scholarly journals Future of maritime education and training

Pomorstvo ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 345-353
Author(s):  
Pedro Manuel Geada Borda de Água ◽  
Armindo Dias da Silva Frias ◽  
Manuel de Jesus Carrasqueira ◽  
José Manuel Modas Daniel
Keyword(s):  
21St Century ◽  
Training Programme ◽  
Education And Training ◽  
Maritime Industry ◽  
Maritime Education ◽  
Double Loop Learning ◽  
Knowledge Triangle ◽  
Training Programmes ◽  
And Training ◽  
Industry Professional

The 21st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties’ “voices” will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master’s level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21st century maritime industry professional, focusing on logistics, engineering and management contents.

LIS Education for 21st Century Information Users

2020 ◽  
pp. 59-74
Author(s):  
Pearl Chidimma Akanwa ◽  
Ogechi Nkechi Okorie
Keyword(s):  
Science Education ◽  
21St Century ◽  
Information Science ◽  
Education And Training ◽  
Library And Information Science ◽  
Library Services ◽  
Structured Education ◽  
Training Programmes ◽  
And Training

This chapter is on library and information science education for the 21st century users. It aims at x-raying the nature of LIS program as practiced in Nigeria so as to ascertain the extent to which the graduates will remain relevant in practice. This is based on the fact that the present-day library and information users are getting technologically advanced, and graduates of LIS education are also expected to be technologically visible to the users. The following subheadings were considered: library schools in Nigeria and their programmes, need for restructuring LIS programme, new programmes/courses to be incorporated in LIS education, and challenges of restructuring LIS education programmes. Library and information science professionals are not only having to adapt to change in library services but they also require in-depth and structured education and training programmes that are in line with the current technological demands. This will help the professionals to provide the needed manpower for the nation's information occupation engagements and effective user assistance.

scholarly journals Exploring the Qualifications of Future Seafarers from the Perspective of Stakeholders: its Implications in the Maritime Education and Training

2021 ◽  
Vol 23 (1) ◽  
pp. 33-38
Author(s):  
Ade Niko Setiawan ◽  
Yudha Prawira Dijaya ◽  
Andhika Wira Paratama
Keyword(s):  
Education And Training ◽  
Maritime Industry ◽  
Soft Skill ◽  
Purposive Sampling ◽  
Managerial Skills ◽  
Maritime Education ◽  
Hard Skills ◽  
Technological Advances ◽  
Maritime Education And Training ◽  
And Training

The global need for logistics distribution is increasing from year to year. Significant technological developments have been applied to merchant ships to run supply chains more effectively and efficiently. Seafarers are the main subjects who operate and navigate ships to adapt to technological advances. Their qualification to meet stakeholder expectations then becomes an essential issue for discussion. This study aims to discover the qualifications of future seafarers from a stakeholder perspective. Implications in Maritime Education and Training are also discussed. The authors uses a qualitative research design and conducts interviews to collect data. Using the purposive sampling method, the author involved participants who had much experience in the maritime industry. The findings of this study reveal that technical and theoretical knowledge, english communication skills, and IT skills are hard skills expected by stakeholders. Apart from hard skills, seafarers also need soft skills to support their work, including managerial skills, hardiness and adaptability, motivation to learn, and a good attitude. This finding has significant training in the Maritime Education and Training sector. Students need to learn lessons to foster student learning motivation and provide more time for ship simulators and engines to experience actual work activities on board.AbstrakMenggali Kualifikasi Pelaut Masa Depan dari Perspektif Pemangku Kepentingan: Implikasinya dalam Pendidikan dan Pelatihan Maritim; Kebutuhan global distribusi logistik semakin meningkat dari tahun ke tahun. Perkembangan besar teknologi telah diterapkan pada kapal-kapal niaga untuk menjalankan rantai pasokan dengan cara yang lebih efektif dan efisien. Pelaut sebagai subjek utama yang mengoperasikan dan menavigasi kapal dituntut untuk menyesuaikan diri dengan kemajuan teknologi. Kualifikasi mereka untuk memenuhi harapan para pemangku kepentingan kemudian menjadi isu penting untuk dibahas. Studi ini bertujuan untuk menggali kualifikasi pelaut masa depan dari perspektif pemangku kepentingan. Implikasi dalam Pendidikan dan Pelatihan Maritim juga dibahas. Penulis menggunakan desain penelitian kualitatif dan melakukan wawancara untuk mengumpulkan data. Dengan menggunakan metode purposive sampling, penulis melibatkan partisipan yang banyak mendapatkan pengalaman di industri maritim. Temuan penelitian ini mengungkapkan bahwa pengetahuan teknis dan teoritis, keterampilan komunikasi bahasa Inggris, dan keterampilan TI merupakan hard skill pelaut yang diharapkan oleh para pemangku kepentingan. Selain hard skill, pelaut juga membutuhkan soft skill untuk menunjang pekerjaannya, antara lain kemampuan manajerial, hardiness dan adaptability, motivasi belajar, dan attitude yang baik. Temuan ini memiliki implikasi yang signifikan di sektor Pendidikan dan Pelatihan Maritim. Penting untuk menyesuaikan metodologi pengajaran untuk menumbuhkan motivasi belajar siswa dan memberikan lebih banyak waktu untuk penggunaan simulator kapal dan mesin agar siswa dapat mengalami aktivitas kerja nyata di atas kapal. 

scholarly journals Rituals of Vocational Socialisation: Faith-Building in Higher Vocational Education for Weak-Form Occupational Pathways

2021 ◽  
Author(s):  
Rebecca Ye
Keyword(s):  
Vocational Education ◽  
Weak Form ◽  
Education And Training ◽  
Digital Data ◽  
Vocational Education And Training ◽  
Higher Vocational Education ◽  
Collective Identification ◽  
Qualitative Interview Study ◽  
Training Programmes ◽  
And Training

AbstractThis paper addresses the question of how higher vocational education and training programmes socialise participants for future work, where the occupational pathways they are to embark on are weakly defined. The analysis focuses on organisational rituals as a means to understand individual and collective transformative processes taking place at a particular intersection of education and labour markets. Building on organisational and sociological theories of rituals, as well as drawing empirically from a longitudinal qualitative interview study of a cohort of students in Swedish higher vocational education for work in digital data strategy, I explore how rituals are enacted in a vocational education and training setting and what these rituals mean to the aspirants who partake in them. The findings illustrate how rituals initiate, convert, and locate the participants in a team. These repeated encounters with rituals socialise, cultivate and build vocational faith amongst participants, despite the nascency and unstable nature of their education-to-work pathways. However, while rituals can serve as a catalyst to ignite processes of collective identification and vocational socialisation, they are not always successful. The paper discusses implications of faith-building in weak-form occupational pathways when the labour market is strong and conversely, when the economy is in recession. The text concludes by advocating the need for examining the power of educational institutions in shaping transitional experiences of participants in vocational education.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

scholarly journals What does competent moral expertise look like in public health practice?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
F Tahzib
Keyword(s):  
Public Health ◽  
Work Experience ◽  
Public Health Practice ◽  
Daily Practice ◽  
Moral Dilemmas ◽  
Education And Training ◽  
Public Health Workforce ◽  
Public Health Training ◽  
Training Programmes ◽  
And Training

Abstract Background Public health practitioners regularly face moral dilemmas in their daily practice but they are not well prepared to deal with them. Yet, from an ethics perspective, educational programmes are often inadequate. Rather, there is a need to better understand public health ethical competencies and to develop education and training in public health ethics (PHE). Objectives This presentation will share findings and learning from an ESRC funded research by the UK Faculty of Public Health in collaboration with the Universities of Southampton and Bristol around the nature of competency in PHE and law. Our leading question is: What are the key ethical and legal knowledge, skills, values and attitudes necessary for PHE and law as a professional competency of the public health workforce (PHW)? Results We created a working list of what the competencies should look like based on the material from the competency library, comments from a panel of practitioners, experts which we convened, and own analysis that reflects subject matter knowledge, expressed skill development requirements and personal work experience. These were organized within five areas which: (i) Awareness and Understanding, (ii) Engagement and Research, (iii) Analysis and Reasoning, (iv) Evaluation and Reflection and (v) Action and Advocacy. The five areas and various issues which they cover will be described, as well as reflection and learning from some key activities and initiatives in building competency and capacity. Conclusions There is need to appreciate the nature of competency of PHE and build capacity and competency of the PHW through education and training programmes as key element of public health training curricula. Key messages There are distinguishing features in teaching, learning and practice of PHE compared to clinical ethics. To implement PHE competencies into practice and in public health curricula requires better understanding of practice and the political mandate of public health.

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