adminis­tration granted recognition in way of exemption inPart A examinations of, Second Class and FirstClass Certificates to D.M.E.T.Certificate from1975.

The D.M.E.T. course continued to move more towardsa theoretical bias to upgrade the training at parwith an engineering degree standard. But a degreeor diploma could not be awarded oecause of practi­cal difficulties. '

Ultimately D.M.E.T.approached the Ministry of Edu­cation in 1978 to recognise its 4 year course asequivalent to B.Tech. in Marine Engineering. Uponintroduction of a revised curriculum based on thesuggestion of an expert committee, appointed bythe government, the recognition materialised fromthe session 1983.

24

D.M.E.T.certificate was also granted recognitionby the Institute of Engineers. India. as an exemp­ting qualification from their Part A and Part 8Examination from 1982.

The subjects covered in D.M.E.T.four year trainingprogrammeare listed in Tab1e.4.

UJhHCFULhrn (L us run Lwzlnuunjnz TLAITJHGI’-1'1, 'f'a:n.I.o'l.];. Tzond, c.1cm1_;. - m,

In-‘(cur Course

LIST OF‘ SUBJ 1'-.'C‘l‘3

Humanities &Social Sciences

H83 101 lfilrlxzzia

3:313 10?. (Io-nnmn

IICS 103 I-‘rench

r33 30h Hunnuemcnt Science

H33 H05 ECOHNHJCSN Commrrclul Grogruuhy

|?‘.23 190.’. .')l-in Ouru"-Linn I-1:n;ur_e-uent.

ltnslc Sci:-_nce-J

P53 101 I-Ii|l.l Icmnt 1 C5 ]

BS :70? Fall cumllcs 11

D33 '30] l.'m..e 1'1(:11 An'I1 y!‘-i :2 S Cumuu L9 r Pror_r-:mm1n.I'

B3 10% !1'nSi 3 The rm0‘.| yn: 11:1 C32

3 ?05 lhsic Electronic:

_n:: ma Basic :-.'.1r.ct-.r1c1ty

PS 107 Ge0.ucL.l‘Ic1:l DI":wifAf'

Table: A

EF:U:

F‘: L’)

101

20?

303

‘+019

135

112

n13

31k

215

316

317

Inn

219

Hnyinecring Scirncu

Aonlicd Mechanics I

Afiulled Mechanics II

Mechanics or Machines I

Mechanics of Machines 11

Strength of Materials I

Strength of Materials 1]

Strcnuth of Halerials III

Material Science IMaterial Science II

workshop Technology

AppliedElectricityElectrical huchines I

Electrical Machines 11

Electronics Circuits

Anplied ‘Hut-rmodym-.m1cs I

Applied Thermodynamics II

Mechanics of Fluids

D1mension Analysis and Fluid Machinesi

Duzineerinc Drawing

Table: Anot 30

PI:-.rinc_l-)n.'1n1«‘t-rinlv

MAB 201 Marine Auxiliary Mnchinery 1

MAN 302 Marine Auxiliary Machinery 11

MAR H03 Marine Auxilinry Machinery 111

MAR 10h Murine Boilers

MAE H05 Murine Steam Engineering

MAR 306 Murine Internal Combustion Engineering 1

MAR M07 Murine Internal Combustion Engineering 11

MAR 108 Smnmumhlp, Elem. Nuvigntione survival at Sea.

MAM 2090 Shin Life Saving Anpliances

MAN P10 Ship Fire Prevention 6 Control

MA‘! 211 Shin Cnlmtruction I

MAE 312 Ship Construction 11

HAM 313 Naval Architecture I

MAM L1H Navnl Architecture 11

MAR 315 Marine hhujnecrinfi Drawing 5 Design

MAN H16 Murine Machinery System Design

‘MAR M17 Marine Elcctricul Technology

MAN h1n H-rine Control luuzineerinu 3 Automation

MAR #19 Marine Heat Engines & Applied Thermodynamicsv

Iincluded with 210

Table g A

ml

PR

I'll

PR

PM

I'll

I'll

PR

40")

210

111

412

115

217

31a

l.¢bnr.av.-xric--. L Prue Licals

nsoil-.-r C!|..-mislry Lab,

Electrical Lab.

IE1».-ctrnnics Lab. 1

lilcctrlcal Machines L-lb.

Applied M-.-Chunlcs Lei).

Applied Ht.-It Lab.

1.24.-chdnlc-I1Lao. (.'-aeclunics, Vibrations, Fluid Much.L lie-‘H.Tunsfer).

Electronics Lab. 11

Cuntrols L Simulator L-2:.

I-ire l’i',;hLin-_-l'r.-.:L.‘\¢.sls.

Manteridls Lab.

r.'..'::iue I’r~'Jctic-J15 ‘c. I‘o\v-.-1'Plant Up-Ira Lion

WOI'|':SlI-up Ui-ari-:5 1

|'lur|>:sh0p Did: i-.-5 11

workshop U5.-tries 111

workshoprructiculs 1

Marim: Pr:-c Licals 1 (Harin-: w./shops 2nd Year)

Marine r-rqctlcals 11 (Marirne \‘I/shops 3rd Year)

Table : L,

Chapter III

ANALYSIS ON COMpLIANCE OF PRESENT

EDUCATIONNITH S.T.C.N.78.

3.1 : Introduction :

The International Convention on Standards of Train­ing, Certification and watch-keeping for seafarers.1978 (S.T.C.w.78), which has already entered intoforce on 28th. April, 1984. has been one of themajor breakthroughs in the recent maritime history.

Investigations of a numberof shipping casualtieshave revealed that humanerror has been the majorfactor in such occurrences despite the ‘fact thatthese ships were fitted wirh highly developed navi­gation equipment. A definite correlation has beenobserved between safe manning of ships and qualityof officers.

Every year about 380 ships grossing about one mil­lion and a half tonnes are lost through accidentsat sea, and an even greater number of ships areseverely damaged. while loss of life and propertyis the most serious result of maritime casualties,no less importent are pollution hazards from oil.chemicals and other toxic materials.

with a view to minimising the factor of humanerror,education and training of maritime personnel play apivotal role. Thus, recognising the cause and for­

26

mulating the minimumthe

standards of education andtraining in S.T.c.u.7e,overall standards of education and training of

it would improve thethe

It is undoubtedlya very timely and praiseworthy achieaement by theI.M.O. to for their overall objective of"Safer Shipping and Cleaner Oceans" throughstandards

seafarers on a global proportion.

accounthigher

of education and training of seafarers.

India has ratified this convention in February.198E

"The general obligations under the convention”, toquote, "contained in Article I are :1. {The parties undertake to give effect to theprovisions of the Convention and the Annextheretc.which shall constitute an integral part of the Con­vention. Every reference-to the Convention

at theconsti­

tutes same time a reference to the Annex.promulgate all

and to take all2.”The parties undertake to laws.decrees, orders and regulationsother steps which may be necessary to give the Con­vention full and complete effect. so as to ensurethat, from the point of view of safety of life andproperty at sea and the protection of the marineenvironment, seafarers on Board ships are qualifiedand fit for their duties.“

2 The Mandatory Requirements :

The mandatory minimum in order towith the

AnnexRegulations. They are divided into sixChapter III :

(Regulations 111/1 to 111/5) is

requirements,comply Convention, are contained in the

chap­taps, in which. Engine Department

relevant to the

27

present discussion.

Since it is mentionedearlier, in section 2.6, thatthere is no provision for post-sea engineeringtraining facility in India at present, and in sec­tion 2.10, that the Directorate of Marine Engineer­ing Training (D.M.E.T.for short) is the only pre­sea training establishment, an analysis is madeinTable 5. which summarises the compliance by trai­ning courses at D.M.E.T. with the mandatory minimumrequirements of the Convention.

Table 5. Compliance by D.M.E.T. with the MandatoryMinimumRequirements of S.T.C.N.78 :

Annex Regulations.

Engine Department : Compliance/Remarks.

III/l.Basic principles to be The course is not coveredobserved in keeping an considering it to beEngineering watch. relevant to post-sea

experience.Need to deve­lop and introduce theECLIPSE ­

III/2.Mandatory MinimumRe­quirements for Certification of Chief Engr.Officers & Second Engineer Officers on shipspowered by Main Propulsion machinery of 3000K.N.propulsion power or

28

l'I'|Dl.‘E.

1.Every Chief and 2nd.Engr.Officers shall holdan appropriate Certificate.2.Every candidatefor Certification shall:(a) satisfy the Administration as‘to medicalfitness,including eyesight and hearing;(b) meet the require­ments for certificationas an engineer officerin charge of a watch oras Second or ChiefEngineer Officer.(c) have attended anapproved practicalfire fighting course:Cd) have passedappropriate examinationto the satisfaction ofthe Administration.Such examination shallinclude the materialset out in the Appendixto this Regulation.3. Training to achievethe necessary theoreticalknowledge & practicalexperience shall takeinto account relevant

For action by Adminis­tration.

For action by Administration.

For action by Administration.

Need to develop thiscourse 5 to installnecessary equipment.For action by theAdministration.

Not adequate. To beincluded, as proposed,in various subjectsunder relevance.

international regulationsand recommendations.4.The level of knowledge For action by therequired under different Administration.paragraphs of Appendixmay be varied accordingto whetherthe certifi-_cate is being issued atchief or second engineerofficer level.

Appendix to Regulation 111/ 2 :1.Regarding syllabus for For action by the

examination of candi- Administration.dates for certificationof chief or second engr.officers of ships having3000 kw. propulsionpower or more & testingcandidate's ability forsafety operation ofship's machinery.

2.Regarding discretion For action by thegranted by the Adminis— Administration.tration for omission ‘of knowledge for candi­dates on various typesof propulsion machinery.

3.Every candidate shallpossess theoreticalknowledgein the follo­wing subjects :

(a) thermo-dynamics and Total compliance.heat transmission.

30

(b\.a'

(d\-I

(e)(f)

\J(a

V(i

mechanics and hydro­mechanics.operational principles Total compliance.of ship's powerinsta­llation (diesel,steamand gas turbines) andrefrigeration.physical &chemical Total compliance.properties of fuelsand lubricants.technology of materials. do.chemistry 8 physics of do.fire 8 extinguishingagents. Imarine electro-technology, do.electronics 6 electricalequipment.fundamentals of automation, Not adequate.Need toinstrumentation 8 control upgrade the course.systems.Naval Arch.& ship constrn. Total compliance.Damagecontrol. Need to develop and

include in thecourse.

Every candidate shallpossess adequate practi­cal knowledge in at leastthe-following subjects :operation 8 maintenanceof :

marine diesel engines Not adequate. Sinceopportunities fortrainees in marineworkshops are limi­

(ii) marine steam pro­pulsion plant.

(iii)marine gas

(b)

A ll-..­

(f)

(g)

turbines.operation G main­tenance of aux.machinery,incl.pumping & pipingsystems,aux.boilerplant 8 steeringgear systems.operations,testing8 maintenance ofelectrical andcontrol equipment.operation &main­tenance of cargohandling equipmentand deck machinery.detection of mach­inery malfunction,location of faults8 action to preventdamage.organisation ofsafe maintenance8 repair proce­dures.methods of,and

ted at present,insta1lation ofmodern slow speed / med. speed

fittedwith equipments for conductingmarine diesel engine

experiments is suggested.Total compliance.

Not available.Installation ofgas turbine is suggested.Not adequate.Plantsblr. 8 simultaneous/alternatefired blr.)

Auxiliary Boiler(automatic packaged

require to be ins­talled.Existing blr.attendingstaff to be trained / replaced

Total compliance.

Not available.Installation ofdeck machinery is required.

Not adequate.Present simulatorare out-dated.More modernunitof later design to be set up.

Need to introduce a course onPlanned Maintenance which willbe included in Ship OperationManagement.

ofNot adequate. Installation

32

(3)

(k)

(n)

aids for, fireprevension,detec­tion &extinction.methods & aids toprevent pollutionof environment byships.regulations to beobserved to pre­vent pollution ofmarineeffects of marinepollution on theenvironment.first aid relatedto injuries.function 8 use oflife saving appli­ances.methods of damagecontrol

safe workingpractices.

Every candidateshall possess aknowledge of international maritimelaw embodied ininternationalagreements 8 con­ventions as theyaffect the specific

environment.

fire fighting complex 15urgently needed.

Not available.All aspects ofpollution.its effects and pre­vention,and the relevant regu­lations, need to be introducedsetting up of equipment (oilybilge separator,coalescer,purifier etc.) is needed for

laboratory practicals.As above.

Total compliance.

Not‘ adequate. Considerableamount of equipment is needed.

andNeed to develop a coursenecessary equipment for prac­tical work is to be set up.Total compliance.

I

Need to develop and introducethe course either as a newsubject under Maritime Law oras a part of existing subjectShip Operation Management.

M M

III/3.

obligations 8 res­ponsibilities of theengine dept. parti­cularly those concerningsafety 8 protection ofmarine environment. Theextent of knowledge ofnational maritime legis­lation is left to thediscretion of the Admi­nistration but shallinclude national arra­ngements for implement­ing_internationa1 agree­ments and conventions.

Every candidate shall Total compliance.possess a knowledge ofpersonnel management,organisation 8 train­ing aboard ships.

Moreor less similar toRegulation III/2

Mandatory Minimum Re­quirements for certifi- whichcation of chief and 2nd. has just been covered.engineer officers ofships powered by mainpropulsion machinerybetween 750 kw.and 3000kw. propulsion power.

Appendix to Reg. III/3 :Moreor less similar to

III/2Minimumknowledge requi­red for certification of Appendixto Reg.

34

chief 8 second engr.officers of shipspowered by main propu­lsion machinery ofbetween 750 kw. and3000 kw. propulsionpower.

III/4.Mandatory minimumre­quirements for certifi­cation of engineerofficers in charge ofa watch in a traditi­onally manned engineroom or designatedDuty Engineer Officerin a periodicallyunmanned engine room.

'35

which has just been covered.

Need to develop this courseThe present training com­plies with the requiredminimum age, duration ofapproved training relevantto the duties of a marineengineer, and theoreticalandwith

practical knowledge.little modifications.

of the operation 8 mainte­nance of marine machineryappropriate to the dutiesof officer.

to (c) 8an engineer

C subpara 2 : (a)(e) to (g) ; para 3 (g) andpara 5. 3But it does not comply withrequirements para 2 (d) foradequate period of sea- go­ing service which may havebeen included within thetotal period of 3 years asstated 2 (c). It

within para

also does not complyrequirements

(a) toas per para

-1a : (f),regarding

III/S.Mandatory Minimum

36

uatchkeeuing routines,hand­ling 8 assisting in the preparation of main &auxiliarmachinery.pumping systems.generating plants,emergencyand anti-pollution procedu­res.This is because watchkee­ping certification is vie­wed as post- sea experien­ce. In the current practi­ce, marine engineers starttheir profession as JuniorEngineersthe

while assistingSenior uatchkeeping

engineers for about a yearor so,depending upon vacan­cies,before they are promo­ted as watchkeeping engi­neers.

for aThis is suitablelabour-intensive marineindustry in a

likedeveloping

country India as itimproves employment oppor­tunities.

alsoThis is economicallyacceptable to ship owners,as a junior engineer offi­cer gets less wages than anindependent watchkeepingengineer officer.

For action by the Adminis­

Requirements toensure the conti­nued proficiencyand updating ofknowledge forengineer officers.

V/1.Mandatory Minimumrequirements fortraining 8 quali­fications ofmasters ,officersand ratings of oiltankers :

1Cb).To attend an appro­ved oil tanker familiarisation course whichincludes basic safety8 pollution preventionprecautions G proce­dures,layouts ofdifferent types ofoil tankers,types ofcargo,their hazards8 their handlingequipment,generaloperational sequence5 oil tanker termino­

37

tration.The courses referred toin para 1 (b) (iii) whichinclude changes in the relevant international regula­tions and recommendationsconcerning the safety oflife at sea and the protec­tion of marine environment,may be developed and intro­duced in D.M.E.T.the

as one ofshort courses.

Need to develop andthe

intro­duce course; relevanttraining equipment Sim

to betraining of lecturers is to

(eg.ulator) installed:

be arranged.

logy.2(b).To complete a spe- Need to develop & introduce

cialised training the course;training ofprogram appropriate lecturers to be arranged.to the duties,incl.oil tanker safety,­fire safety measuresand systems, pollu­tion prevention 8control,operationa1practice 8 obliga­tions under appli­cable laws andregulftions.

V/2.Mandatory minimumrequirements forthe training &qualifications ofmaster, officers8 ratings ofchemical tankers.

1(b).To complete an app- Need to develop and intro­roved chemical tank- dude the course, releventer familiarisation training equipment (simula­course which inc1ud- tor) is to be installed,es basic safety and training of lecturers is topollution prevention be arranged.precautions & proce­dures,layouts of di­fferent types ofchemical tankers.

2(b).To attend a special Need to develop and

training program appro- introduce the course:priate to the duties incl- training of lecturepguding chemical tanker is to be a::anged_safety ,fire safetymeasures 8 systems,pol1u­tion prevention 8 control.operational practice 8obligations under appli­cable laws 8 regulations.

V/3.Mandatory minimumrequire­ments for the training 8qualifications of masters,officers 8 ratings ofliquified gas tankers.

1Cb).To attend an approved Need to develop andliquified gas tanker fami- introduce the courseliarisation course which relevant trainingincludes basic safety and equipment (eg. simu­pollution prevention pre- lator) is to be ins­cautions and procedures , talled ;training oflayouts of different types lecturers is to beof liquified gas tankers , arranged.types of cargo ,theirhazards and their handlingequipment ,general operat­ional sequence & liquifiedgas tanker terminology.

2(b).To complete a specialised Need to develop andtraining programappropriate introduce the course;to the duties including training of lectu­liquified gas tanker safety, rers to be arranged.fire safety measures andsystems,pollution preven­

39

tion 5 control,operationalpractice 8 obligationsunder applicable laws andregulations.

VI/1. Mandatory minimumrequire- Not adequate. Thements for the issue of cer- course to be develo­tificates of proficiency in ped to give full covsurvival crafts. erage to requirement.

Resolutions adopted by theConference concerning Eng.department :

Resolution 2 : operational Need to develop andguidance for engr. officer introduce the course.in charge of an engg.uatch ( See remarks for(a) during underway (b3 at Reg.III/4.)an unsheltred anchorage.

Resolution 4 : principles do.G operational guidance forengr.officers in charge ofan engg. watch in port.

Resolution 10 : Training 8 do.qualification of officers8 ratings of Oil Tankers.

Resolution 11 : Training 8 do.qualification of officers8 ratings of ChemicalTankers.

40

Resolution 12 : Training Gqualification of officers8 ratings of Gas Tankers.

Resolution 13 : Training 8qualification of officers8 ratings of ships carry­ing dangerous & hazardouscargo other than in bulk.

Resolution 16 : Technicalassistance for training 8qualification of masters8 other responsible personnel of Oil /Chemical /Liquified gas Tankers.

Resolution 19 : Trainingof seafarers in PersonalSurvival Techniques.

Resolution 21 : Issue ofInternational Certificateof Competency.

Resolution 22 : HumanRelationship.

Resolution 23 : Promotionof technical cooperation.

41

do.

Need to develop thecourse 8 introduce inthe curriculum.

For action by theAdministration.

Need to develop andintroduce the course.

For action by theAdministration.

Total compliance.

For action by theAdministration.

Chapter IV.

DEVELOPMENT OF COURSES IN THE LIGHT OF

REQUIREMENTSUNDER S.T.C.N. 78.

4. Introduction : After a detailed analysis of thecourse content for the education of marine engi­neers in India under the aegies of the Directorateof Marine Engineering Training in the previouschapter, we cometo the conclusion that the follo­wing courses need to be developed as under andintroduced in the academic curriculum for the edu­cation of the future marine engineers.

4.1 : Code of Safe Natchkeeping Practices for EngineerOfficers on Merchant Ships.

The above course should comprise of : (a) basicptinciples to be observed in keeping an engineeringwatch, Cb) requirements for certification of engi­neer officers in charge of a watch, Cc) operationalguidance for engineer officers in charge of anengineering watch during underway and at an unshe1—tered anchorage and Cd) principles 8 operationalguidance for engineer officers in charge of anengineering watch in port­

This course should be taught in about eight lectu­res of sixty minutes durationrand should be inclu­ded in Marine Practicals 8 Power Plant Operation(PR 412 ) in the Practical Group.

Details of the course :

A. Factors deciding the safe watchkeeping systemtype of ships, type and condition of the machinery,special modeof operation in conditicns like hasweather, ice, contaminated or shallow water, emer­gency conditions, damagecontainment or pollutionabatement, safety of life, ship, cargo and protec­tion of the environment, observance of internatio­nal, national and local regulations, maintainingthe normal operations of the ship at all times,responsibilities of watchkeepingofficers for ins­pection, operation and testing of all machinery andequipment affecting the safety of the ship.

B. watch requirements : Knowledge of(i) the use of appropriate internal communicationsystems, (ii) escape routes from machinery spaces.(111) engine room alarm‘ systems and distinctionbetween various alarms with special reference tothe C0 alarm, (IV) positions 8 use of fire exting­uishing eouipment in machinery spaces and (V) safeworking practices for main propulsicn G auxilarymachinery.

O Natchkeeping routines : Duties associated with(I) taking over and accepting a watch, (11) routineduties undertaken during a watch, (III) maintenanceof machinery space Log Book and the significance ofreadings taken, (IV) handing over a watch.

4.2 : Practical Fire fighting Course.This course should be supplemented in Fire fightingPracticals (PR 210) in the Practical Group. Thetheoretical approach to basic training in firefighting is covered within the existing syllabus.

‘ 43

The idea of introducing this course is to supple­ment the practical aspect of fire fighting trai­ning.

It is recommendedthat the practical training, asfar as possible, should be arranged in locationswhich resemble realistic working situations onboard ships. For this purpose, simulated ship boardconditions and dark compartments will have to bearranged.

The practical course should include : handling ofvarious types of portable fire extinguishers andself-contained breathing apparatus; extinguishingvarious types of small fires (oil, electrical andpropane); extinguishing extensive fires with water(jet and spray nozz es), extinguishing fires withfoam, powder and halone gas; entering and passingthrough, with 1ife—line and without breathing appa­ratus, a compartment into which high expansion foamhas been employed; fighting fire in smoke filledenclosed spaces wearing self-contained breathingapparatus, extinguishing fire with water fog. orany other suitable fire fighting agent in an acco­modation room or simulated engine room with fireand heavy smoke, extinguishing oil fire with fogapplicator and spray nozzles, dry chemical powderor foam applicators, carrying out a rescue opera­tion in a smokefilled space wearing a breathingapparatus.

4.3 : Shipboard DamageControl.This course is to be supplemented to the syllabusfor Naval Architecture and may be taught in about

44

tefi lectures Of ninety minutes duration each.A. Principles of stability : basic structure of the

ship, hull girder concept, hull stresses and forceson the hull, loss of a ship by flooding, fire dama­ge by sea, stranding and collision.

B. Undamagedstability : concept of equilibrium, inc­lining experiment, static stability curves, crosscurves of stability, determination of G M graphi­cally, longitudinal stability.

C. Forces affecting stability : weight shifts, weightaddition or removal, free surface effect, free com­munication.

D. Impaired stability : its effects as list, change intrim, loss of reserve buoyancy, various correctivemeasures as dewatering, counter-flooding, weightshifting, jettison of weight.

E. Onboard damage control system, equipment and it u]

maintenance : structural features as watertightcompartmentation with access closures and fittingslike watertight doors, hatches. scuttles. boltedmanhole covers etc.; hull piping systems such asthe fire main system, main and secondary drainagesystems, ballast / deballast piping etc.; damagecontrol fittings such as sounding tube covers,voice tube caps, air test fittings, fire main cutout valve, vent ducting flame arrester, electricalcable stuffing tubes etc.; testing and maintenanceof remote operation of doors, hatches, valves etc.,importance of familiarisation with ship's layoutand damage control plan. Leadership, duties anddrill.

4.h : Maritime Law.Various aspects of maritime law including marine

45

insurance, commercial shipping practices and natio­nal merchant shipping act are extensively coveredin the subject Ship Operation Management (H55 406).It is suggested that the following modules may beincluded in the course to give it a more balancedand comprehensive appearance.

Module No. 1 :

International Maritime Law : basic principles,anatomy of international maritime transportationlaw, legal aspects of navigation and safety at sea,international conventions : Hague-Visby rules, Ham­burg rules, limitations of liability. demurrage.

Module No. 2 :

United Nations Law of the Sea Convention. UNCLOS82Territorial sea &contiguous zones, straits. archi­pelegic states, E E Z and continental shelf, highseas, landlocked states, international seabed area.protection and prevention of marine environment.marine scientific research, transfer of marinetechnology, dispute resolution.

Module No. 3 :I

Maritime Commercial Law : Maritime liens and mort­gages, collision. salvage. pollution. towage.arrest of vessels, limitation of liabilities ofshipowners and others.

Module No. 4 :

National arrangements for implementing internatio­nal agreements 8 conventions.

45

4.5 : Marine Pollution : its effects, regulations andcontrol.

This course should comprise of three aspects ofmarine pollution : A. effects of marine pollutionon environment; 3. beregulations to

and C.

vent pollution by ships.

observed toprevent pollution methods and aids to pre­

It may be introduced as anthe

independent subject tocourse curriculum, or else, be supplemented to

II / III (Mar 302 / 403)This course should take

Marine Auxiliary Machineryin the Marine Engg. Group.about fifteen lectures of sixty minutes durationeach for classroom lecturing.

The syllabusMeaningof marine pollution : as the introductionbyenergy into the

man, directly or indirectly. of substances ormarine environment resulting in

such deleterious effects as harmto living resour­ces, hazards to humanhealth, hindrance to marineactivities including fishing, impairmentof qualityfor use of sea water and neduction of amenities.

Sources of pollution : dumping of dredge spoils,industrial wastes, radioactive wastes, sewageslud­ge and solid wastes, oil from drilling platforms,tanker cleaning and deballasting, spills from ship­ping accidents, sewage and solid wastes from ships,river borne pollutants, precipitation fromair bor­ne pollutants, thermal pollutions from power plantsanti fouling paints and natural sources; selfcleansing ability of oceans.

47

0

Outcomeof pollution : rivers as universal sewersand oceans as ultimate sink for wastes, permanentdespoiling of most essential natural asset, hazardsto humans from ingesting contaminated food.toother marine life,

damagefisheries, seaweed, birds,

tomarine mammals, and

damage beaches and otherrecreational areas, damage to marine ecosystem byeliminating or decreasing populations of certainspecies, modification of habitats, delaying or pre­venting recolonisation.

Regulations to be observed to prevent pollution :public awarness, regulatory authorities, work pr;—gram of IMOin the field of marine environment pro­

oil 54,62,

tion on high seas 69 and its protocol 73

tection, pollution convention69 and 71,

and it Ill

amendments convention on interven­, conven­

tion on civil liabilities for oil pollution damage69 and its protocol 76, convention on internationalcompensation fund 71, convention on dumping 72 andits amendments on disputes 78. on incineration 78and on list of substances 80. convention on marine

accidental pollution :

pollution from ships 73 and its protocol 78 withannexes I to V, convention‘ on tanker safety andpollution prevention 78.

Methods & aids to prevent pollution by ships :operational pollution : discharge control (dischar­ge criteria, designation of special area), recep­tion facilities, construction 8 equipment (SBT,CBTCON, oil seperator, oil monitor, record book)

prevention (construction andequipment, navigation, cargo handling, crew train­

48

ing). limitation of oil spill (damage stability.protective location of SET).

Combatting pollution : regional arrangements. anti­pollution manual, right of intervention by coastalstates, liability G compensationfor oil spills.

4.6 : The Oil Tanker Familiarization Course

A. Considerations : The oil tanker familiarizationcourse is required to be as shown below :

|General_ Certification]I

‘Shore based Fire Fighting Course]

Appropriate Period cfsupervised shipboard service

Oil TankerFamiliarization course

Service on oil tankers with specialduties in connection with cargo 8cargo equipment

Relevant experience on oil tankersQ

appropriate to duties.

ISpecial training program(Advanced oil tanker operation course)

Service on oil tanker with immediateresponsibility for cargo operation.

Training Scheme ‘for Oil Tanker Staff.

49

B.

C.

resultant hazards :

Provisions : Teaching personnel : 4 persons one

nmarine engineer, one master mariner (both with oiltanker experience), one chemist and a physician.

Theexceed 15 to 20.

number of course participants should not

Duration :with

should be two weeks of ten working dayssix lessons of sixty minutes per day.

Syllabus : 1. Knowledgeof cargo properties andchemical composition of crude

oil components, flash point and flammability ofoils, vapour pressure / temperature relationshiplower and upper explosion limits of hydrocarbongas / air of inhalation of

T.L.V.,mixtures, effects

hydrocarbon gases and their effects oftoxicity and skin contact, dangerous gases in thecargo tanks, pumproom and adjacent spaces, elec­trostatic charge generation in oil tanker opera­tions, effects of oil pollution to marine and sho­re environment, corrosion damage in cargo tanks.ballast tanks and piping and resultant hazards.2. General sequence of operation according totypical layouts of oil tahkers : hull division ofa tanker on a generalfull load

arrangement plan, typicalcondition, distribution of segregated

ballast and the resultant stress situation,cal

typi­departure ballast distribution, typical arri­

val ballast distribution, cofferdams and sloptanks, flow of oil and ballast on the plan ofpiping and pumpsof a tanker, necessary instrumen­tation in the cargo area of a tanker, measurementof cargo tank content during loading, discharging

SD

tank washing and ballast distribution during bal­last voyage, general loading and deballasting p:g—cedures, topping up last tank. safety considera­tions during loading, discharging and ballastingDF0C9dUFE5s 5tPi3Pi“9 Drocedures; crude oilwashing, handling of dirty ballast, (CON,LOT},gas exchange procedure with IG system waterwashing in cargo tanks, slop tank operation indischarging port and at ballast voyage, tank ins­pection by port authority.3. Basic function of equipment : flow of liquid inpipes, theory of pumping, control of pumps andejectors. level gauging devices, p / v valves.tank washing machines, installation of hydrauli­cally operated valves.4. Ability to meet safety and pollution preventionrequirements and supervise respective measures.ship - shore safety checklist, avoidance of sour­ces of ignition, procedure for safe tank entry.safe working in cargo pumproom, training for res­cue from enclosed spaces. first aid after a gas­sing incident, precaution for hot work, lessonslearnt from accidents on tankers.5. Ability to callibrate apd use portable safetyequipment, monitoring of inert gas ouantity, moni­toring of tank atmosphere for COM,testing of tan;content for safe entry, callibraticn of instru­ments, testing and fitting of breathing apparatus.6. Ability to take an active part in ship's emer­gency procedures : handling of a manifold connec­tion failure, measures after a major pump roomleakage, measures after a major spill on deck,fighting a deck surface fire, fighting a ventstack fire, safety considerations after a colli­

51

4.7A.

required as shown below ­

sion with risk of fire, considerations after Astranding with risk of outflow of oil.

: ChemicalThe

tanker familiarization course :chemical tanker familiarization course 5-Q

I General Certificationi]

[Shore-based Fire Fighting CourseJfi II familiarization course.

Chemical Tanker Appropriate period ofsupervised shipboard service

4.7

charts,

I l 1

Service on chemical tankers with specifi:duties in connection with cargo & equipmt.

Relevant experience on chemical tankersappropriate to duties.

Special Training Program.(Advanced Chemical Tanker Operation Course)

Service on chemical tanker with immediateQ

responsibility for cargo operation.

Training Scheme for chemical Tanker Staff.

: B. Course Provisions :Essential Equipment : 1. Overhead projecter, Slideprojecter, appropriate transparancies and slides,

diagrams.11. Gas detecter sets, Explosimeter, Oxygenanaly­ser, Protection suits (fire, chemical), Escape 8

U1 M

4.7

Resuscitation equipment, Fire fighting equipment,plain chemical experimental devices.III.Chemical

International Dangerous Goods Code (I(I C S),

construction 8 equipment of ships carryingbulk (I M O),

manufacturers guides and handbooks,

M 0'),

Tanker Safety Guides Code fordange­

rous ingoods Ship builders andCoating compa­

tibility schedules, Chemical Handbooksand Dictio­naries, Fire fighting manuals, Medical First AidGuide for use in accidents involving dangerousgoods (IMO).

Desirable Equipment ;Film projecter. Video tape recorder, appropriatefilms and tapes.

:C.1.

Syllabus :Ship design and equipment : Codes and regula­

tions concerning chemical tankers construction.equipmentand classification; tanktank

arrangements.coatings. pipe lines and pumpingsystems.

tank cleaning and venting fecilities; electricalequipment.2. Cargo properties and reactions : physical pro­perties, namely, specific gravity, vapour pres­sure, density, partial pressure, boiling tempera­ture, diffusion, flash point, autoignition tem­perature, flammable limits, viscosity, electro­static charge generation. Chemicalproperties andreactions, namely, chemical structure, symbols,nomenclature, reaction condition, interaction.catalysis,with Toxicity of chemicals,city limits ( MAC, TLV, LDSD ).

polymerisation, inhibitors, reactionswater and air. toxi­

S3

3. Cargo handling systems : Types of cargo pumps,sealings and gaskets, gas detecting and monito­ring instruments, cargo gauging systems, cargoheating and cooling devices, cargo sampling andcontrol.4. Operational procedure : National and Interna­tional codes and regulations, port regulations 8communication, cargo stowage, tank cleaning andgas freeing, safety check lists.5. Emergencyoperations : emergency organisationplan, fire fighting on board chemical tankers.collision and_groundingsituations, tank leak ­ages, first aid measures, rescue from enclosedspaces.

4.8 : Fundamentals of automation, instrumentation andcontrol system.

Recent advances in marine automation have madeconsiderable impact on educational field of mari­ne engineers. The application of this technologyis proceeding at an astonishing pace and the dayis approaching when a digital computer acting asa central data processor will carry out engineroom watchkeeping and the other engineering func­tions like navigation, maneuvering, berthing,collision avoidance, materials handling and cargocontrol.

with the increased use of centralised instrumen­tation and the automatic control of ship's machi­nery, the future demandis going to arise formarine engineers having a broad knowledge of fun­damental principles and an understanding of their

54

application to a wide variety of problems asso­ciated with marine automation.

In the context of above, it is viewed thatwithout extending the present period of one yearof study of the subject Marine Control Enginee­ring & Automation at D.M.E.T. to two years, itwould be impracticable to give in- depth coverageto relevant topics in this important subject.

The syllabus, outlined here, is put forward as asuggestion for incorporation with the existingsyllabus for a one year study program in the abo­ve subject. It is hoped that the enlarged sylla­bus would enable marine engineers to obtain abetter grasp necessary for a clear understandingof instrumentation and control systems.

Syllabus : A. Instrumentation : Standards of mea­_________ ________________surement, accuracy of measurements. variousmethods for measurement of pressure, level. flow,temperature, vacuum, viscosity, gas analysis,electrical conductivity, p h value, humidity.vibration and noise. ‘B. Electrical and Electronic instrumentation :Negative feed back, effect on gain and distor­tion. Relays : electro magnetic, reed mercurywetted, electronic. Limitations and errors intro­duced, switching time, bounce, induced and ther­mal emf’s leakage current and cutoff voltage,silicon controlled rectifiers, use as currentcontrol devices, heat control, applications andlimitations of transducers, potentiometer, straingauge, variable impedanceand variable capacitan­

55

ce, differential and bridge circuits.C, Automatic Control : Need for control, exami­nation of physical ouantities over which controlmay be exercised. block diagrams, mathematicalmodelling, physical analogies. first ordersystems and concept of time constant, the idea ofdynamic equivalence, second order systems, con­cept of damping ratio and undampednatural fre­quency, generalised second order transfer func­tions, the transfer function, representation ofcontrol system components by blocks having inputsand outputs, block diagram algebra transient res­ponseanalysis. stability analysis.

: Handling, Stowage, and Transportation of dang­erous, hazardous, and harmful substances.

This topic may be introduced as one of the shortcourses or may be included in the general curri­culum of the 4-year study program. The course maybe covered in ten lectures of ninety minutesduration.

Syllabus : A. Classification of dangerous sub­stances, background of classification, Inter­national Conventions, Solas 74, I.M.D.G. Codes,different ways of assessment of hazards of sub­stances, grouping of dangerous goods according todangers for packing purposes.

B. Different classes of dangerous goods, class Ito class IX, details of different classes ofgoods.

56

C. Decision charts : procedure for identificationand classification of articles for harmful sub­stances, procedure for using packing instructionsand packing requirements, code of safe practicefor solid bulk cargo, transport of dangeroussubstances by sea, IMO’s involvement.

D. Recent and future development in the transportof dangerous goods by sea and in ports, dangerouscargo in containers, dangerous goods in packagedforms, stowage and segregation of dangerousgoods.

E. Pollution threats and counter measures. con­tingency planning.

Chapter V.

MARITIME EDUCATION IN SOME OF THE

DEVELOPED COUNTRIES.

5.1 : Objective : This chapter deals with the mariti­__________me education patterns adopted in some of the deve­loped countries at present. The objective is tohighlight howthese countries have moulded theirmaritime education programsto suit their specificrequirements in the context of the changing cir­cumstances created by technological innovations,social outlook, economic needs and most importantlysafety requirements.

.2 : Basic programs of training : All well-establi­shed maritime administrations recognize and approueone or both types of training programs for engineroom personnel which might be described as ”HawsePipe" education program and “Front End" educationprogram.

In the former type, a trainee with suitable expe­rience ashore is engaged as a crew member (engineerofficer or engine room rating) and learns the par­ticularities of his job by doing it under guidanceand supervision. Such learning by direct experienceis often supported by class-room instruction whichincludes some education in theoretical subjects.

In the later type of training, a trainee follows acarefully planned schemeof training covering all

58

aspects of his expected duties and carried outunder controlled conditions mostly ashore in mari­time training colleges or in other training estab­lishments.

In considering the suitability of any form of trai­ning, the first consideration is thewhat the trainee is being trained to do.

ofThis leads

to the concept of job description. when such a job

question

description has been prepared, the suitability ofan existing training scheme can be assessed. It maybe observed that most of the developed countrieshave kept the maritime training in the generalstream of education and laid considerable emphasison front end education program to cope with thetechnological advances during the recent decades.

3 : Japan.L____—

3.1 : Japanese maritime education system : Both the”hawse,pipe" and the "front end” education programsare in use in Japan. The scale of maritime educa­tion in Japan is commensurate with the size of theshipping industry. There are two Mercantile Marine

at KobeMarine Technical colleges,Universities and Tokyo, five Mercantile

ten Schools for Seamen’sTraining. five Institutes for training Radio Opera­tors, all under the Ministry of Education and oneMarine Technical College and the Institute for SeaTraining under the Ministry of Transport. This isfurther Insupplemented private institutions.

and theMaritime‘ Safety Agency (similar to the U.S. CoastGuard) have

byaddition, the fishing industry Japanese

their own training and educational

S9

establishments. Naval architects graduate and cango upto Ph.D. level from any of the six nationaluniversities at Osaka, Tokyo, Kuiysice, Hiroshima.Yokohama, and Osaka Prefectural.

All the institutions under the Ministry of Educa­tion include in addition to vocational training ageneral education component which gives graduatesfrom these institutions educational qualificationsthat are recognised throughout the country. Oppor­tunities for seagoing jobs can and do fluctuate.Training and education is provided for a wide spec­trum of occupations in the shipping industry. Atworst it is an opportunity to obtain a general edu­cation in a nautical environment.

The Institute for Sea Training (see figure S.3:l3provides all the deep sea training on board itsfour large ocean going training ships (two dieseland two turbinel and two large four masted oceargoing sailing ships. Period of prescribed trainingon these vessels are shown on diagram 5.3:1. Inaddition each maritime education establishment has

its ownsmall training ship; It is on the "Institu­te for Sea Training" ships that students from allthe institutions under the Ministry of Educationmeet.

The Marine Technical College under the Ministry ofTransport at Ashiya near Kobehas several speciali­sed functions :(a). To provide training facilities to enable sea­men to obtain certificates of competency as marineofficers.

60

Fig 5 . I.arit.i.tr.e T raining in .'J‘J‘_Lr1n

F1

cfigw OFFICERS

O

.---->' NATIONAL EXAMINATIONFOR MERCHANTMARINEOFFICERS

INSTITUTE FOR SEA TRAINING

A II

v yI

MARINE TECHNICALCOLLEGE ASHIYA LICENSE AIMED

0.5 - 2.0 yu. _ COUR5E 0-5 V'­

' umvrnsrrv orMERCANTILE

NAMIKATASCHOOL HAM“FOR SEAMANS ‘ "LTRAININGI you

HERCANTILEMARINECOLLEGEI3 yrs.

SENIOR ggmonHIGH SCHOOL may-1 scn-|oOL

scuoon. FOR:u- 3 yrs. 3 ,.-.,HANS TRAINING2 ya.

COMPULSORY EDUCATIONJJNIOR HIGH SCHOOL 3 VII.

PRIMARY SCHOOL O VII».

(b).To provide refresher and revalidation coursesfor existing officers to enable them to updatetheir skills.(c). To provide correspondence courses for seagoingmariners.(d). To provide training for existing officers andratings to enable them to obtain the dual qualifi­cation necessary to work as watch Officers and DualPurpose Crew on highly modernised ships in Japan.

5.3.2 : Integration of Deck and Engine departments :This is being implemented in stages in a very cau­tious and methodical manner. Training to achievethis started in 1980 at the Marine Technical Colle­ge, Ashiya. After a suitable period of training.the D.P.C. concept was implemented in its entiretyin a number of selected eaperimental ships in whichmanning levels were gradually reduced to 15, andthe new job classification of “watch Officer” cameinto existence. In April 1983, the D.P.C. systemwas incorporated into Japanese manning regulations,and thus the government has indicated the principalrequirement for future training.

5.3.3 : Marine Universities versus Marine TechnicalColleges versus Seamen’s Training Schools : Theentry qualification for the marine universities isnine years of schooling (primary 8 secondary) plusthree years of high school equals 12 years. Marinetechnical college take students after secondaryeducation, i.e., nine years of schooling. Seamen’straining schools admit students from seafarers withjunior high school level}

61

Numberof years of study in the universities is3 1/2 years (academic plus laboratory practicals)plus 1 year on board training vessel equals 4 1/2years. For the technical colleges the total periodis S 1/2 years including 1 year sea training. Sea­men's training schools undertake basic trainingcourses (induction course, home-trade officer cour­se etc.) for about 6 weeks duration.

The emphasis at the universities is on research,and ample scope is provided for research work onEngineering and Nautical sciences including marineapplication of nuclear energy, economics, historyand law. Only university degrees are granted and noseagoing certificate is issued, but the graduatesare eligible to appear in the national examinationfor highest seagoing certificate.

Technical marine colleges have little scientificresearch work and the stress is on the ship opera­ting skills. They have primarily two departmentsNautical and Engineering. After graduation, stu­dents from both departments are eligible to sit for

national examination for highest seagoing certifi­cate.

Thus, immediately after graduation, students frommercantile marine universities or technical colle­ges attain the theoretical knowledgestipulated forthe post of chief engineer / master mariner. Thecertificate is kept pendingtill practical expe­rience is acquired by the incumbent. The period ofexperience is about 7-to 10 years for chief engi­neer and master, 5 years for second engineer and

62

chief mate. The graduates are appointed as thirdengineer or second mate on board immediately afterpassing the theoretical examination.

5.3.4 : Entry qualifications : Entry to any type ofinstitutions is by meansof a written examination.For the universities, entry is by means of the com­monuniversity entrance examination. Students fromtechnical colleges can change over to a universityafter a period of 3 years, i.e. after an equivalentlevel of high school education. Entrance to seamensschool is also by means of a written examination(Japanese, English, and mathematics).

5.3.5 : Latest trends in maritime educationin Japan : Apart from the emphasis exerted on dualpurpose training, there. is a clear trend towardsnarrowing the gap between the qualifications ofofficers and crew on Japanese vessels. The othernoteworthy event is diversification of coursesoffered by maritime institutions to cope withreduction in demandfor marine officers.

5.4 : United States of America:

5.4.1 : Education Systems in the U.S.A. : Anothercountry where both ”hawse pipe” and "front end”education programs are in use is the U.S.A.

The ”hawse pipe" education program is carried outthrough the following institutions :(1) maritime schools managed by unions provide spe­cialised courses and coach students for upgrading

‘licences.

(2) academic programs below degree level but with abroad based foundation organised by City Colleges.(3) preparatory schools under private undertakingswhich coach students exclusively for U.S.CoastGuard examinations.

The “front end” education program is undertaken byboth the federal government through the MerchantMarine Academysituated at King's Point, New York,and the state governments through the State Mariti­me Academies. At present there are six academieslocated at Texas, New7York,Massachusetts, Maine,California and Michigan. All these academies areresidential and coeducational type. Besides Michi­gan, these institutions offer a four year undergraduate program leading to a nationally recognisedBachelor of Science degree, a Coast Guard Licenceto sail as officers in the American Merchant Marineas third mate or third assistant engineer, or both,and commission as ensign, U.S.Naval Reserve. Thefour year program includes two half year periods atsea aboard training ships or U.S.-flag merchantships. In the academies, the four basic curriculaoffered are : Marine Transpgrtation, Marine Engi­neering, Marine Engineering Systems and Dual Licen­ce. State Academyof Michigan which is speciallymeant for Great Lakes and river licences, offers athree year program with an Associate of Artsdegree.

The Federal Maritime Commission bears the entirefinancial expenditure of the Federal Maritime Aca­demyat King's Point. All the cadets selected hereare paid during their 4 years training period and

64

Figure 6. BLOCK DIAGRAM OF EDUCATION AND TRAINING

PROGRAMMEOF ENGINEERS IN U. S. A.

| Examination for Chief Engineers Licence

I 12 months sea service

I Examination for Ist Assist. Engineers Licence

12 months sea service

I Examination for 2nd Assist. Engineers Licence

i 12 months sea service

| Examination for 3rd Assist. Engineers Licencej

11

[Final 1 Year in Academyand Graduation]

l6 months in trainingship

I 1 Year in Academy

ll6 months in trainingship

| 2 Years in Academy1

all their expenses are covered.

The federal government offers some assistance tothe state programs by meeting part of the expendi­ture incurred by each cadet and by providing andmaintaining training ships. Cadets have to supportthemselves individually by meeting the major partof their training expenses.

About 270 cadets graduate each year from King'sPoint Academyand about 500 more, excluding Michi­gan, from state academies depending upon the natio­nal requirement. These graduates have wide optioneither to sail on their licences or to take up sui­table shore-based jobs under various organisations.Those graduates who do not sail, usually find em:­loyment in many respectable positions within andoutside the marine industry. They become careerNavy or Coast Guard officers, marine engineers,naval architects, shipping company executives,admiralty lawyers. oceanographers, marine underwri­ters, oil and mineral company executives etc.

The State University of NewYork, like the otherstate universities, provides the following coursesfor engineers :Degree in Marine EngineeringDegree in Naval ArchitectureDegree in Electrical EngineeringDegree in Nuclear Science 8 EngineeringDegree in Ocean EngineeringOut of the four year course duration, the first twoyear course curriculum is commonto all engineeringconcentrations and from the third year on, cadets)

65

take specialised courses relevant to the degreeprovided. )

The cadets with nautical option, while preparingfor third mate's licence, can concurrently studyfor a degree in any one of the following subjects :Bachelor of Engineering ( Electrical )Bachelor of Science C Computer )Bachelor of Science (Marine Transportation EconomicBachelor of Science (Transportation Management)All the courses are of four years duration. Thebachelor of electrical engineering for navigatingofficers is specially designed taking into view thesophisticated electronic equipment being used on amodern ship.

The training program is the same as for marine eng­ineers, i.e. the cadet completes one year of seatraining during his four years of study in the aca­demy.

In the U.S.A. there is another program of trainingfor deck and engineer officer knownas the DualLicence program. The progrm gives common core ofstudies and training to both deck and engineeringupto third mate / third assistant engineer's level.The block diagram of education and training schemeis shown next to page 64.

5.5 : The United Kingdom.

5.5.1 : The training of engineer officers in the U.K.can be divided into three categories. These are :A. Traditional training

66

B. Cadet trainingC. Further training

.S.2 : Traditional training : For many years therehas been a legal requirement for chief and secondengineers on ocean going ships registered in theU.K. to be duly certificated and the U.K. Adminis­tration has since 1863 held examination leading tothe award of such certificates.

In the traditional schemewhich was basically the”hawse pipe” education program, these trainees,selected by the shipping companies, passed throughapprenticeship program for a period of four yearsin shipyards or marine workshops. After this, oncompletion of 18 months of sea service as uncerti­ficated officers on their employers’ ships, theyqualified to appear in the second class engineerscertificate of competencyexamination. They usuallyattended a private or public maritime college forabout six months to prepare themselves for the exa­mination.

A further qualifying sea service of 18 months, whi­le holding a second class certificate, entitledthem to appear in the first class examination,though they usually attended a private or publicmaritime college for a further six months beforetaking the examination.

The traditional training schemecontinued uninter­rupted till the early 1950's and then it was super­seded by the cadet training scheme, which is infact the "front end" education program, due to the

67

following reasonsA. trainees comingup through traditional trainingprogram were not given broader studies of fundamen­tal aspects of science or engineering,8. increased diversity and sophistication of shipsand machinery called for a more comprehensive,systematically planned and carefully controlledtraining program based upon a broader theoreticalbasis which will not only take care of safety butalso of management aspects in a day to day shipoperation,C. necessity to organise education program of engi­neer officers so that_they get a nationally recog­nised qualification which will give them a socialstanding and ample opportunity to get a shore jcbany time during their career.

5.5.3 : Cadet training scheme : The cadet trainingscheme is provided at three levels depending uponthe qualifications of the entry. They areA. O.N.D.scheme (ordinary national diploma?B. H.N.D.scheme (higher national diploma)C. Degree scheme

IAll the three schemes involve almost the samedegree of practical training. but they differ fromeach other very much in theoretical content andstandard. The schemes are flexible enough so thatcandidates with a diploma after study of a certainperiod can take a degree. All the courses are for aperiod of four years. In general, the ordinarynational diploma covers the theoretical requirementof U.K. safety administration competency examina­tion. The higher national diploma covers a syllabus

68

Fig.7. BLOCK DIAGRAM OF MARINE ENGINEERING EDUCATION INU.K.

O.N.D. SCHEME.

EASS 1 ENGINEERJ (Chief EngineerUnlimited)

6 months course

21 months sea service

. CLASS 2 ENGINEERJ

3 months course

18 months sea service

[CLASS 4 CERTIFICATE:]

1 year in college

12 months sea training

2 years in college

I 5 years secondary education

Fig. 7. EDUCATION AND TRAINING OF ENGINEERS IN U.K.

H.N.D. SCHEME

CLASS 1 ENGINEER ( Chief EngineerUnlimited 3

H 3 months course in college

18 months sea service

CLASS 2 ENGINEER CERTIFICATE

—ua months course in collegell

18 months sea service

I H.N.D. & Class 4 Certificate]

14 months in college andworkshop

12 months sea service ascadet engineer

26 months in college andworkshop

l 7 years of secondary education

which is more than the requirements of the U.K.safety administration. The theoretical content ofthe degree scheme is the same in standard andbreadth as that of an engineering degree in U.K.

These courses also differ in other respects but. ingeneral, the cadets, on leaving school and gainingemployment with shipping companies as trainees.spend two years at a marine college, then one yearat sea on board ships of their employers and,finally, one year at the marine college.

5.5.4 : Entry requirements : This varies, as shownbelow, according to the scheme followed by the can­didates.

O.N.D. scheme : Candidates who have passed at leastfour subjects at "0" level which includes mathema­tics and a scientific subject or with a generalcertificate including mathematics. erecting machi­nery and technical drawing.

H.N.D. scheme : Candidates who passed five subjectsof which mathematics and physics must have beenstudied at “A” level. ‘

Degree scheme : Candidates must have "A" level withmathematics and physics. Candidates with H.N.D. canfollow a further one year academic curriculum toget a degree.Each of the courses includes regular monitoring ofcadets progress, continual assessment of achieve­ment and formal examinations which have been appro­ved by U.K. safety administration, but the examina­

69

tions are conducted by the colleges.

5.5.5 : Exemptions : Although these cadets are requi­red to appear for their certificate of competencyexaminations, they are exempted from the theoreti­cal subjects of the second class and first classengineers examination depending upon the schemefollowed.

5.5.6 : Further training : The following courses aremandatory and need to be taken by an engineerofficer :a) Approvedfire fighting courseb) First aid at sea 'cl Personnel survival at sead) Special course for oil tankerse) special course for chemical tankers

and liquified gas carriers.The last two courses are meant for officers servingon oil tankers. chemical or liguified gas carriers.

5.6 : Netherlands.

5.6.1 : Maritime education levels : There are threedistinct levels in the fiutch maritime educationsystem :A. Higher vocational training (mono/ dual discip­line) for ocean going vessels.B. Intermediate vocational training (mono / dualdiscipline) for coastal trade.C. Lower vocational training for sea fishing.

5.6.2 : Dutch education system : This system origi­nally had the "hawse pipe" pattern of training.

70

Formally it was usual to take the various certifi­cates in a consecutive sequence through the so cal­led "sandwich system” and appearing for state exa­minations for engineer officers conducted by theBoard of Examiners under Ministry of Transport. Forthis purpose, to undertake a regular course was notlegally required, but prior to the examination astipulated sea service was demanded.

5.6.3 : Present trend : By the begining of the pre­sent decade, attending a vocational training inmaritime education had been accentuated more andmore and the education system had assumed "frontend" oattern of training.

The intention of this higher vocational training inmaritime studies was to impart the subjects fortuition to the students in a 4-year training neces­sary to gain the highest maritime certificate, i.e.the first engineer's certificate C for foreign ­going trade together with a Bachelor of Sciencedegree.

Apart from this, the higher vocational trainingalso brought about productfon of hydrographic sur­veyors, general operational technologists, navalarchitects, maritimetechnologists, air craft engi­neers,.etc. The first year of these higher vocatio­nal trainings are organised in such a way that thehorizontal flow is possible, after promotion fromthe first to the second year.

Since 1985 the existing higher vocational trainingfor deck officer and marine engineer were converted

71

into a training for dual purpose merchant officer.

Besides this, there are intermediate vocationaltrainings which train for the A certificate for amarine engineer either for overseas or coastal orfishing trade. If desired, higher certificates canagain be acquired through following the courses andpassing the State examinations. In the intermediatevocational trainings, a training for dual purposemerchant officer has also been started.

The lower vocational training is provided to caterto the sea fishing trade. This has four levelsstretched over four years of training leading toschool examination conducted under the ministry ofeducation for the award of certificate meant forskipper-engineer on fishing vessels of variouslength and power. The certificate of competency isobtained after 18 months of sea service from theministry of transport.

5.6.4 : Various means to get a maritime certificate :Thus to sum up, any one wishing to obtain a mari ­time certificate mayact as follows :a) to undergo a State examination which is underta­ken by the ministry of transport. or,b) to attend vocational maritime education, endingin a school examination.

5.6.5 : State Examination : This examination is under.gone before one of the following Boards of Exami­ners for seafaring certificates :Board of Examiners for deck officers,Board of Examiners for engineer officers,

Board of Examiners for fishing trade.

The Boards of Examiners under the State ExaminationCommitteeare appointed by the ministry of trans

G The

admitted to the examination is that theport public works. only condition t: be

candidatesmust have had a certain sea service. They can evensit for their examination without having thenecessary sea service provided they have success ­fully attended a course.

whenpassing they obtain a certificate of knowled­ge, which, after getting the required sea service,can be exchanged for a certificate ofIf

competency.so desired, these examinations can be undergone

in parts. Courses providing training for the diffe­rent examinations are given by various maritimeacademies and private training institutes. Thecourses are not obligatory. On account of examina­tions already passed, the candidates can get cer­tain exemptions whensitting for the State examina­tion.

The institute of the Board of Examiners functionsIas an objective institute, which is independent of

trade and industry as well as ofThe held

official bodies.examinations are five times a year.

6.6 :to

The

acquire certain maritime diplomas is by attend­the

School examination : second possibility

ing a vocational training at one of maritimeacademies, followed These

theby school examination.

school examinations fall.within theministry

scope ofof education and sciences. Delegates of

73

years seaExperience.

2 years seaExperience.

Bachelor's Degree.

p.'a year sea training

T

GENERAL

EDUCATION.

Master/Ch.Enq;nee:

Radar. E1rst A;:Manacement ashcpe,

1st Mate/2nd Engr.

Hazisnal EraW.bvSehosi 6 M.G.T.

(21 years age 3at s:rc:l.1 year

2 years at schecl.

(17 years age)10 plus 2 years atschool.

I15 3,DUAL PURPOSE TRAINING IN NEDERLAVD.

the ministry exercise supervision of the schoolexamination. To acquire the competency a seaservice must be completed and the students mustgive evidence in writing of their practical experi­ences, which will be judged by experts of theministry of transport. These experts are the dele­gates of the Board of Examiners.

At present there are about 25 State -aided maritimeschools which are imparting vocational courses- atdifferent levels in the Netherlands.

74

Chapter VI.

CHANGES NECESSARY FOR THE EDUCATION

AND TRAINING SYSTEM.

6.1 : Introduction : Most of the developing countrieshave inherited their maritime systems from one orother of the major advanced nations generallybecause of colonial / historical reasons. Althoughthese bilateral arrangements have undoubtedly acce­lerated the establishment of maritime infrastructu­res in the developing countries, their appropriate­ness to local conditions -is open to questions.

This is particularly so in the case of maritimeeducation and training, because of its social imp­lications. Maritime education and training not onlyconcerns people but also involves the educationsystem of the developing country, which is likelyto be quite different from that of most advancednations.

One of the commoncritisisms levelled at maritimeeducation and training establishments in the deve­loping countries is that their curricula have notkept abreast of the significant technologicalchanges experienced by the shipping industry inrecent years. There is no doubt that an element ofconservation exists in the education establishment,but there are also other factors such as the educa­tion/training dichotomy, and the long "lead-times"involved, all of which emphasise the importance of

75

identifying the basic objectives before makingsubstancial alterations to existing systemof trai­ning.

The purpose of writing this chapter is to emphasisethe importance of first identifying objectives andthen suggesting corrective measures that are rele­vant.

6.2 : The shipping industry : In the reappraisal ofa maritime training facility, a primary considera­tion is whether the trainees are being prepared forthe shipping industry only or for a wider field of;_/——:e _——§_. __ __ ,______jg____,employment. That is,”bhé£hé: other maritime indus­___._____tries such as shipbuilding, ship repairing.offshore engineering, commercial management ofports, etc., are included.

Maritime education establishments which are public­ly funded have, of course. a responsibility to theindividual and to the country in general. Althoughthis should not necessarily be in conflict with theprovision of a service for the country, there is aparticular need to recognize the long-term implica­tions. In the case of newentrants to the industry,for example. it is important to rememberthat theywill have a working lifetime of some forty yearsahead_of them, during which vast changes in techno­logy will be experienced. The importance of incul­cating a sound knowledge of fundamentals uponwhich basis the changes can more readily be absorb­ed by short updating courses etc., might not alwaysbe appreciated by the government. Nevertheless, theeducation and training programs must be relevant to

76

the needs of the industry. and the importance ofclose liaison and involvement with the industrycannot be overemphasised.

5.3 : Today's maritime technology : The engineeringaspect of maritime technology includes scienceswhich relate to two basically different but comple­mentary professions. They are : naval architectsand marine engineers. Naval architecture concernsthe design of ships and other mobile floatingstructures and their construction. Marineengineer­ing pertains to the design, manufacture, installa­ation, operation and maintenance of ship-boardmachinery and equipment. The naval architect istotally shore-based. Marine engineering can beeither a seagoing or shore-based profession as itdepends on whether the_ job to be carried :u :7?‘

concerns running and upkeep of ship-board machineryat sea or design, manufacture, installation orrepair of such machinery ashore. In case of marineengineers, senior personnel with long sea experi­ence are required ashore for managerial functions.

Today's maritime technology has changed signifi­cantly from what it was'thirty years ago. Therehave been great variations in size and sophistica­tion of ships in different trades and operations.Function-built ships have becomethe order of theday. Hull forms which would ensure maximumeffi­ciency are being introduced. Computer-aided designsfor ships are being increasingly utilised in theindustry.

Gone are the days for uneconomic steam reciproca­

77

6.

ting engine in the field of marine propulsion. Evewsteam turbine propulsion has almost disappearedfrom the shipping scenario, but for a few highpower ratings. The diesel engine. in its multipleforms, has been largely accepted for ship's propul­sion machinery. Utilisation of gas turbine and nuc­lear energy for ship propulsion have becomeestabl­ished facts.

The entire machinery and equipment on board a typi­cal ship is a combination of intricate mechanical,hydraulic, electrical and electronic devices comp­lete with self-regulating automatic controls andmonitoring devices, all centralised in computer-ai­ded controls. Marine technology has reached a stage

I

where it is technically possible to operate amodern ship with only minimal crew strength of 15

S0 to 60. Allthis calls for a fresh approach and a critical

the

to 20 as against the conventionallook

at the training of future marine engineers.

4 : Total professional activities : There is a verylarge area of professional activity concerningmarine engineering in the successful operation of

. . . “‘——-rnr . . .- --~»~the maritime industry. This primarily includes run­-rj—‘ 7” I ‘ 'ning and maintenance of marine machinery; designingbuilding and repairing of ships; designing andmanufacturing of propulsion system, auxiliarymachinery and other equipment; fleet operation,maintenance and management; ocean engineering; tea­ching of subjects in marine researchengineering;and development related to marine engineering; ins­

theirduring construction and while in service; statutorypection and survey of ships and machinery

78

administration concerning maritime industry; mari­time economics; management of shipping companies.shipyards and port complexes; etc.

It is very evident that considerable professionalexperience backed by a strong technological knowle­dge is necessary to discharge these various activi­ties. In addition, post-basic education is alsorequired to supplement the roles in some of thefields.

6.5 : Training facilities at present : The responsi­bility for planning, training and certification cfseagoing marine engineers has been assumed by thegovernment of India through the ministry of ship­ping from the very begining. But, quite unfortu­nately, the responsibility for assessment of requi­rements of naval architects and marine engineers tofulfil roles other than ship operation has beensimply overlooked.‘ Institutions like I.I.T..universities, etc., are undertaking training andcertification only. Theultimate effect is that themain consideration has been on personnel planningfor the seagoing profession only and very littleimportance has been laid in“respect to requirementsfor the needs of other areas in the maritime field.

The present setup of maritime engineering educationin India, which has been described in detail inChapter II, is characterzed by the following majorshortcomings :

1. There is no coordinated assessment and actionrelating to the personnel needs in various fields

79

of the entire maritime industry consisting of ship­ping, shipbuilding, ship repairing, shipboardequipment manufacture and port sectors.

2. The certification of seagoing personnel leavesmuchto be desired in regard to advanced education.The passing out(graduation) certificate of D.M.E.T.practically constitutes a passport for entry intoseagoing careers. The statutory certificates ofcompetency, issued by the government of India," donot have national recognition as professional gua­lifications, and any recognition of it is restric­ted to limited purposes of employment where thepossession of such a certificate is a “must”. Inthe days when the limits of technology are advan­cing ceaselessly and when new ideas can be innova­ted only through postgraduate learning and researchin almost every field of professional activity, itis an unfortunate turn of event for the Indianseagoing marine engineer to find that he cannotseek admission to any course of a postgraduatestatus in any university on the strength of hisstatutory certificate of competency.

3. The training and education of marine engineersis not continuous with their post-experience period.A strange situation prevails in India today unlikein any other maritime countries in the world. Herethe pre-sea and the post-sea trainings are treatedseperately as. if the one is segregated from theother. This has undoubtedly restricted the growthof professionalism in teaching and training insti­tutions meant for the purpose. None of the educa­tional institutions which have been set up in the

B0

developing countries in the recent past under theguidance of I.M.O. follows such practice. Thisincurs duplicating of costly facilities involvingfaculty and equipment. A number of developed coun­tries,in fact,have successfully introduced a singletraining schemefor seafarers belonging to diffe­rent streams (dual purpose training for officersand ratings). So these two parts of training shouldbe grouped together to form one institution, whilenautical and communication streams may be groupedtogether to formanother institution.

4. It is already mentioned in Chapter II that thetraining of marine [engineers in India after theyjoin the ship is conspicuous by its absence. Thesame story goes“ for the bulk of marine engineerswho form the “traditional entry” scheme (from gene­ral apprenticeship in marine workshops). The sadde­ning fact remains that there is virtually no educa­tion or training in vital aspects of marine machi­nery and ship construction. operating principlesand practice relating to safety and efficiency,environmental pollution and damagecontrol.This hasbeen going on for ages without anybody bothering tothink whether such a practice should continue. Thusthe statutory examination has been accepted as asubstitute for a course oriented education andtraining. The I.M.O., on the contrary, has repea­tedly emphasised the need for more education andtraining and also the usefulness of conductedcourses between periods of sea-service. Governmentof India's attitude in this respect should havebeen in the direction, as pointed out by theShipping Corporation of India, of conducting a

81

numberof training courses for their ownpersonnel.

6.6 : Updating of training facilities : It is a mat­ter of great importance that the future marine eng­ineers should have a satisfactory minimum standardof basic technical education. Our National Educa­tion System, which has the requisite expertise, maybe approached in this connection.

It is very desirable to enforce a minimum basicfundamental education at the entry point to marineengineering. The graduate engineers and P.M.E.T.candidates, however, satisfy this part of therequirements. For the traditional entry candidates.Part A examination of the Institution of Engineers(India) would provide a satisfactory coverage andwould ensure a minimum. educational standard.

On joining there should be a period of three monthson—p1ant practical training on board ships ofnational shipping companies. Candidates may appro­ach various shipping companies through governmentagency for the ship-board training. The government.on the other hand, may have to arrange for somesubsidies to the shipping companies for the purposeof conducting practical training scheme on boardships.

The practical training should be followed by a twoand ‘a half year course of instruction in a shore­based institution (D.M.E.T.,Calcutta/Bombay, L.B S.Nautical 8 Engg. College) in subjects like opera­tion and maintenance of marine diesel engines,marine auxiliaries, safe working practices, fire­

32

fighting and safety appliances, watch—keeping rou­tines, survival at sea, first aid, anti-pollutionand emergency procedures, etc.

The theoretical course should be followed by ano­ther three monthsof ship-board practical trainingon vessels of the national shipping companies inorder to qualify the candidates for the first cer­tification (watch-keeping engineer) as per S.T.C.U.1978, Reg. III / 4, sub para 2 (c) and (d).

Structural changes should be brought in certifica­tion system makingit obligatory for all candidatesto attend a course prior to the joining of their588 career .

All candidates, before their second class certifi­cate of competency, should compulsorily undergo aproperly laid out course of about twelve months ina shore-based institution CD.N.E.T.Ca1cutta/Bombay.L.B.S.Nautical G Engg.College) in line with Reg.III/2 of S.T.C.w. 78. with practicals in electronics,automation, computer and simulator.

Examinations for all grades should be held by theinstitutions and only teachers, internal and / orexternal, would be eligible to test the knowledgein fundamentalengineering subjects. Certificationby the statutory board should cover only the safetyaspects. Thus the training, education and examina­tion should be left to the institutions. The econo­mic absurdity of duplicating the existing machineryfor the purpose of assessment -- within the educa­tion system-- at public expense-- within the mari­

33

time authority has to be recognised.

As per Regulations III / 2 and III / 3 of S.T.C.H.,75, the requirement of theoretical and practicalknowledge for the chief engineer officer and thesecond engineer officer is the same. The only dif­ference has been in approved sea experience, forexample, a period of 12 months for the second eng­ineer officer and 24 / 36 months (depending on pro­pulsion power) for the chief engineer officer. Sothe candidates for the first class certificate ofcompetencyhaving requisite sea service need nottake any further theoretical or practical trainingcourse or examination. They will undertake shortupdating course of about three months duration in ashore-based institution (D.M.E.T. Calcutta / Bom­bay, L.B.S.N.E.College) relating to changes in therelevant international regulations and recommenda­tions concerning the safety of life at sea and theprotection of marine environment, in line withRegulation III / 5 of S.T.C.w.78 convention. Certi­fication, once again, will be by the statutoryboard covering the safety aspects.

It is very desirable that the professional qualifi­cation of a marine engineer is disconnected fromthe statutory certificates of competency, andshould be linked with university accreditation.whatever may have been the merits of the system ofstatutory certification in the past, in the presentcontext it is outdated. It may sound unbelievablethat the use of simple calculators in the examina­tion is not yet permitted under the statutory rulesThe government agencies, concerned entirely with

84

the administration of the Indian Merchant ShippingAct, attribute to themselves the role of a univer­sity examiner. To the extent of statutory require­ments, the government agencies should limit theirscrutiny and examination of sea-going engineers toensuring that their knowledgerelating to safe ope­ration of the ship and its machinery is sufficientfor the responsibility to be certified. Besides,the Part A examinations do not adequately cover thesubjects necessary to impart a satisfactory minimumstandard of basic technical education. The certifi­cation examinations have remained in a state ofstagnancy. Hence the system has failed to generateenthusiasm amongst the candidates.It contains a lotof unworthy materials according to present daystandard. It concerns more of obsolescence ratherthan what is relevant. The examination pattern mustdeviate from the "set system” and introduce an opentype of examination with intelligent and searchingquestions set afresh for every examination.

In the case of the marine engineering course con­ducted by the D.M.E.T., the changeover from theinitial pattern to the re-orientation scheme(threeyears apprenticeship in selected marine workshopsfollowed by one year at the Marine Engineering Col­lege to one year at the Marine Engineering Collegeworkshopinterspersed with theoretical classes, twoyears at the selected marine workshops with theore­tical classes at the Marine Engineering College ina sandwich pattern and the final year at the MarineEngineering College) is a definite step in theright direction, but it does not go far enough. ThePattern of practical training needs a complete

85

change. The long period of apprenticeship in ship­building / ship-repairing yards, which does notjustify good training any longer, must be replacedwith on-plant practical training on board a train­ing ship / vessels of national shipping companies.The theoretical content of the education of thefuture marine engineer, whether he is to take up aseagoing career, or he is to take up a career inshipyards, port trusts, dredging organisations ormachinery manufacturing units, has to be reasonablyhigher than what is possible to provide in thepresent course.

It is, therefore, suggested that the present systembe partially modified to provide a four year degreecourse with eight semesters of which the fifth andseventh semesters will be set apart for sea train­ing, exposure to design and production techniques,at major shipbuilding yards (H.S.L., C.S.L., M.D.L.G.R.S.E.) and machinery manufacturing units(G.R.S.E.-Ranchi Unit, Kirloskar-Cummins. H.E.C.,B.H.E.L.). The remaining six semesters should bedevoted to a balanced course of instruction inclass-room studies, engineering drawing, laboratorywork and workshop practice.

Apart from the requirements of engineers to manships, marine engineers are also required ashorefor assignments in shipyards, marine equipmentmanufacturing facilities, ports, ship-repair orga­“i53ti°“5s dredgers, etc. This justifies creationof a second stream of first degree course in marineengineering to. cater to the needs of maritimeindustry ashore: The best course of action will be

86

to provide for the two options in a single marineengineering course so that, from the fifth semesteronwards, specialisation towards each option isprovided for. A major advantage of two streams willbe that the periodic depressions in internationalshipping will not adversely affect the employmentopportunities of the newgraduates.

6.7 : Scope for postgraduate education : It has beena well-accepted fact that technical educationcannot be looked upon as an one-time effort andonly practical experience will never create expertknowledge, skill and managerial qualities in thevarious spheres of maritime technology. Postgradu­ate studies and research are some of the mostimportant aspects of any organised structuretraining facilities. Today‘s marine technology isprogressing stupendously all over the world. Thusit is of paramount importance that marine engineershave adequate scope for postgraduate education andresearch so that the fruits of achievementsacquired in some other parts of the world may beutilised for our national needs.

87

Chapter VII.

TRAINING OF TRAINERS FOR MARITIME ACADEMIES.

7.1 : Objective : In the years preceeding the 1960's, aan

7.2 :

maritime lecturer had a vast amount of professionalknowledge in the field of the subjects in which he waslecturing and in fact he had only to keep up to datewith very slow changes in the professional field.

After the 1960's, however, there were fast anL1 VI 0| I". ... IJ m

changes in the fields of marine engineering, maritioecommunication, ship handling and navigation which werecaused by innovations in technology such as computers,micro-electronics. application of automated systems andsatellites. The fact that moderntypes of ships were

0built with séT‘¥5B ‘unknown properties related tstrength, stability and cargo handling also had itinfluence on maritime education and promoted the needfor updating of maritime lecturers.“

Q‘

Consequently, any maritime teachers’ training programmehas not only the obligation to educate future maritimelecturers but also has to keep track of innovations inthe maritime field. Such a programmemust take care ofthe post-academic training of maritime lecturers.

Limitations of maritime lecturers : These lecturersare normally recruited as practical marine engineerswith chief engineer's certificate / navigators with

BB

master mariner’s certificate. It may be argued thatthis procedure to promotetechnically skilled perscrxeiwith maritime background to maritime lecturers is netsufficient to provide for good education. It needs ts- .'1-'

'? be accepted that teaching capabi.it1es are - .e._‘___

independent of technical proficiency in any particula\: __———r­field.

Apart from this, the technical personnel recruited asmaritime lecturers who completed their studies five toten years ago may be blissfully ignorant about therapid changes in the maritime field. They will be.naturally, failing in their vital task to be able tcteach the latest technicues and methods developed inthe concerned field to the students.

A very practical drawback'of teaching in an undergra­duate class in an education system which is self—centr—ed without having any link with the industry and is not

—:T:ced in the main stream of general education. is that””TE>induces the lecturers to follow the path of least

resistance in the matter of teaching. The lecturersusually, perhaps with few exeptions, lose initiative,with the passage of time. to improve their teachingtechniques and the quality of teaching material delive­red by them. They tend to circle around the localisedsmall Eddies around them. This situation will. natural­ly, worsen in the event, as is the case in India, if

the maritime lecturers have the added complacepcy cfbeing Eublic servagts by the nature of their ‘duty.LThus the updating of maritime lecturers, which canhardly be over emphasised, must be an imprortant partof the activities of any academywhich is willing to

89

provide for sound maritime education.

7.3 : Licence / Certificate for Teaching : A system maybe introduced by the competent authority that all lec­turers will have licence for teaching which they willhave to renew once in every five years from a boardappointed by the government. The board may be constitu­__________ted of university professors, leading educationists,

rynoted maritime technologists, etc. Lecturers will haveto convince this board that they have kept their know­ledge abreast with the development of technology intheir concerned field of teaching.

This system, in fact, will not be a very novel idea initself. It is very muchin line with one of the recom­mendations of the STCN78 that demands that navigatorsand marine engineers,_coming back to work at se§_afte3an interruption ashore:Fmust go for renewal of certifi­

j“cate in case the break exceeds five years.

Renewalof teaching licence is also an establishedpractice in some of the developed countries, notablyU.S.S.R.

7.4 . Teachers Training Institute : Such an institute maybe set up for updating maritime lecturers in India atany one of the principal cities like Bombay,Madras orCalcutta. Classes may be held here once or twice a weekin the afternoons / evenings. Regular courses may beoffered for first degree (university level) diplomasand for second degree diplomas.

The duration of the first degree courses should be fiveYears» 05 Whifih the last year may be used to make a

90

thesis on a maritime subject. During the first fouryears about 1800 hours of lecturing should be deliveredand examinations on all subjects may be held. Theduration of the second degree diploma may be two years.during which about 500 lecturing hours should bearranged and examinations on all subjects may be held.

The admission requirements may be identical for boththe diploma courses. Various courses which may be offe­red under these two diplomas may be :I. Diploma in Marine : concerning motors, steam plants

Engineering aux. systems, engine room auto­mation, mathematics, appliedmechanics.

II.Diploma in Marine : covering electronics, tele-commCommunication unication, automation,mathema­

tics.III. Diplomain concerning navigation, naviga­

Navigation tion instruments and systems,automation, maritime meteorolo­gy, mathematics.

IV. Diploma in : concerning seamanship, law ofSeamanship the sea, ship dynamics, shin

building, marine meteorology.mathematics, applied mechanics.

Besides the lectures in the qualification subjects,there should also be lectures on supporting subjectssuch as digital techniques, computers, physics, chemi­cal technology,statistics, etc.

Lecturers should be encouraged to take up these coursesfor the benefit of everybody. There should also be someform of incentive for the lecturers whowould success­

91

fully complete the course.

7.5 :Short courses in universities / other institutions ;Even if updating of maritime lecturers may be an impor­tant national issue and nobody would like to agree toundermine this, it may be equally true to think of howdifficult it is to convince the governmentto set up aproposed teachers’ training institute because of itsattended financial implications. Besides, the prolongedsituation of subsidised over-capacity and instabilityin world shipping market has been a major setback forthe long-term planning in the maritime sector in manydeveloping countries.

Under such a state of affairs, it maybe just possibleto arrange for short courses on relevant maritime topicin various universities /.outside institutions, whereprofessors / competent technologists can deliver lectu­res to the attending lecturers for the stipulated num­ber of hours. Thereby. the cost involved in building aseperate establishment, to have the necessary infras­tructure and the administrative formalities can beavoided.

7.6 : Research facilities : Another very useful way toupgrade the lecturers in an institution is to have itsown research program. Lecturers should be scrupulouslyencouraged to undertake research activities in theirconcerned fields and to produce text books. This oppor­tunity will breed a number of advantages which will beuseful in many areas of activity of the institution.Not only the lecturers will extend their horizon ofk“°”1ed9E in their respective spheres while pursuingthe research work, but it is bound to tell upon theirfit

92

quality of teaching, for which the students will bebenefitted to a great extent. Research contributions ofthe institution can help to solve some of the mosturgent problems of the marine industry. The institutionthus, in lieu of its research programs, can earn fromthe industry a handsome dividend which may be utilisedfor somedevelopment work of the institution. This willopen up an avenue for a close and congenial relationbetween the academy and the industry, which is a:absolute necessity for the academy. It will help theacademy in two ways : (13 it will keep the academyaware of the practical needs of the industry for which

V/fme academy is meant, (2) it will help the acadery tobe one step in advance of the industry.

7.7 : Short sailing trips : Lecturers should alwavs beencouraged to undertake short voyages on board ships ofthe national shipping companies after every three orfour years. This would give them an opportunity to heconversant with the latest design and layout of ttsshipboard machinery and the operational and maintenanceaspects concerning them. Thus the students, by ‘urn.will get to know the modern version of the ever-chang—ing marine machinery which they are expected to comeacross whenthey start their career at sea.

7.8 : Regular contacts with universities / other institu­tions : It is veryynecessary to establish and maintaina regular and ordiaE:communication with universitiesand other educational institutions within the countryas well as abroad. This would facilitate some academicprograms like exchange of scholars amongdifferent ins­titutions, advancedstudies and training of lecturersfrom the developing countries to the institutions in

ft

General, I.M.O., and the Chancellor» w-M-U-9 "DFDVidESa critical element now missifig bUt “ECEESEFY10? 9coherent and comprehensive system of training and edu­cation - an international centre for advanced study forhigh level specialised personnel in developing coun­tries including maritime teachers, surveyors, inspec­tors, technical managersand maritime administrators.

~ .'._'ia.:.P»"The world Maritime University provides a pivotalin the international system for training in the mariti­me sector. It complements, supplements and strengthensthe training activities nowbeing carried out in thedeveloping countries. It is a unique institution whichoffers an advanced’ level of training in a number :5different maritime fields at a single institution.w*Tshis presently not available elsewhere.“

The world Maritime University has introduced since 1983the Maritime Education and Training Courses for lectu­rers in maritime education and training institutes. The

nauticalthe best

courses are divided into two fields,Each

namely,and engineering. course consists ofobtainable balance of classroom work and practicaltraining / one hundred

attached to thefield

experience. There are over an:fifty distinguished visiting professors

The

includes as wide a practical experienceuniversity from all over the world. training

as can be gain­ed fromvisits to maritime training institutions andvisits to and training at centres of advanced maritime

thetechnology in a number of countries which providefacilities for such training.

(ZBased on the foregoing,_it may be observed that a verysuitable institution available for providing advanced

95

education and training in the maritime field for thedevelopment of lecturers from any develozing countrywould be the world Maritime University.

After a lecturer is recruited and subsequently fout:suitable to continue in his assignment at the institutehe ought to be developed into an effective teacherbeing provided with higher education and training bythe institute.

96

CONCLUSIONS AND RECOMMENDATIONS.

1. India's maritime development since independenceis a series of achievements which include a merch­ant fleet of 6.27 millions of G.R.T.. 10 majorports with a total traffic of over 100 million ton­nes, 4 major shipyards, a modest dredging fleet, afast—expanding off-shore oil industry and a natio­nal classification society.

2. The marine engineering course first startedalong with navigation in 1935 before independenceon board Training Ship Dufferin.

3. The government of India introduced a new marineengineering course in 1949 under the aegis of theD.M.E.T. with admission level at par with entryinto university engineering colleges, and in thelong run, the course has now been recognised asequivalent to first degree level.

4. The present course needs upgrading of itstraining facilities and syllabi, and inclusion of anumberof subjects in the curriculum as per theminimumrequirements of S.T.C.H. 78.

97

5. The leading maritime countries have increasinglyadopted a "front end” type of maritime educationwithin the general stream of national educationprogramleading to first degrees with universityrecognition; their maritime education is providedwith arrangement for ship-board training, a lot ofdiversifications for employmentashore and opportu­nity to reach the highest level of universityeducation.

6. Marine technology has undergone phenomenaltransformation in the four decades since the end ofworld war II.

7. Multifarious activities in the maritime fieldinvolve professional personnel with expertise andexperience.

8. Thepresent training facilities primarily centrearound ship-manning and do not take into accountother needs of the maritime industry.

9. Upudatingof training facilities calls for afresh assessment of the present system andjustifies a modified program with two streams oftraining of marine engineers. In both cases, theeducation and training must lead to the award offirst degrees of university recognition.

10. The present system of D.M.E.T. training ofmarine engineers be reformed as set out in chapter6.6 with provision for practical training in lead­ing shipyards, engine manufacturers and on ship­board in lieu of prolonged apprenticeship in marine

98

workshops.

11. Pre-sea and post-sea training programs Shouldbe grouped together in a single institution.12. Regular course-oriented programs for pre-seatraining of "traditional entry" candidatES afidpost-sea training for second class certificationexamination should be started without any furtherdelay. Attending such courses should be mandatory.

13. Statutory certification of sea-going competencyat different levels be restricted to verificationof capability of safe operation of the ship and itsmachinery.

14. The present system of statutory certificates ofcompetency and examination is outmoded and callsfor a comprehensive re-examination.

15. Examination in fundamental knowledge should beheld in the institutions by teachers. Certificationby statutory board should cover only the safetyaspects of safe manning and operation of ships.

16. Facilities for post—graduate education andresearch are "must" in the background of theaccelerating progress of maritime technology.

17. Teachers’ training program should be included,as set out in chapter VII, in the regularactivities of the institutions.

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