Transcript Slide 1

Međunarodna istraživanja u
području obrazovanja
pomoraca
Boris Pritchard
Pomorski fakultet u Rijeci
Rijeka 2010
Sadržaj / Contents
• Osnovni pojmovi: obrazovanje, naobrazba, izobrazba i školovanje
pomoraca; ‘stakeholders’, MET, VET, CBT,
• Međunarodne organizacije (IMO, IAMU, IMLA, AMRI, EU, ILO)
• sustavi školovanja pomoraca u svijetu
• uloga obrazovanja u razvitku pomorskog gospodarstva
• elementi istraživanja sustava pomorskog obrazovanja u svijetu
• projekti (DG TREN, METHAR, EASTMET, METNET, GLOMET)
• metodologija istraživanja sustava pomorskog obrazovanja u svijetu
• vrjednovanje mjesta i uloge sustava pomorskog obrazovanja u
svijetu (Bologna , ECTS, VECTS)
• Nove tehnologije učenja, cjeloživotno učenje
• usporedba hrvatskog pomorskog školstva sa sustavima obrazovanja
pomoraca u svijetu
MET: Ciljevi
• Razvijanje i razumijevanje pojmova obrazovanja, izobrazbe i
školovanja pomoraca.
• Vrjednovanje uloge poznavnja sustava školovanja pomoraca u
projetiranju programa obrazovanja.
• Spoznavanje uloge obrazovanja u razvitku pomorskog gospodarstva
• Razumijevanje elemenata sustava pomorskog obrazovanja u svijetu
• Razumijevanje i usvajanje metodologije u istraživanju sustava
pomorskog obrazovanja u svijetu.
• Razvijanje sposobnosti kritičkog mišljenja pri vrjednovanju mjesta i
uloge sustava pomorskog obrazovanja u svijetu.
• Usporedba hrvatskog pomorskog školstva sa sustavima
obrazovanja pomoraca u svijetu.
1. Osnovni pojmovi &
definicije
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Obrazovanje
Školovanje
Naobrazba
Izobrazba
Visoko obrazovanje i visoko školstvo
Stručno obrazovanje
Kompetencije
Zvanja i svjedodžbe
Certification
MET, VET, CBT, MTC
STCW standards and requirements
stakeholders
MET - terms
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Higher education
Vocational education and training
Stakeholders in MET
Benchmarking in maritime education
CBT
Distance learning
EU – education and training
– http://eur-lex.europa.eu/en/index.htm
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The Bologna Declaration
ECTS
EU – DG TREN
Harmonization (METHAR, MASSTER; SEAGULL; MARCOM;
METNET; THALASSES; HANDIAMI, MASSOP
obrazovanje
• Proces svakog stjecanja, prenošenja i
usvajanja znanja, razvijanja mišljenja i
donošenja sudova te stjecanje vještina i
navika kod učenika, studenta i polaznika,
kao osnovnih subjekata u obrazovanju,
radi njihova osposobljavanja za obavljanje
određene djelatnosti (BP 2001)
izobrazba
• Posebno, specijalno, pbrazovanje za
specifične namjene
• Redovito pod nadleštvom ministarstva
pomorstva
• Izvode ga državne (fakulteti više škole,
srednje škole) i privatne ustanove (centri
za izobrazbu, MTC)
Obilježja pomorskog školstva i
pomorskih stručnjaka
• Stalno usavršavanje i provjeravanje znanja
• Stalno potvrđivanjhe osposobljenosti na međunarodnom tržištu
• Trajna potreba za kontinuiranim obrazovanjem (IT, tehnološki
razvoj, poslovni profit, efikasan pomorski prijevoz)
• Multidisciplinarnost programa i sadržaja
• “radno” znanje usmjereno k sigurnosti i zaštiti ljuskih života i
materijanih dobara
• Visok stupanj svijsesti i odgovornosti za očuvanje i zaštitu morskog
okoliša
• Sposobnost upravljanja ljudskim resursima u posebnim / opasnim
uvjetima
• Multikulturalnost – brod kao multikulkturna, multietnička i
multijezična zajednica
TRANSPORT - EUR-Lex
http://eur-lex.europa.eu/en/index.htm
• transport network
maritime transport
transport policy
competition policy
marketing
The need for Innovation:
A definition
• FP 6 – Framework, Instruments
• Maritime R&D Co-ordination Means
• Thematic Networks
Thematic Networks
▲ Thematic Networks bring together
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individual projects and researchers from
industry, universities and research
institutions. Their purpose is to co-ordinate
separate research activities, allowing
exploitation of synergies between
complementary projects and to facilitate
the dissemination, integration and
exploitation of RTD results .
▲ In FP 4 about 2400 companies were
participating
– 50% industry
2. Međunarodne organizacije
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IMO,
IAMU,
IMLA,
AMRI,
EU,
ILO
3. Sustavi školovanja
pomoraca u svijetu
• Tradicionalni sustav – “sandwich
system”
• Stupnjevani studij
– Sveučilišni
– Stručni (vocational education and training)
• Cjeloviti sveučilišni studij
Tradicionalni sustavi – “sandwich”
• naglašeno prakticistički pristup učenju i usavršavanju
• kombinira teoriju i praksu
• u cjeloviti period plovidbene službe pomorca umeće
nekoliko “školskih” faza / svaka u trajanju od 2 do 3
mjeseca
• Sustav polako zamire (UK, neke zemlje Afrike i Azije
• Suspostoji uz stupnjevani sveučilišni i stručni studij
• Trajanje: srednja škola + vrijeme za “sea service” +
školske faze = 5 do 7 godina
Stupnjevani stručni i sveučilišni studij
• U većini zemalja Zapadne Europe (EU), SAD,
Australija, Kanada, Indija, Filipini, Egipat,
Nigerija
• trajanje: 3-4 godine (s plovidbenom praksom – 6
– 12 mjeseci)
• Stručno zvanje – akademsko zvanje: BSc
(nekadašnji “dipl. inženjer”)
• Izvodi se na akademijama, samostalim visokim
školama, koledžima, samostalnim fakultetima,
sveučilištima
‘4 E’
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ESSENTIAL
EXTENSION
ENRICHMENT
ELEVATION
• excellence
Cjeloviti sveučilišni studij
• Francuska, Španjolska, Grčka, Japan, Kina,
Poljska, Rusija, Bugarska, Slovenija,
Rumunjska, SAD
• Trajanje: 3 – 5 (7) godina
• Akademski stupanj: BSc + preduvjet za prvo
ovlaštenje (simulatori – tečajevi - sea service)
• Izvodi se na samostalnim pomorskim
sveučilištima, samostalnim pomorskim
fakultetima, visokim školama, odjelima
sveučilišta, u sastavu tehničkih sveučilišta
• diplomski i poslijediplomski studiji
Što je zajedničko?
• Svi studiji zadovoljavaju standarde i minimalne
uvjete STCW 95 – neki ih u mnogome nadilaze
• Svi studiji naglašavaju neodvojivi spoj teorije i
prakse (“radno” znanje, working knowledge,
praktične vježbe, studentski projekti)
• Programi pripremaju studenta za rad na moru i
kopnu
• Sloboda oblika obrazovanja (sva tri sustava u
nekim državama), ali s trendom da se stječe
akademsko zvanje “BSc”
Obrazovanje stručnjaka za
kopno
Raznoliki modeli. dva osnovna trenda
1. Doškolovanje pomorskih časnika
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1-2 godine: stupanj BSc
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doškolovanje kao 2. faza stupnjevanog studija – dopunska znanja
(ekonomika, organizacijske znanosti, pomosko pravo, osiguranje, logistika
i management u brodarstvu i lukama, državna uprava, sigurnost plovidbe,
pomorski nadzor, zaštita okoliša itd.)
2. Stupnjevani ili cjeloviti 3- ili 4-godišnji studij specifičnih područja:
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ekonomsko.-organizacijske znanosti
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Pomorski tehnički sustavi
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Tehnologija iskorištavanja morskih resursa (marikultura, iskorištavanje
morskog dna, oceanografija, kartografija)
4. Elementi istraživanja sustava
pomorskog obrazovanja u svijetu
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Survey of national MET systems, schemes and programmes and
Survey of national certificate of competency structures and validity
Survey of relevant syllabus contents and teaching methods
Survey of nationally available advanced MET facilities
Survey of qualifications and careers of lecturers in national MET
Institutions
Survey of national MET administration and links of MET with
national ET system
Country survey of the applicability of MET for shipboard positions
and shore-based positions in the maritime industry
Survey of national provision for procedures and methods by which MET adapts to
new requirements
Country survey of number and qualification of persons who choose MET for a
temporary or permanent seafaring career vs the number of training places in
national MET institutions
5. Međunarodni projekti
• EU
– DG TREN,
– METHAR,
– EASTMET,
– METNET
– national
• IAMU
– GLOMET
– MET institutions
6. Metodologija istraživanja sustava
pomorskog obrazovanja u svijetu
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EU (DG IV Transport and Energy, 4th Framework Programme)
Projekti EU i IAMU
Prikupljanje podataka o nacionalnim sustavima obr. Pomoraca
Ocjena stanja hrv. pomorstva i usporedba sa svjetskim sustavima
Utvrđivanje postojećih i budućih potreba
Vrjednovanje podataka
Ankete (questionnaires)
round-tables
Konferencije, skupovi
Stručna literatura
Revised questionnaire for number and qualification of MET applicants, MET graduates and student places
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Please identify the number of applicants for MET in 1996:
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______ applicants with finished compulsory general education and
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______ applicants with finished higher secondary education.
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Please identify the number of students having completed MET in 1996:
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students completed an unlimited certificate course without academic degree
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( ______ deck, ______ engine, _______ polyvalent ),
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students completed a limited certificate course without academic degree
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( ______ deck, ______ engine, _______ polyvalent ),
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students completed an unlimited certificate course with academic degree
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( ______ deck, ______ engine, _______ polyvalent ),
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students completed a limited certificate course with academic degree
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( ______ deck, ______ engine, _______ polyvalent ) and
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______ students completed MET with an academic degree but without certificate
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( please specify type of degree _____________________________ ).
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Please identify the maximum capacity of first year MET student places available in 1996:
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places available for unlimited certificate courses
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( ______ deck, ______ engine, _______ polyvalent ),
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places available for limited certificate courses
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( ______ deck, ______ engine, _______ polyvalent ) and
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______ places available for maritime academic degree courses in MET without
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certificate. (METHAR)
METNET
Thematic Network on Maritime Education, Training
and Mobility of Seafarers
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4.1
4.1.1
4.1.2
4.1.3
METNET – ending point
important conclusions and tangible results
Increasing the supply to MET and seafaring
Why do young people not choose seafaring as a career?
Why do ship officers leave seafaring?
What could and should be done to attract more young people
from EU countries to, and retain them longer in, seafaring?
4.1.4 The image of the shipping industry
4.1.5 The attitude of the shipping industry to shipboard personnel
4.2
Enhancing the quality and attractiveness of MET –
making MET more efficient and more effective
4.2.1 The 4 E concept of MET
4.2.2 MET syllabi and courses for students developed by METNET
4.2.3 Courses developed by METNET for the updating of lecturers
in the use of modern technology
4.3
Facilitating and promoting professional and intra-European mobility
4.3.1 Professional mobility
4.3.1.1 Ship-ship mobility
4.3.1.2 Deck-engine mobility
4.3.1.3 Ship-shore mobility
4.3.2 Intra-European mobility
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Dissemination of results – METNET Days
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Cooperation with East European and Mediterranean accession
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Summary of main recommendations from METNET
on MET/human resources
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Recommendations on increasing the recruitment (supply)
and retention of seafarers - joint tasks for MET institutions, industry and
administration
5.2
Recommendations on enhancing the quality and employability
of seafarers – tasks for MET institutions
5.3
Recommendations on facilitating the mobility of seafarers –
tasks for MET institutions and administrations
5.4
Recommendations on the involvement of accession countries
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Proposals for follow-up actions on MET/human resources in FP
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From dissemination to exploitation of METNET results –
the need for a pan-European approach
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Specific priority actions for further enhancing attractiveness of
seafaring, MET quality and professional mobility
• 6.2.1 Launching an awareness and promotion campaign
for employment in the maritime sector
• 6.2.2 Developing a test for MET applicants who can be expected
to have “sea stability”
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Retraining officers on fishing vessels and navy officers
for the merchant marine and upgrading ratings on merchant
marine ships to officers
6.2.4 Mapping career paths and developing a European MSc degree
programme for holders of unlimited certificates of competency
and BSc or equivalent degrees
6.2.5 Specifying training programmes in administration,
management and leadership for senior shipboard personnel
6.2.6 Enhancing the effectiveness of simulator training for ship
officers
6.2.7 Making optimum use of national MET resources
6.2.8 Intensifying efforts for furthering safety culture in shipping
6.2.9 Improving the exploitation of modern information and
communication technologies (ICT) in MET and on shipboard
6.2.10 Developing textbooks for Europe-wide use at MET institutions
6.2.11 Educating and training MET lecturers and students for mobility
within Europe
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Towards a more comprehensive approach to maritime personnel
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7. Vrjednovanje mjesta i uloge sustava
pomorskog obrazovanja u svijetu
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IMO requirements
The Bologna Process
ECTS,
VECTS
In-House programmes
8. Nove tehnologije učenja
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CBT
cjeloživotno učenje – distance learning
Internet
e-learning
9. Hrvatsko pomorsko školstvo vs sustavi
obrazovanja pomoraca u svijetu
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Pomorstvo
Pomorski zbornik
Naše more
Istraživanja na pomorskim fakultetima
(Rijeka)
• Individualna istraživanja (BP, PK, DZ,
Zavod za navigaciju - Rijeka itd)
• Zahtjevi brodara, agencija (management)
• pomorski sindikati
Razvoj pomorskog obrazovanja u RH
Pomorsko obrazovanje kao dio cjelovitog sustava obrazovanja – status (maksimalistički vs minimalistički zahtjevi)
Stupnjevani studij – trend u svijetu
Pomorski obrazovni sustav i usklađivaje sa svjetskim sustavom izdavana ovlaštenja (IMO STCW 95) – proces
dovršen – potrebne pravodobne mjere poboljšanja
4. Programi i metodologija nastave :
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Uskladiti odnos teoretskih vs. praktičnih znanja (preporuke IMO-a i usporedba sa srodnim ustanovama MET u
Europi)
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Orijentacika prema praktičnim problemima razvoj hrvatske pomorske privrede
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Problem plovidbene prakse (sea service) – najveća prepreka za stjecanje ovlaštenja
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Školski brod(ovi)?
5. Usporedba hrvatskih ustavova MET sa svjetskim / europskim (ponuda i potražnja pomoraca, ocjena privlačnosti
pomoračkih zanimanja; interes za pomoračka zanimanja); ulaganje u kadrove (dobna struktura; problem stjecanja
i obnove STCW ovlaštenja za nastavnike); visok ugled hrvatskih pomoraca i pomorskog školstva; opremljenost
(simulatori, školski brodovi, centri, radionice, laboratoriji)
6. Osnovni programi - financirani od strane države
7. Programi on-bord traininga
8. Uloga stručnih udruga
9. Ocjena prilagođenosti programa stvarnim poslovima na brodu i kopnu, tehnološkom napretku i IT te potrebama
gospodarstva (brodari, luke, špedicije, agencije)
10. I dalje održavati otvorenost pomorskog obrazovnog sustava tehnološkim i drugim promjenama - izrada
dugoročnog i srednjoročnog prokjekta razvitka pomorskog obrazovanja
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Hrvatsko pomorsko školstvo – povijest
Na razini kvalitete vodećih svjetskih pomorskih zemalja
SWOT
– (threats, weaknesses): prečeste promjene zakona o školstvu (srednjem i
visokom) u RH
– (strenghts, opportunities): pomorske visokoškolske ustanove RH – među prvma
pružile mogućnost stjecanja akademskog stupnja (studij 3 i 4 godine)
– Studiji za brod i kopno (nakon plovidbe)
Trendovi u svijetu:
• BSc – tri godine – stručna i akademska zvanja u jednom (Nizozemska, Njemačka,
Španjolska, Francuska, Švedska, Bugarska, UK itd.)
• Izjednačiti pomorca s akademski obrazovanim građanima
• Iskusni pomorski časnici – najbolji stručnjaci za odgovorne stručne i rukovodne
poslove na kopnu (terminali, agencije, administracija)
• Zbog potreba manjih i slabijih brodara (ograničene CoC) – zadržan dvojni sustav:
BSc degree i srednja škola + specijalizirana izobrazba (in-hous & on-board training)
References
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Pritchard, B. Zec, D. Komadina, P. (2007) ‘On Recent Developments in Maritime Education
and Training in Croatia’, The 10th European Manning & Training Conference, Dubrovnik
Zec D., Komadina P. (2006) Recent changes in European MET systems – Influence on the
Accident Prevention at Sea, 7th International Conference "The Human Element in Safety and
Survival at Sea", Šibenik
Butman, B., Harbach, J., The accreditation of worldwide marine engineering programs, IAMU
supported project, 2006
Komadina, P. Rudan, I., Frančić, V. (2004) Higher Maritime Education within the Framework
Declaration of Bologna. In Pomorski zbornik, No. 42, Hrvatsko udruženje za unapređivanje
pomorstva, Rijeka, 33-44
Perčić, U. (2008) magist. rad
Halldin, S. & Kuusisto, E. (2004) Joint Final Report - Estonian Maritime Academy. Education
system of Latvia for use with diploma supplements of the year 2004. http://www.aic.lv
Zade, G. (2003) Foreword to Final Report, METNET, WMU, Malmo
Pritchard, B. (2001) Pomorski obrazovni sustav. Strategija razvoja pomorstva RH za 21. stoljeće.
Zagreb, VladaRH, 93-104
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Zec, D., Pritchard, B. (2000) Academic approach vs. STCW 95', Solving Maritime Education and
Training Issues - Charting the course into the 21st century, World Maritime University, Malmo, 3847
Zec. D, B. Pritchard, P. Komadina (2000), Toward a Global Standard MET System - An Analysis
of the Strengths and Weaknesses of present MET Systems, IAMU Journal, June 2000, No. 1,
Istanbul: 61-68
Lisowski, J. & Sniegocki, H. (1999) The Finnish and Polish Credit Transfer Systems for Maritime
Studies. Global J. of Engng. Educ., Vol. 3, No. 3 . UICEE
Pritchard, B. (1992) Novija kretanja u svjetskom pomorsom školstvu. Pomorski zbornik, Rijeka
METNET (Thematic Network on Maritime Education, Training and Mobility of Seafarers), Final
Report for Publication, World Maritime University, WMU, Malmö, 2003
METHAR (Harmonization of European Maritime Education and Training Schemes), Final report
for Publication, WMU 1999-2002
GLOMET (A Study of Global Maritime Education and Training Systems), Final Report, , IAMU &
JICA, Tokyo, 2004
International Convention on Standards of Training, Certification and Watchkeeping of Seafarers,
IMO, London, 1995, as amended
Wagtmann, Maria Anne (2010) List of Literature concerning International Maritime Human
Resource Management. University of Southern Denmark Assoc. [email protected]
maritime education,
research & industry
maritime human resource management
Introduction to sea- & land-based HRM in relation to organisations’ daily work and strategies
The Role of the Structure and Organisational Culture
Recruitment, selection and retention of employees, including psychological assessment tests
Issues related to multinational labour forces
Temporary International Assignments for Land-Based Personnel
Education and training of employees
Performance management
Wage and benefit strategies
Unions and Employers’ Associations and the International Legislative Framework for Work at Sea (including “Fair
Treatment of Seafarers” and ISPS Code implementation)
10. Occupational health, safety, security and other ethical issues
11. Cases for Internet- or classroom-based case solving and discussion
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To date, many colleagues, including persons from Australia, Denmark, Egypt, Finland, Germany, Greece, India, Iran,
Japan, Korea, the Netherlands, Norway, the Philippines, Poland, Romania, Russia, Singapore, South Africa,
Spain, Sweden, Turkey, UK, USA have suggested articles or other works for inclusion on the list.
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Maria Anne Wagtmann, PhD
Associate Professor, Department of Maritime Research and Innovation of the Danish Maritime University
Tel. +45 6550 1536 Fax +45 6550 1091 Email [email protected]
Addr. Niels Bohrs Vej 9, DK-6700 Esbjerg, Denmark