Proficiency in Personal Survival Techniques: Model Course

MODEL
MODEL COURSE 1.19 – PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

COURSE
1.19
PROFICIENCY IN
PERSONAL SURVIVAL
TECHNIQUES
2019 Edition
IMO TB119E
TB119E
www.imo.org
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MODEL COURSE 1.19
PROFICIENCY IN PERSONAL
SURVIVAL TECHNIQUES
2019 EDITION
London, 2019
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First published in 2000 by the
INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org
Second edition: 2019
Printed by CPI Colour
ISBN 978-92-801-1708-0
IMO PUBLICATION
Sales number TB119E
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes to express its sincere appreciation to
the Government of the People’s Republic of China for the valuable assistance and
cooperation in the revision of this course.
Copyright © International Maritime Organization 2019
All rights reserved.

No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization.
Reproduction and/or translation rights may be available for this title.

For further details, please contact IMO Publishing at copyright@imo.org.
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Contents
Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of the model courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Use of the model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Training and the STCW Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Validation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Aim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Objective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Entry standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course certificate or document. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course intake limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Staff requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Training facilities and equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Bibliography (B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
IMO references (R). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Textbooks (T). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Safety routines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Part B: General Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Lectures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Course timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Course outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Part C: Detailed Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Learning objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
References and teaching aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
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Contents
Page
Part E: Evaluation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Initial/Diagnostic assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Formative assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Summative assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Assessment Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
STCW Convention 1978, as amended. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Evaluation of competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Multiple choice questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Compiling tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Quality of test items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Use of rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Scoring tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 27
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Foreword
After the adoption of the International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers (STCW), 1978, the International Maritime Organization (IMO) recognized the need to provide
guidance to maritime academies and training institutes to develop model training courses that are in compliance
with STCW Convention requirements for certification of seafarers and other IMO instruments. Hence the
IMO model course programme was introduced to provide guidance with a view to supporting maritime
training providers and to assist maritime administrations responsible for the approval of STCW courses and
maritime training.
The model course programme has been a long-time success and IMO has developed a number of model
courses to help in effectively implementing the STCW Convention, the Knowledge, Understanding and
Proficiency (KUP) requirements of the STCW Code and other IMO instruments. I believe that the key to this
success is adherence to the requirements of the Conventions while, at the same time, these requirements are
supplemented with industry best practices so that seafarers can be confident in carrying out the duties on
board. The success of a course depends on the skills and competence of individual course facilitators. As part
of the model courses, IMO has also developed guidance on the implementation of the model course, which
may help those less experienced facilitators to make each course a success.
Whilst aiming to uniformly implement the requirements of the STCW Convention and Code and other
IMO instruments, the model course programme is designed to provide flexibility so as to allow training
providers to adjust the course programme to the needs of seafarers and trainees, based on their previous work
experience and education.
I reiterate that IMO model courses are for the purpose of guidance only, and not to be regarded as an official
interpretation of IMO instruments. They can be of assistance to administrations to facilitate the process of
approval of STCW course programmes, and could be used by maritime academies and training providers in
the development of courses that satisfy the requirements set out in the STCW Convention and STCW Code,
and other IMO instruments.
This model course was validated by the IMO Sub-Committee on Human Element, Training and Watchkeeping
at its fifth session (16 to 20 July 2018) and I wish training providers and seafarers well, and hope that the course
makes the navigation of ships safer.
KITACK LIM
Secretary-General
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Introduction
Purpose of the model courses
The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in
organizing and introducing new training courses, or in enhancing, updating or supplementing existing training
material where the quality and effectiveness of the training courses may thereby be improved.
It is not the intention of the model course programme to present instructors with a rigid teaching package
which they are expected to follow blindly. Nor is it the intention to substitute audiovisual or programmed
material for the instructors’ presence.
As in all training endeavours, the knowledge, skills, competence and dedication of instructors are the key
components in the transfer of knowledge and skills to those undertaking this training course.
Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably
from country to country, the model course material has been designed to identify the basic entry requirements
and trainee target group for each course in universally applicable terms, and to specify clearly the technical
content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and
related recommendations.
Use of the model course

To use the model course effectively, instructors should review the course plan and detailed syllabus, taking
into account the information on the entry standards specified in the course framework. The actual level of
knowledge and skills and prior technical education of the trainees should be kept in mind during this review,
and any areas within the detailed syllabus that may cause difficulties because of differences between the
actual trainee entry level and the level assumed by the course developer should be identified. To compensate
for such differences, instructors may delete from the course, or reduce the emphasis on, items dealing with
knowledge or skills already attained by the trainees. Instructors should also identify any academic knowledge,
skills or technical training which the trainees may not have acquired prior to undertaking the course.
By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area,
instructors could develop an appropriate pre-entry course or, alternatively, insert the elements of academic
knowledge required to support the technical training elements concerned at appropriate points within the
technical course.
Adjustment of the course objectives, scope and content may also be necessary if in the national maritime
industry the trainees completing the course are to undertake duties which may differ from the objectives
specified.
Within the General Outline, the course developers have indicated their assessment of the time that could be
allotted to each learning area. However, it must be appreciated that these allocations assume that the trainees
have fully met all the entry requirements of the course. Instructors should, therefore, review these assessments
and re-allocate, as necessary, the time required to achieve each specific learning objective.
Lesson plans
Having adjusted the course content to suit the trainee intake and adjustment of the course objectives, instructors
should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references
to the textbooks or teaching material proposed to be used in the course. An example of a lesson plan is
included in the instructor manual in this model course. Where no adjustment has been found necessary in the
learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with
keywords or other reminders added to assist instructors in the presentation of the material.
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Proficiency in personal survival techniques
Presentation
The presentation of concepts and methodologies must be repeated in various ways, until instructors are
satisfied that the trainee has attained each specific learning objective. The syllabus is laid out in learning
objective format and each objective specifies the performance required of the trainees to achieve the learning
outcome.
Implementation
For the course to be effective, considerable attention must be paid to the availability and use of:
–– properly qualified instructors;
–– relevant support staff;
–– teaching and other spaces;
–– appropriate equipment and teaching aids;
–– videos and multi-media presentations;
–– textbooks, appropriate technical papers, etc.; and
–– other relevant reference material.
Thorough preparation is the key to effective and successful implementation of the course. IMO has produced
Guidance on the implementation of IMO model courses, which deals with this aspect in greater detail and
appears at the end of this publication.
Training and the STCW Convention

The standards of competence that have to be met by seafarers are defined in part A of the STCW Code
in the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers
(STCW Convention), (1978), as amended. This IMO model course has been revised and updated to address
the competences and the training that is required to achieve the standards for the knowledge, understanding
and proficiency (KUPs) set out in table A-VI/1-1 of the STCW Code.
Part A provides the framework for the course with its aims and objectives and notes on the suggested teaching
facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course. Also included in this
section are guidance notes and additional explanations.
A separate IMO model course addresses Assessment of Competence. This course explains the use of various
methods for demonstrating competence and criteria for evaluating competence as tabulated in the STCW Code.
Part C gives the Detailed Outline. This is based on the theoretical and practical knowledge specified in
the STCW Code. It is written as a series of learning objectives, in other words what the trainee is expected
to be able to do as a result of the teaching and training. Each of the objectives is expanded to define a
required performance of knowledge, understanding and proficiency. IMO references, textbook references and
suggested teaching aids are included to assist instructors in designing lessons.
The new training requirements for these competences are addressed in the appropriate parts of the detailed
teaching syllabus.
Part D gives guidance notes and additional explanations to instructors on the topics and learning outcomes
listed in Part C. For the various topics, this part presents subject matter details, activities and recommended
presentation and assessment techniques.
Part E presents a generic guide for effective evaluation/assessment of trainees. Parts C and D of this model
course address the generic subject matter of Part E in greater detail.
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Introduction
Validation
The guidance contained in this document has been validated by the Sub-Committee on Human Element,
Training and Watchkeeping for use by Administrations and training providers in developing relevant training
programmes for the effective implementation of uniform minimum standards for training and certification
of seafarers. Validation in this context means that the Sub-Committee has found no grounds to object to the
contents of this model course, but has not granted its approval to the document, as the Sub-Committee does
not consider any model course to be an official interpretation of IMO instruments.
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Part A: Course Framework
Aim
The aim of this model course is to meet the mandatory minimum standards of competence for seafarers
for safety familiarization, basic training and instruction in personal survival techniques in accordance with
section A-VI/1 as set out in table A-VI/1-1 of the STCW Code.
Seafarers employed as part of a ship’s complement, or engaged in any capacity on board ships or on the
business of those ships, with designated safety or pollution-prevention duties in the operation of the ship shall,
before being assigned to any shipboard duties, receive appropriate approved basic training or instruction in
personal survival techniques as set out in table A‑VI/1‑1 of the STCW Code.
Objective
The objective is to provide trainees with guidance and information to gain knowledge, understanding
and proficiency (KUP) required to achieve the objectives of the learning outcomes to demonstrate their
competence in personal survival techniques in accordance with section A-VI/1 as set out in table A-VI/1-1 of
the STCW Code.
The course syllabus covers the KUPs in table A-VI/1-1 of the STCW Code, and trainees successfully completing
this course will gain knowledge and skills to be able to survive at sea in the event of ship abandonment.
Trainees should be able to demonstrate the ability to:
–– don a lifejacket;
–– don and use an immersion suit;
–– safely jump from a height into the water;
–– right an inverted liferaft while wearing a lifejacket;
–– swim while wearing a lifejacket;
–– keep afloat without a lifejacket;
–– board a survival craft from the ship and water while wearing a lifejacket;
–– take initial actions on boarding survival craft to enhance chance of survival;
–– stream a drogue or sea-anchor;
–– operate survival craft equipment; and
–– operate location devices, including radio equipment.
In view of the above objective, Bloom’s revised taxonomy was used in the model course with respect to the
required performance of trainees.
Entry standards
Entry standards should be in accordance with the STCW Convention or other applicable IMO instruments,
where such requirements are specified. If such requirements are not specified, it is left to the Administration
to decide entry standards in accordance with national regulations and system of education.
Course certificate or document

On successful completion of the course and demonstration of competence, a document may be issued
certifying that the holder has met the standard of competence specified in table A‑VI/1-1 of the STCW Code.
This would facilitate the issuance by the Administration of a Certificate of Proficiency on completion of all the
components of basic safety training.
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Part A: Course Framework
Course intake limitations

The maximum number of trainees attending each session will depend on the availability of adequate numbers
of instructors, equipment and facilities available to conduct the training. The course intake is limited by the
number of trainees who can receive adequate individual attention from instructors. The maximum trainee–
instructor ratio may be up to 24 to 1 for classroom lectures and 8 to 1 for practical sessions. The number
should not, at any time, exceed that which will allow sufficient opportunity for each trainee to have adequate
practical instruction and the proper use of relevant equipment.
Staff requirements
Instructors, supervisors and assessors are to be appropriately qualified in accordance with the STCW Convention
or other applicable IMO instruments for the particular types and levels of training or assessment of competence
of the trainees. It is left to the Administration to decide staff requirements in accordance with their national
regulations.
Training facilities and equipment

Suitable teaching spaces equipped with the relevant facilities should be provided to facilitate the effective
delivery of training, which could be through lectures, group exercises and discussions, as appropriate. Where
the use of multi-media and simulation is intended, it should be ensured that the appropriate multi-media
equipment and simulators are made available.
The practical lessons would require access to a source of water such as a swimming pool, a lake or the sea.
The following items of equipment are recommended:
–– lifejackets, immersion suits, thermal protective aids, anti-exposure suits sufficient for the
course intake;
–– lifebuoys;
–– rigid liferaft;
–– inflatable liferafts for wet drills of suitable size for the class;
–– hydrostatic release unit;
–– davit-launched inflatable liferaft with launching davit;
–– survival craft (lifeboat) to simulate boarding the craft from water and ship;
–– SART/AIS SART;
–– liferaft equipment;
–– lifeboat equipment;
–– emergency position-indicating radio beacon (EPIRB);
–– portable 2-way VHF approved for use in survival craft; and
–– safety/first-aid equipment.
Teaching aids (A)

A1 Instructor manual (Part D of the course)
A2 SOLAS training manual
A3 Muster list
A4 Illustrated table of life-saving signals
Note: Multi-media training aids such as videos, CD-ROMs, e-learning materials and Computer Based
Training (CBT) may be used as deemed fit by instructors when presenting this course.
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Bibliography (B)
B1 Sea Survival Handbook: The Complete Guide to Survival at Sea. June 23, 2009, by Keith Colwell,
ISBN 978-1-60239-695-1
B2 Essentials of Sea Survival. Frank Golden, MD, PHD, ISBN 13 978-0-7360-0215-8
B3 Survive the Savage Sea. Dougal Robertson, ISBN 0-924486-73-2
IMO references (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping for Seafarers
(STCW), 1978, as amended
R2 International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended
R3 IAMSAR Manual – Volume III
R4 Guide for Cold Water Survival (MSC.1/Circ.1185/Rev.1)
R5 IMO Life-Saving Appliances Code (LSA Code)
R6 Symbols Related to Life-saving Appliances and Arrangements, as amended (IMO resolution A. 760(18))
R7 IMO Standard Marine Communication Phrases (SMCP)
R8 Pocket Guide to Recovery Techniques (MSC.1/Circ.1182/Rev.1)
R9 International Convention on Standards of Training, Certification and Watchkeeping for Fishing Vessel
Personnel (STCW-F), 1995, as amended
Textbooks (T)
T1 Brown’s Guide to Survival at Sea, Item Attributes, published date: July 2015, ISBN 978-1-84927-053-3
T2 Survival at Sea: The Lifeboat and Liferaft, C. H. Wright, Brian Davies: Brown, Son & Ferguson Ltd;
5th revised edition (2000.8)
Safety routines
Safety precautions during drills are a major component of this course and affect the course structure. Trainees
must be protected from danger at all times whilst the course is in progress.
Training providers should take into account the training spaces, equipment and facilities available, and develop
a safety instruction manual to ensure the safety of trainees at all times. During the course, especially during
practical drills, trainees must strictly adhere to the safety rules laid down by the training provider.
All the equipment used for practical training should be properly maintained and approved by the Administration
as/if applicable.
Instructors and assisting staff must strictly supervise the trainees’ adherence to safety guidelines. First-aid
supplies, including a resuscitation kit, must be close at hand, and if drills are to take place in the sea, a rescue
boat must be in attendance, at all times.
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Part B: General Outline
Lectures
As far as possible, lectures should be presented within a familiar context and should make use of practical
examples. They should be well illustrated with diagrams, pictures and videos where appropriate, and must be
related to those skills that will be necessary for the performance of duties on board ships.
An effective manner of presentation would be to develop techniques to transfer information and then to
reinforce the information. For example, share with the trainees briefly what you are about to present to them;
then cover the topic in detail; and, finally, summarize what you have shared with them. The use of audiovisual
aids, handouts and notes will all contribute to the effectiveness of the learning process.
Course timetable
This model course has been developed providing a recommended 16 hours for lectures, demonstrations,
laboratories, or simulator exercises and assessment – out of which 60% is recommended for practical training.
No formal timetable is included in this model course.
Instructors must develop their own timetable depending on:
–– level of skills of trainees;
–– numbers to be trained;
–– number of instructors; and
–– simulator facilities and equipment available.
and normal practices at the training establishment.
Course outline
Listed below are the competences and the knowledge, understanding and proficiency (KUPs) for this course
in the sequence that they are listed in table A-VI/1-1 of the STCW Code.
Competence: Survive at sea in the event of ship abandonment

1 Types of emergency situations
2 Types of life-saving appliances
3 Equipment in survival craft
4 Location of personal life-saving appliances
5 Principles concerning survival
.1 value of training and drills
.2 personal protective clothing and equipment
.3 need to be ready for any emergency
.4 actions to be taken when called to survival craft stations
.5 actions to be taken when required to abandon ship
.6 actions to be taken when in the water
.7 actions to be taken when aboard a survival craft
.8 main dangers to survivors
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Part C: Detailed Outline
Introduction
Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code, with the specific
learning outcomes that the trainees must achieve. Each specific outcome is presented as a topic or sub-topic
as a learning objective reflecting the knowledge, understanding and proficiency (KUP) in table A-VI/1-1.
Learning objectives
The detailed teaching syllabus has been developed in learning objective format where the objective describes
what trainees must perform to demonstrate that knowledge and skill has been transferred, and the desired
competence has also been achieved.
References and teaching aids

The material listed in the course framework has been used to structure the detailed teaching syllabus; in
particular, Teaching aids (indicated by A) and IMO references (indicated by R) may provide valuable information
to instructors.
In order to assist instructors, references are shown against the learning objectives to denote IMO references
and publications, textbooks, additional technical material and teaching aids which they may wish to use when
preparing course material. They are denoted as follows:
–– Teaching aids (indicated by A);
–– Bibliography (indicated by B);
–– IMO references (indicated by R); and
–– Textbooks (indicated by T),
and will provide valuable information to instructors.
The abbreviations used are:
Ch. Chapter
Pa. Paragraph
Pt. part
Reg. Regulation
Tab. Table
App. Appendix
Sec. Section
The following are examples of the use of references:
R2-Reg. III/32 refers to Chapter III Reg. 32 of the SOLAS Convention; and
T1-Ch. 10 refers to Chapter 10 of Brown’s Guide to Survival at Sea.
Note: Throughout the course, instructors should clearly define, and emphasize, the application of safe
working practices, taking into account references to applicable international and national requirements and
regulations, as appropriate. It is expected that the national institutions implementing the training course will
insert references, where appropriate, to national requirements and regulations, as necessary.
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Knowledge, understanding and proficiency IMO Textbooks/ Teaching

reference Bibliography aid
1.1
emergencies R1- T2-Ch.1 A1
Tab. A-VI/1-1 B2-Ch.1
.1
list emergencies that could possibly lead to
abandoning ship
–– collision
–– stranding
–– adverse reaction of dangerous goods or hazardous
bulk materials
–– shifting of cargo
–– ship fire or explosion
–– hull failure
–– foundering
1.2
muster list and emergency signals R2- T1-Ch.2 A1, A2
Ch.3 Reg.8
.1
state the posting location, structure and purpose of the
muster list
identify emergency signals

.2
.3
describe appropriate action to be taken in case of
emergency signals
1.3
SOLAS training manual R2- T1-Ch.2 A1, A3
Ch.3 Reg.35
.1
state that the SOLAS training manual is specific to
the ship
.2
state the location of SOLAS training manual
safety symbols
1.4 R6 T1-App.6 A1
.1
identify IMO safety symbols used on board ship relating
to survival
.2
identify escape route indicators on ship
2.1
list the main life-saving appliances normally carried on ships R1- T1-Chs.4,5 A1
Tab. A-VI/1-1 T2-Pt.2
–– lifebuoys R2-
–– lifejackets Ch.3 Reg.6,
Ch.4 Reg.7
–– survival crafts R5
–– rescue boat R7
–– immersion suits/anti-exposure suits (AES)

–– thermal protective aids
–– emergency radio equipment
–– locating devices (EPIRB, SART)
personal life-saving appliances
2.2 R2-Ch.3 Regs.7, 22, 32 T1-Chs.4,5 A1
R5-Ch.2 T2-Pt.2 Ch.1
.1
lifebuoys
–– explain the purpose of lifebuoys
–– state the standard required features of lifebuoys
–– state any additional equipment attached to lifebuoys
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.2
lifejackets R2-Ch.3 Regs.7, 22, 32 T1-Chs.4, 5 A1
–– explain the purpose of lifejackets R9
–– state the standard required features of lifejackets
–– state that all persons on board are provided with a
lifejacket
–– state that there are additional lifejackets on board at
other locations
–– state that there are different lifejackets for children,
adults and oversized persons
.3
immersion suits/anti-exposure suits (AES) R2-Ch.3 Regs.7, 22, 32 T1-Chs.4, 5 A1
–– explain the purpose of immersion suits/anti-exposure
R9
suits
–– state the standard required features of immersion
suits/anti-exposure suits
–– state that an immersion suit/AES should be available
to every person on board as required and also
assigned to crew for the rescue boat
thermal protective aids
.4 R2-Ch.3 Regs.7, 22, 32 T1-Chs.4, 5 A1
–– explain the purpose of thermal protective aids
–– state the standard required features of thermal
protective aids
3.1
list the equipment normally carried in survival crafts R2, R5 T1, T2 A1
4 Location of personal life-saving appliances R2, R5 T1, T2 A1
.1
state that the location of various personal lifesaving
appliances is in accordance with the LSA Code
.2
state that the information on the location of personal
life-saving appliances can be obtained from fire and
safety plans/LSA plans posted on board
.3
describe how lifebuoys are distributed over the ship
.4
state the location of all lifejackets on board
.5
state the location of all immersion suits/anti-exposure
suits on board
.6
state the location of all thermal protective aids on board
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5.1
value of training and drills R2-Ch.3 T1-Ch.2 A1, A2
Regs.19, 37
.1
explain the importance of training and drills
.2
state that personnel must familiarize themselves and
acquire relevant knowledge as soon as possible after
joining a ship:
–– meaning of emergency signals
–– instructions on the muster list and their duties
–– location and use of life-saving equipment
–– escape routes and equipment
–– means provided for survival on ship and survival craft
.3
state the specific requirements of the SOLAS Convention
on training and drills relating to survival
5.2
personal protective clothing and equipment R1- T1-Ch.6 A1, A2
.1
list various personal protective clothing and equipment R2-Ch.3 Regs.19, 37
available on board
don a lifejacket
.2
.3
don an immersion suit/anti-exposure suit
.4
don a thermal protective aid
5.3
need to be ready for any emergency R1- T1-Ch.6 A1, A2
state the need to be prepared to use personal survival
.1 R2-Ch.3 Regs.19, 37
techniques at any time
.2
recognize the duty allocated in the muster list
actions to be taken when called to survival craft stations
5.4 R1- T1-Ch.6 A1, A2
.1
list actions to be taken when called to survival R2-Ch.3 Regs.19, 37
craft stations
.2
carry out the actions when called to survival craft stations
actions to be taken when required to abandon ship
5.5 R1- T1-Ch.6 A1
Tab. A-VI/1-1 T2-Pt.1 Ch.2
.1
list actions to be taken when required to abandon ship B1-Ch.12
B2-Ch.9
.2
board survival craft from the ship
.3
safely jump from a height into the water
–– wearing a lifejacket
–– wearing an immersion suit
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5.6
actions to be taken when in the water R1- T1-Ch.6 A1
.1
list actions to be taken when in the water R4 B2-Chs.4, 5,
R9 6, 7
swim while wearing a lifejacket
.2
B3-Pt.3
.3
swim while wearing an immersion suit
.4
keep afloat without a lifejacket
.5
right an inverted liferaft while wearing a lifejacket
.6
right an inverted liferaft while wearing an immersion suit
.7
board survival craft from the water while wearing
a lifejacket
.8
board survival craft from the water while wearing an
immersion suit
5.7
actions to be taken when aboard a survival craft R1- T1-Ch.6 A1
Tab. A-VI/1-1 B2-Chs.9, 10
list actions to be taken when aboard a survival craft
.1 B3-Pt.2
.2
take initial actions on boarding survival craft to enhance
chance of survival
stream a drogue or sea-anchor

.3
.4
operate survival craft equipment
.5
operate location devices including the radio equipment
5.8
main dangers to survivors R1- T1-Ch.6 A1
describes main dangers survivors face after abandoning
.1 R2-Ch.3 reg.19, 37 B2-
the ship and relevant precautions for: R4 Chs.4, 5, 6, 7,
–– heat stroke, sun stroke, exposure to cold frostbite/ R9 9, 10
frostnip, cold shock and hypothermia B3-Pt.2, 3
–– effects of seasickness
–– secondary drowning
–– failure to maintain body fluids correctly,
causing dehydration
–– drinking seawater
–– fire or oil on water
–– dangerous marine organisms
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Part D: Instructor Manual
Introduction
Based on knowledge, understanding and proficiency (KUPs) in Part C, the instructor manual is intended to
provide guidance and more detailed information to instructors who use IMO model courses that is relevant
to the organization and structuring of the learning objectives, sequence of lectures, possible problems and
solutions during the course. The course is structured to reflect the KUPs as specified in table A-VI/1-1 of the
STCW Code.
This manual provides information on teaching methodology and organization, and the areas that are considered
appropriate and important to achieve the relevant learning outcomes. Instructors should adapt the course, as
necessary, to suit the needs of the trainee intake. The detailed teaching syllabus must be scrutinized carefully,
and lesson plans and lecture notes should be compiled as appropriate.
Adequate preparation is essential if the course is to be effective and successful. Evaluation covers practical
exercises and theoretical knowledge. Throughout the duration of the course, it is important to stress that on
board ships, rules and regulations must be strictly observed and all precautions taken to maximize safety with
minimum effect on the environment. Trainees should be advised on measures and actions to be taken for the
avoidance of accidents on board.
Risks should be clearly stressed to trainees before commencement of the course, with emphasis on the safety
elements of key operations, facilitating basic safety awareness among the trainees and ensuring their safety
during the training course including training on water, which involves inherent risks and/or danger.
During all training activities, instructors must emphasize the importance of compliance with the safety rules
and the exercising of caution.

1.1 Emergencies
Instructors could use multi-media aids to illustrate the various emergency situations that trainees may encounter
on board ships, which may lead to the abandonment of a ship. These may include, but not be limited to:
collision; stranding; adverse reaction of dangerous goods or hazardous bulk materials; shifting of cargo; ship
fires or explosions; hull failure; and foundering.
1.2 Muster list and emergency signals

Instructors should explain the structure and purpose of the muster list, exhibit an example of a muster list and
they should organize a group discussion on the main contents of a muster list. Instructors could use multi-
media aids to illustrate samples of muster lists, and the locations where they may be displayed or posted on
board for the guidance of all.
Instructors should introduce the types and purpose of emergency alarm signals on ships, and appropriate
action to be taken by trainees when the alarm is sounded. They should also explain the linkage between alarm
signals and a ship’s muster list. Instructors may sound different emergency alarm signals with audio-visual
equipment to enable trainees to identify and understand alarm signals.
1.3 SOLAS training manual

Instructors should inform trainees of the location of the SOLAS training manual on a ship using appropriate
teaching aids.
Instructors should emphasize that the life-saving appliances listed in the SOLAS training manual should
correctly reflect the life-saving appliances actually provided on the ship.
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1.4 Safety symbols

In the teaching process, instructors should inform trainees of the importance of identifying the safety symbols
related to life-saving appliances, and emphasize that identifying the safety symbols aids the crew’s safe
evacuation, especially during a blackout, at night, or in poor visibility.
Instructors could use pictures or actual safety symbols to strengthen the trainees’ retention of knowledge.
Instructors should explain the importance of identifying safety signs related to escape routes and emphasize
that crew evacuation is assisted by escape route signs, especially during a blackout at night, or when smoke
filled. Instructors should refer to the Escape route signs and equipment location markings (resolution A.1116(30))
for further details in this regard.
Instructors could use pictures to show the actual escape routes on ships, especially the continuity of the
escape routes round corners.

2.1 List the main life-saving appliances normally carried on ships
Instructors could use multi-media aids to illustrate the main life-saving appliances carried on board ships to
enable trainees to identify ships’ life-saving equipment. Instructors should obtain feedback from the trainees
to ensure that they have clear understanding of the need for, and the use of, the following types of life-saving
appliances: survival craft, rescue boat, lifebuoys, lifejackets, immersion suits/anti-exposure suit (AES), thermal
protective aids and emergency radio equipment and locating device.
Instructors should also inform the trainees regarding the location of line throwing appliances and pyrotechnics.
2.2 Personal life-saving appliances

2.2.1 Lifebuoys
Instructors should explain the purpose of lifebuoys especially with regard to person overboard situation.
Instructors should explain the purpose of different types of lifebuoys located in different parts of a ship. The
explanation could be illustrated by following up with relevant videos of different life-saving appliance layouts.
Instructors should especially emphasize the purpose and location of lifebuoys with self-activating smoke
signals.
Instructors should use actual lifebuoys to explain the fittings such as buoyant lines, self-igniting lights and
self-activating smoke signals, which are attached to the lifebuoy, and illustrate their uses in different situations.
2.2.2 Lifejackets
Instructors should explain the purpose, quantity and location of lifejackets consistent with the planned
life-saving appliances layout on board and the provision of adequate lifejackets at fixed points on board
relevant to the duties and work areas.
Instructors should use different types of lifejackets to explain lifejacket buoyancy, and illustrate the different
types of buoyancy materials and/or inflating mechanisms.
Instructors should use the lifejackets to explain and demonstrate standard required features, methods for
testing lifejacket whistles and lights.
The trainees, once on board, should familiarize themselves as soon as possible with the methods of donning
the type of lifejackets on board. The method of donning could be found in the ship’s SOLAS Training Manual
or, in other company or shipboard guidance that may be provided on board.
2.2.3 Immersion suits/anti-exposure suits (AES)

Instructors should explain the purpose, number and location of immersion suits/anti-exposure suits consistent
with the life-saving appliances layout on board, and emphasize the importance of the placement of adequate
numbers of immersion suits in duty and work areas, and ensure that trainees understand these immersion suits
are for use in case of emergency.
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Instructors should explain the purpose of equipping every person assigned to crew the rescue boat, or to
operate the marine evacuation system, with immersion suits/anti‑exposure suits, so that the trainees can better
understand the relevant requirements.
Instructors should use the immersion suits/anti-exposure suits (AES) to explain and demonstrate standard
required features, methods for testing whistles and lights.
2.2.4 Thermal protective aids
Instructors should state that those personnel in passenger ship’s lifeboats who are not equipped with immersion
suits should be provided with thermal protective aids. Lifeboats on cargo ships are equipped with only two
thermal protective aids, or 10% of crew’s quota, whichever is greater.
Instructors should explain that wearing thermal protective aids in the water will hinder a survivor’s ability to
swim. If the survivor is wearing thermal protective aids, they should take them off quickly.

Instructors should refer to LSA Code and SOLAS training manual for the equipment in survival craft.
4 Location of personal life-saving appliances

Instructors should introduce a sample of fire and safety plan/LSA plan and indicate the location of personal
life-saving appliances.

5.1 Value of training and drills
Instructors should emphasize that once on board, seafarers should familiarize themselves, as soon as possible,
with the following:
–– distinguish various emergency signals;
–– muster lists and their specified responsibilities;
–– location and use of life-saving appliances;
–– escape routes and apparatus (EEBD);
–– survival methods provided on the ship; and
–– survival craft.
Instructors should refer to the ship’s SOLAS Training Manual and the ISM Code on seafarers’ familiarization
and training requirements for their functions and emergency drills on board. Instructors should explain: the
importance of training and drills and that they are based on the requirements of SOLAS and STCW Conventions
and other national, flag or company requirements as applicable; and that regular and realistic on-board drills
help to achieve correct and effective actions to ensure operational safety.
5.2 Personal protective clothing and equipment

Instructor should ensure that the trainees wear proper protective clothing such as boiler suit, safety shoes etc.
before commencing any practical training.
Instructors should explain and demonstrate how to don a lifejacket, and emphasize that improper or incorrect
donning may cause danger. The assessment of proficiency in donning lifejackets can be reinforced by ensuring
that each trainee dons the lifejacket correctly, conducts a peer assessment, which should be followed by the
instructors’ assessment and evaluation of individual trainees.
Instructors should explain and demonstrate how to open and wear the immersion suits, being careful to
check that the watertight zippers and the limiting zippers are in good condition, and highlight stressing the
importance of limiting zippers. The training for proficiency in the correct use of an immersion suit should
be reinforced by ensuring that each trainee correctly dons the suit and conducts a peer assessment, which
should be followed by the instructors’ assessment and evaluation of individual trainees. Instructors should also
explain and demonstrate the combined use of the inflatable immersion suit with lifejacket.
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Instructors should explain and demonstrate how to unpack and don thermal protective aids. The instructors
should organize the trainees into groups for practical exercises, provide appropriate guidance, observe
performance and comment on the learning outcome.
Instructors should emphasize that wearing of personal protective clothing usually increases the chances of
survival in case of an emergency situation.
Instructors should ensure that trainees are able to properly don lifejacket, immersion suits/anti-exposure suits
and thermal protective aids within a given time.
5.3 Need to be ready for any emergency

Instructors should emphasize the importance of emergency preparedness.
Instructors should ensure that the trainees recognize their duties allocated in the muster list.
5.4 Actions to be taken when called to survival craft stations

Instructors should drill the trainees with regards to emergency signals and location of muster point.
Instructors should emphasize the action to be taken when called to survival craft station.
Instructors should ensure that trainees are able to carry out their duties when called to survival craft stations.
5.5 Actions to be taken when required to abandon ship

Instructors should explain the best practices during evacuation and boarding of lifeboats, especially the
particular safety measures when boarding free-fall lifeboats, in order to ensure the prevention of injuries.
Trainees should be instructed and advised to strictly adhere to the operational instructions and procedures in
accordance with the type of lifeboat.
Instructors should explain and demonstrate the methods of boarding survival crafts including the use of
embarkation ladder and evacuation systems. Instructors should highlight the precautions to be taken by crew
and the importance of maintaining order to avoid endangering their safety and survival, and that of others,
during this operation.
This training could cause risks, therefore instructors should emphasize and stress the importance of the safety
precautions, inform rescue personnel to standby on site, when training in a swimming pool. If the training is
conducted in a lake or in the sea, the training area should be equipped with safety- and first-aid equipment
including a high-speed rescue boat, with rescue personnel on standby.
It is necessary to explain that trainees should try to keep the body as dry as possible when in the water. In case
of emergency and when jumping into water to get away from the endangered ship, trainees should choose
a lower height, preferably from the windward side, taking precautions to avoid the damaged ship and water
barriers. It is also necessary to choose the direction for swimming away from the ship before jumping into the
water.
In organizing the training, instructors should explain and demonstrate the posture of jumping into the water
from a certain height and ensuring the safety of the trainees to avoid injuring themselves, emphasizing the
need to keep the body vertical when entering the water. Instructors should organize the trainees to practise
jumping safely into the water from a height.
Instructors should explain the complications caused by certain situations when abandoning a ship; for example,
some of the survival crafts not capable of being launched, absence of lighting, absence of personnel assigned
to certain duties, bad weather/rough seas, the ship heavily listed, heavy ship movement, fire, excessive trim,
injuries etc.
5.6 Actions to be taken when in the water

Instructors should organize practical exercises, provide appropriate guidance and take timely action to rectify
any incorrect acts.
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Instructors should explain that, after lowering the lifeboat to the water surface, they should use the painter
and the boat engine or paddles to manoeuvre the lifeboat away from the ship. When in a liferaft, they should
immediately cut off the painter and leave the vicinity of a ship, as soon as possible, by rowing or by operating
the sea-anchor.
Before the training starts, instructors should ensure that during practical training trainees, for their safety,
correctly don lifejackets and immersion suits. Instructors should explain that they should move away from
dangerous area as quickly as possible and assemble near the survival craft or groups of other survivors.
Instructors should explain and demonstrate swimming in water while wearing lifejackets or immersion suits
and assembling in the designated place.
Instructors should explain and demonstrate the heat escape lessening posture (HELP posture). Instructors
could initially guide the trainees to practise HELP posture and, if three or more trainees are in the water and
are equipped with life preservers, then instruct them that they should wedge tightly together and lock arms
to form a circle known as a HUDDLE posture. A casualty who is suffering from the effects of the cold can be
placed within the huddle to be surrounded by warmer water. The best choice for avoiding heat loss is to crowd
together, which is especially effective protection of the wounded.
Instructors should demonstrate how to keep afloat without wearing a lifejacket and highlight breathing rhythms
in such conditions. At the beginning, instructors should help the trainees to familiarize themselves with the
water conditions so as to keep afloat.
Instructors should explain that an inflatable liferaft may not be in an upright condition when in the water, and
should therefore explain and demonstrate the method for safely righting the inverted liferaft while wearing a
lifejacket and immersion suit, emphasizing that it is necessary to make use of the forces of wave and wind.
Instructors should explain and demonstrate the methods of boarding a survival craft from water wearing the
lifejacket or immersion suit and remind trainees of the safety precautions to be taken during this process.
Instructors should emphasize that it is necessary to choose from a variety of methods of boarding, such as
from an embarkation platform, a raft ladder and a lifeboat embarkation ladder.
Instructors should explain and demonstrate the methods of helping a person overboard to board a survival
craft and emphasize the safety precautions to be taken when boarding to avoid endangering the safety of other
survivors. Instructors should drill the trainees for practice, provide guidance on the trainees’ operation and
correct mistakes at the appropriate time.
Instructors should ensure all trainees are able to:

–– swim while wearing a lifejacket;
–– swim while wearing an immersion suit;
–– keep afloat without a lifejacket;
–– right an inverted liferaft while wearing a lifejacket;
–– right an inverted liferaft while wearing an immersion suit;
–– board survival craft from the water while wearing a lifejacket; and
–– board survival craft from the water while wearing an immersion suit.
Instructors should decide whether it becomes necessary to organize extra exercises based on the performance
of the trainees during training. It is recommended to arrange special rescue personnel to be on standby in safe
waters during the exercises.
5.7 Actions to be taken when aboard a survival craft

Instructors should explain the purpose of survival craft.
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Instructors should explain that in the process of abandoning ship and awaiting rescue, survivors may encounter
a variety of complicated situations, such as high temperature, cold and severe weather, etc. and provide
guidance on the measures to be taken to cope with the foregoing situations.
Instructors should explain that survivors can cast the sea-anchor to make the survival craft head into the
waves, alleviating the swing and reducing the drift speed of the survival craft. Instructors should explain and
demonstrate the use of drogues and sea-anchors. Instructors should emphasize the stress of the sea-anchor
and recovery cables.
Instructors should explain the allocation of fresh water and emergency rations provided on survival craft. The
fresh water and rations in the survival craft should be managed and distributed by a designated person. If
there is no water on the survival craft, survivors should not eat any food, so as to avoid loss of body fluid and
prevent dehydration.
Instructors should explain that, while awaiting rescue when in a survival craft, survivors should be organized
with clear allocation of tasks and responsibilities, and to maintain a continuous lookout. Instructors should
particularly highlight the duties of those responsible for lookout duties. Instructors should refer to the survival
manual provided in the equipment of the survival craft for guidance on the duties and responsibilities.
Instructors should emphasize the importance of, and then introduce, the means for maintaining the morale
of survivors such as encouraging each other, reasonable division of tasks, unity as a group, maintaining
discipline, obeying instructions, etc.
Instructors should explain the importance of the methods of detection of survivors by others. For example,
.1 assemble in the survival craft, wait for rescue near the ship;
.2 make use of position indicating equipment carried in the survival craft; start the emergency
position indicating radio beacon (EPIRB), attach the Search and Rescue Transponder (SART) and
start it when necessary; use the two-way VHF in sight of a ship or aircraft in the vicinity;
.3 use the position indicating equipment in the survival craft, including radar reflector, handheld
red flame signals, red parachute signals, orange smoke signals, sun glasses, waterproof flashlight,
etc.; and
.4 move to other locations where there may be greater chances to be rescued and await rescue.
Instructors may demonstrate and explain the use of visual signals with the help of real or practice equipment
and emphasize the impact of wind direction in the process of using them, and the safety precautions to
be taken. Instructors should provide appropriate guidance to trainees so that they can demonstrate their
knowledge and competence in using these signals.
Instructors should first explain and demonstrate the actions to be taken on survival and leaving the survival
craft, with emphasis placed on the safety precautions when leaving the survival craft to avoid endangering
the safety of other survivors. Instructors should organize the trainees for practice and provide guidance to the
trainees on the related operations.
Instructors should ensure that the trainees are able to operate survival craft equipment, location devices and
radio equipment.
Instructors should explain rescue procedures, e.g. by helicopter, any other vessel.
5.8 Main dangers to survivors

Instructors should emphasize the main dangers to survivors.
During the training, instructors should ensure that trainees are made aware of the main dangers for survival
after abandoning a ship, such as: heat stroke, sun stroke, exposure to cold frostbite/frostnip, cold shock and
hypothermia, effect of seasickness, secondary drowning, failure to maintain body fluids correctly, causing
dehydration, drinking seawater, fire or oil on water, dangerous marine organisms.
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Instructors should explain the symptoms of drowning, spasm, decrease of swimming ability and
unconsciousness in cold water as a result of heat loss. Instructors should refer to the Guide for cold water survival
(MSC.1/Circ.1185/Rev.1).
Instructors should explain the effects of seasickness, such as: excessive vomiting that causes loss of fluid,
electrolyte disorder, dizziness, fatigue and loss of confidence in rescue efforts. In order to prevent seasickness,
it is necessary that survivors:
.1 take seasickness pills to prevent vomiting immediately after boarding the survival craft in
accordance with the prescribed dosage;
.2 cast the sea-anchor, keep proper ventilation and turn the craft heading towards waves to
alleviate swing;
.3 keep quiet, have proper rest and save energy;
.4 supply water as required;
.5 breathe fresh air as far as possible if feeling seasick; and
.6 encourage and help each other to keep up determination and confidence.
Instructors should explain that there could be fires or oil on the water surface during abandonment of a ship.
In this situation, survivors should pay attention to taking self-protection measures to avoid fire- or oil-related
injuries when moving away from an endangered ship. Instructors should emphasize the special requirements
for swimming and breathing under such circumstances.
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Part E: Evaluation and Assessment
The effectiveness of any evaluation depends to a great extent on the precision of the description of what is to
be evaluated. The detailed teaching syllabus is thus designed to assist the instructors with descriptive verbs,
mostly taken from the widely used Bloom’s Taxonomy.
Evaluation/Assessment is a way of finding out if learning has taken place. It enables the assessor (instructor), to
ascertain if the learner has gained the required skills and knowledge needed at a given point towards a course
or qualification.
The purpose of evaluation/assessment is to:

–– assist trainees’ learning;
–– identify trainees’ strengths and weaknesses;
–– assess the effectiveness of a particular instructional strategy;
–– assess and improve the effectiveness of curriculum programmes; and
–– assess and improve teaching effectiveness.
The different types of evaluation/assessment may be classified as follows:
Initial/Diagnostic assessment
Diagnostic assessment is an evaluation of a trainee’s skills, knowledge, strength and areas for development.
This should take place before the trainee commences a course to ensure they are on the right path. This can
be carried out in an individual or group setting by the use of relevant tests.
Formative assessment
Is an integral part of the teaching/learning process and hence is a “continuous” assessment process. It provides
information on a trainee’s progress and may also be used to encourage and motivate them.
Purpose of formative assessment is to:

–– provide feedback to trainees;
–– motivate trainees;
–– diagnose trainees’ strengths and weaknesses; and
–– help trainees to develop self-awareness.
Summative assessment
Summative assessment is designed to measure trainees’ achievement against defined objectives and targets. It
may take the form of an examination or an assignment and takes place at the end of a course.
Purpose of summative assessment:

–– To assess if trainees are competent or not yet competent; and
–– To grade trainees.
Evaluation for quality assurance

Evaluation of the assessment process would be required for quality assurance purposes for compliance with
the requirements of STCW Convention, regulation I/8.
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Purpose of assessment with respect to quality assurance

–– To provide feedback to instructors on a trainee’s learning;
–– To evaluate a module’s strengths and weaknesses; and
–– To improve teaching and course outcomes.
Assessment planning
Assessment planning should be specific, measurable, achievable, realistic and time-bound (SMART).
Some methods of assessment that could be used depending upon the course/qualification are as follows and
should be adapted to suit individual needs:
–– Observation (in oral examination, practical demonstration);
–– Questions (written or oral);
–– Tests;
–– Assignments, activities, projects, tasks and/or case studies; and
–– Practical exercises
Validity
The evaluation methods must be based on clearly defined objectives, and must truly represent what is
meant to be assessed, for example only the relevant criteria and the syllabus or course guide. There must
be a reasonable balance between the subject topics involved and also in the testing of trainees’ knowledge,
understanding and proficiency of the concepts.
Reliability
Assessments should be reliable (if the assessment was done again with a similar group/learner, would you
receive similar results?). Instructors may have to deliver the same subject to different groups of learners at
different times. If other assessors are also assessing the same course/qualification, it is to be ensured that all
assessors make similar decisions.
To be reliable, an evaluation procedure should produce reasonably consistent results no matter which set of
question papers or version of the test is used.
If instructors are to assess their own trainees, they need to clearly understand what they are to assess and then
decide how to do this, bearing in mind that, for the award of Certificates of Competency (CoC) or Certificates
of Proficiency (CoP) instructors may not assess their trainees to be in compliance with the requirements of the
Convention.
The “what” will come from the standards/learning outcomes of the course/qualification they will deliver. The
“how” may already be decided for them if it is an assignment, test or examination.
The instructors need to consider the best way to assess the skills, knowledge and attitudes of learners, whether
this will be formative and/or summative, and how the assessment will be valid and reliable.
All work assessed should be valid, authentic, current, sufficient and reliable; this is often known as VACSR –
“valid assessments create standard results”:
–– Valid – the work is relevant to the standards/criteria being assessed;
–– Authentic – the work has been produced solely by the learner;
–– Current – the work is still relevant at the time of assessment;
–– Sufficient – the work covers all the standards/criteria; and
–– Reliable – the work is consistent across all learners, over time and at the required level.
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It is important to note that no single method can satisfactorily measure knowledge and skill over the entire
spectrum of subjects to be tested for the assessment of competence.
Care should therefore be taken to select the method most appropriate to the particular aspect of competence
to be tested, bearing in mind the need to frame questions which relate as realistically as possible to the
requirements of the tasks on board.
STCW Convention 1978, as amended

The training and assessment of seafarers, as required by the Convention, are administered, supervised and
monitored in accordance with the provisions of section A-I/6 of the STCW Code.
The knowledge, understanding and proficiency in column 2, methods for demonstrating competence in
column 3 and criteria for evaluating competence in column 4 of table A-VI/1-1 of the STCW Code set out
the methods and criteria for evaluation. Instructors should refer to the competence table when designing
assessments.
Evaluation of competence
The arrangements for evaluating competence should be designed to take account of different methods of
assessment which can provide different types of evidence about candidates’ competence, e.g.:
–– direct observation of practical exercises;
–– skills/proficiency/competency tests; and
–– written, oral and computer-based questioning techniques.
One or more of the above methods listed could be used to obtain evidence of ability, in addition to appropriate
questioning techniques to provide evidence of supporting knowledge and understanding.
For detailed guidance on assessments, instructors should refer to IMO model course 3.12 on Assessment,
examination and certification of seafarers; however, to assist instructors, some extracts from the model
course 3.12 are used to explain assessments in this section.
Multiple choice questions

Marking or scoring would be easier when multiple-choice test items are used, but in some cases difficulties
may arise in creating plausible distracters.
Detailed sampling allows immediate identification of errors of principle and those of a clerical nature. It must
be emphasized that this holds true, in general, only if the test item is based on a single step in the overall
calculation. Multiple-choice items involving more than one step may, in some cases, have to be resorted to
in order to allow the creation of a sufficient number of plausible distracters, but care must be exercised to
ensure that distracters are not plausible for more than one reason if the nature of the error made (and hence
the distracter chosen) is to affect the scoring of the test item.
Compiling tests
Whilst each examining authority may establish its own rules, the length of time which can be devoted to
assessing the competence of candidates for certificates of competency is limited by practical, economic and
other constraints. Therefore, a prime objective of those responsible for the organization and administration
of the examination system is to find the most efficient, effective and economical method of assessing the
competency of candidates.
An examination system should effectively test the breadth of a trainee’s knowledge, understanding and
proficiency of the subject areas pertinent to the tasks the trainee is expected to undertake. It is not possible
to examine candidates fully in all areas. In effect, the examination samples a candidate’s knowledge,
understanding and proficiency by covering as wide a scope as is possible, within the time constraints and
testing the trainee’s depth of knowledge, understanding and proficiency in selected areas.
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The examination as a whole should assess each candidate’s comprehension of principles, concepts and
methodology; the trainee’s ability to apply principles, concepts and methodology; organize facts, ideas and
arguments; and the trainee’s abilities and skills in carrying out those tasks the trainee will be called upon to
perform in the duties to be certificated to undertake.
All evaluation and testing techniques have their advantages and disadvantages. An examining authority should
carefully analyse precisely what should and can be tested. A careful selection of test and evaluation methods
should then be made to ensure that the best of the variety of techniques available today is used. Each test shall
be that best suited to the learning outcome or ability to be tested.
Quality of test items

No matter which type of test is used, it is essential that all questions or test items should be as brief as possible,
since the time taken to read the questions themselves lengthens the examination. Questions must also be clear
and complete. To ensure this, it is necessary that they be reviewed by a person other than the originator. No
extraneous information should be incorporated into questions. In all cases, the questions should be checked
to ensure that they measure an objective which is essential to the task concerned.
Use of rubrics
The assessor may consider the use of a rubric which describes the criteria that will be used to evaluate a
specific task or operation. Rubrics allow assessors to communicate their expectations to the student being
tested and allow students to self-check themselves on their progress as they progress towards the completion
of their task or project. For the assessor, this increases the reliability of scores and increases the consistency
of an assessor’s assessment from student to student. In addition, when multiple assessors are grading students,
rubrics also help improve the consistency of scoring of all of the assessors. Rubrics are usually written as an
outline or a table that includes:
–– A description of the task or project;
–– A description of the criteria that is being used for the evaluation;
–– A description of what constitutes particular performance level for each criterion;
–– Examples of performance levels are Pass/Fail or Excellent/Good/Poor/Not Attempted;
–– A detailed description of each performance level for each criterion.
Scoring tests
Scoring subjective tests
Assessment of seafarers is carried out to evaluate whether they have met specified learning objectives to be
competent to perform the tasks for which they will take responsibility on board. They should be assessed
against predetermined assessment criteria and in accordance with criteria for evaluation set out in the tables
of competence in the STCW Code.
To achieve this in subjective tests, an analytical scoring scheme and complete model answers and relevant
mark schemes should be produced for each question. The model answer should then be analysed for the
definitions, facts, explanations, formulae, calculations, etc., contained in it and marks allocated to each item,
the aim being to make the scoring as objective as possible. A subjective element will still exist in the original
allocation of marks to the various sections and, to some extent, in the scoring of incomplete or partially
correct sections.
Either credit scoring or deductive scoring may be used. In credit scoring, marks are awarded, in accordance
with the scoring scheme, for each correctly completed part of the answer, no marks being credited for incorrect
parts or omissions. With deductive scoring, marks are deducted for errors and omissions from the total mark
for the question or part question (where a question has been divided into two or more sections). When
applied to essay questions, the two methods should produce virtually the same score. Deductive scoring is
usually confined to the marking of calculations.
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Deductive scoring can be weighted to take account of the relative seriousness of different types of error. Errors
are commonly classed and weighted as follows:
–– errors of principle: for example, using the formula for righting moment in a calculation of list;
deduct 50% of the mark for the question or part question;
–– major errors: for example, extracting data for the wrong day or time from the nautical Almanac;
deduct 30% of the mark for the question or part question; and
–– clerical errors: for example, transposition of numbers from tables or question paper, careless
arithmetic; deduct 10% of the mark for the question or part question for each error.
In the case of clerical errors, only one deduction for a single error should be made. No deductions are made
for incorrect answers which follow through from the original error. If deductions exceed the total mark for a
question or part question it is given a zero score; negative scores are not carried over to other parts.
The different types of error can be taken into account in credit scoring schemes by suitably weighting the
marks allocated to method, to the extraction of data and to clerical accuracy at each step of the calculation.
The steps need to be smaller and more detailed than the division into parts used in deductive marking. As a
result, the marks lost for errors of principle tend to be smaller in credit scoring than in deductive scoring.
A small percentage of the total mark, to be credited only for the correct final answer, is sometimes included in a
credit scoring scheme. The answer must lie within stated accuracy limits to qualify for that credit. In deductive
schemes, an answer that has otherwise been correctly calculated but which falls outside the accuracy limits
is treated as a clerical error.
Where tests are to be marked locally at more than one test centre, a well-defined scoring scheme, which will
give the same score when applied to the same paper by different markers, is essential for the uniform and
fair treatment of candidates. To aid in any subsequent review of marks, possibly resulting from an appeal, the
marker should make brief marginal notes on the paper to indicate the reasons for deductions. Guidance on
the treatment of answers produced using calculators is needed.
Examination rules usually warn candidates that all working must be shown to gain full marks for questions.
The marks to be deducted when insufficient working is shown but a correct answer is produced, or when all
working is correctly shown but the answer is wrong, need to be known by the marker.
In papers in which all questions are to be answered, the marks may be weighted to reflect the importance
or difficulty of individual questions or the length of time which will be needed to answer them. When this is
done, it is usual to indicate the mark for each question on the question paper. Optional questions should all
be of similar standard and carry equal marks, so that the standard of the complete test is the same regardless
of the questions chosen.
Use can be made of a compulsory and an optional section in the same paper. Questions on which it is felt
that all candidates should be tested can be placed in the compulsory section and suitably weighted, while the
remainder of the paper offers a choice of questions each of similar standards.
A problem that arises with optional papers is how to deal with cases where more than the required number of
questions is answered. Various solutions are adopted by different examining boards. Many mark all questions
and discard the lowest marked question or questions, although that fact is not generally advertised as it may
encourage candidates to attempt extra questions. Others take the requisite number of answers in the order in
which they are on the question paper and ignore the remainder. A similar problem arises in papers in which
candidates are required to answer a given number of questions and including at least some stated number
from each of several sections.
The pass mark should be set at the lowest score for which sufficient skills and knowledge is demonstrated for
competency in each subject. In practice, that score is difficult to determine exactly for an individual paper
and could vary slightly from one examination to another. Such an arrangement would be difficult to administer
and would be considered unfair by candidates, so the pass mark is fixed and published in the examination
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regulations. It is, therefore, essential when preparing papers to maintain as constant a standard as possible,
such that the pass mark is an appropriate measure of competency.
The following instructions are typical of those produced for guidance of examiners on the marking of
examinations:
In order to achieve uniformity in marking between the examiners in various centres and to facilitate the review
of papers, the following guidelines are to be used at all centres:
.1 When several candidates write the same examination, papers, other than multiple choice, should
be marked question by question, that is to say, question 1 of paper 1 should be marked for all
applicants before proceeding to question 2, etc. This gives more uniform marking.
.2 All questions should be marked even if it becomes apparent that the candidate cannot achieve
the pass mark.
.3 Neatness and orderly layout of work:
Where work is not properly laid out or is not neat, marks should be deducted without regard to
correctness of the answer. The number of marks deducted should vary according to the quality
of the work up to a maximum of 10% where the correct answer is obtained.
.4 Types of error:
Errors can be divided into three types:
(a) P – error in principle; 50% of marks allotted for the whole or part of the question should
be deducted;
(b) C – clerical error; 10% of the marks allotted should be deducted for each such error; and
(c) M – major error; 30% of the marks allotted for the question or part of the question should
be deducted.
Note: Large mark questions should be considered in their main sections and percentages of the
sections deducted. Candidates should be given the benefit of any doubt which may exist.
.5 Drawings:
Too much importance should not be attached to elaborate drawings. Often a simple sketch with
captions is very explanatory and indicative of a good understanding.
.6 Incomplete answers:
Where a problem or distinct section of a large problem is only partly worked and a step of
principle remains to be made, marks allotted should not exceed 50% of the total marks or the
split marks allotted, as the case may be.
.7 Marking papers:
When marking papers, examiners should enter appropriate marginal notes in brief, showing
why marks have been deducted, using abbreviations in paragraph 5. The actual error should be
ringed and marked with a brief statement of the reason for the error, e.g. ‘wrong day’. A paper
should be so marked that any reviewing examiner can see at a glance just what happened,
including a marginal note to indicate award of a ‘benefit of doubt’.
.8 In the case of marginal failure, the paper concerned should be carefully reviewed.
This review is not to be regarded as having the purpose of passing the candidate; it is to ensure
that the foregoing marking standards have been correctly applied and are consistent with those
of other responses to the same examination. It may result in either an increase or a decrease in
marks assigned. This review having been completed, the examiner should issue a fail result if it
is still below the pass mark.
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The evaluation could consist of oral and practical tests which many topics may require as per the table A-VI/1-1
of the STCW Code, column 2 on knowledge, understanding and proficiency. In such cases, the following
should be taken into consideration:
1 Advantages and disadvantages of oral and practical tests

It is generally considered advisable that candidates for certificates of competency should also be examined
orally. Some aspects of competency can only be properly judged by having the candidate demonstrate the
ability to perform specific tasks in a safe and efficient manner. The safety of the ship and the protection of the
marine environment are heavily dependent on the human element. The ability of candidates to react in an
organized, systematic and prudent way can be more easily and reliably judged through an oral/practical test
incorporating the use of models or simulators than by any other form of test.
One disadvantage of oral/practical tests is that they can be time-consuming, as each test may take up about
one to two hours if it is to comprehensively cover the topics concerned. Relevant equipment would also need
to be made available for the competences that are to be tested. Some items of equipment could be dedicated
solely for use in examinations.
2 Feedback
In order to keep the training programme up to date in the future, it is essential for users to provide feedback.
Objective and positive critical comments and new information would facilitate the enhancement of the quality
of the model course, and would promote better training in safety and security at sea, and protection of the
marine environment. Such feedback, information, comments and suggestions should be sent to the Head,
Maritime Training and Human Element, IMO.
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Guidance on the
implementation of
IMO model courses
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Contents
Page
Part 1 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Part 2 Notes on teaching techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Part 3 Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Annex A1 Preparation checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Annex A2 Example of a model course syllabus in a subject area. . . . . . . . . . . . . . . . . . . . . . . . . 41
Annex A3 Example of a lesson plan for annex A2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
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Part 1: Preparation
1 Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course package has been made as comprehensive as possible, it is
nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only involves
matters concerning administration or organization, but also includes the preparation of any course notes,
drawings, sketches, overhead transparencies, etc., which may be necessary.
2 General considerations
2.1 The course package should be studied carefully; in particular, the course syllabus and associated
material must be attentively and thoroughly studied. This is vital if a clear understanding is to be obtained of
what is required, in terms of resources necessary to successfully implement the course.
2.2 A checklist, such as that set out in annex A1, should be used throughout all stages of preparation to
ensure that all necessary actions and activities are being carried out in good time and in an effective manner.
The checklist allows the status of the preparation procedures to be monitored, and helps in identifying the
remedial actions necessary to meet deadlines. It will be necessary to hold meetings of all those concerned in
presenting the course from time to time in order to assess the status of the preparation and troubleshoot any
difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and
their views received on the particular parts they are to present. A study of the syllabus will determine whether
the incoming trainees need preparatory work to meet the entry standard. The detailed teaching syllabus is
constructed in training outcome format. Each specific outcome states precisely what the trainee must do to
show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part
3 deals with curriculum development and explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve
these outcomes. A sample lesson plan for one of the areas of the sample syllabus is provided in annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge of the course, their
assessment of the course as it progresses.
3 Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any adjustment in order
to meet additional local or national requirements (see Part 3).
3.2 Course objective

.1 The course objective, as stated in the course material, should be very carefully considered so
that its meaning is fully understood. Does the course objective require expansion to encompass
any additional task that national or local requirements will impose upon those who successfully
complete the course? Conversely, are there elements included which are not validated by
national industry requirements?
.2 It is important that any subsequent assessment made of the course should include a review of
the course objectives.
3.3 Entry standards

.1 If the entry standard will not be met by your intended trainee intake, those entering the course
should first be required to complete an upgrading course to raise them to the stated entry level.
Alternatively, those parts of the course affected could be augmented by inserting course material
which will cover the knowledge required.
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.2 If the entry standard will be exceeded by your planned trainee intake, you may wish to abridge
or omit those parts of the course the teaching of which would be unnecessary, or which could
be dealt with as revision.
.3 Study the course material with the above questions in mind and with a view to assessing whether
or not it will be necessary for the trainees to carry out preparatory work prior to joining the
course. Preparatory material for the trainees can range from refresher notes, selected topics from
textbooks and reading of selected technical papers, through to formal courses of instruction.
It may be necessary to use a combination of preparatory work and the model course material
in modified form. It must be emphasized that where the model course material involves an
international requirement, such as a regulation of the International Convention on Standards
of Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard must not
be relaxed; in many instances, the intention of the Convention is to require review, revision or
increased depth of knowledge by candidates undergoing training for higher certificates.
3.4 Course certificate, diploma or document

Where a certificate, diploma or document is to be issued to trainees who successfully complete the course,
ensure that this is available and properly worded and that the industry and all authorities concerned are fully
aware of its purpose and intent.
3.5 Course intake limitations

.1 The course designers have recommended limitations regarding the numbers of trainees who
may participate in the course. As far as possible, these limitations should not be exceeded;
otherwise, the quality of the course will be diluted.
.2 It may be necessary to make arrangements for accommodating the trainees and providing facilities
for food and transportation. These aspects must be considered at an early stage of the preparations.
3.6 Staff requirements

.1 It is important that an experienced person, preferably someone with experience in course and
curriculum development, is given the responsibility of implementing the course.
.2 Such a person is often termed a course coordinator or course director. Other staff, such as
lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed to
implement the course effectively. Staff involved in presenting the course will need to be properly
briefed about the course work they will be dealing with, and a system must be set up for
checking the material they may be required to prepare. To do this, it will be essential to make
a thorough study of the syllabus and apportion the parts of the course work according to the
abilities of the staff called upon to present the work.
.3 The person responsible for implementing the course should consider monitoring the quality
of teaching in such areas as variety and form of approach, relationship with trainees, and
communicative and interactive skills; where necessary, this person should also provide
appropriate counselling and support.
3.7 Teaching facilities and equipment

.1 Rooms and other services
It is important to make reservations as soon as is practicable for the use of lecture rooms,
laboratories, workshops and other spaces.
.2 Equipment
Arrangements must be made at an early stage for the use of equipment needed in the spaces
mentioned in 3.7.1 to support and carry through the work of the course. For example:
–– writing boards and materials
–– apparatus in laboratories for any associated demonstrations and experiments

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Guidance on the implementation of IMO model courses
–– machinery and related equipment in workshops

–– equipment and materials in other spaces (e.g. for demonstrating firefighting, personal
survival, etc.)
3.8 Teaching aids

Any training aids specified as being essential to the course should be constructed, or checked for availability
and working order.
3.9 Audiovisual aids

Audiovisual aids (AVA) may be recommended in order to reinforce the learning process in some parts of the
course. Such recommendations will be identified in Part A of the model course. The following points should
be borne in mind:
.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead projector (OHP)
transparencies, and arrange them in order of presentation. To produce transparencies, a supply
of transparency sheets is required; the illustrations can be transferred to these via photocopying.
Alternatively, transparencies can be produced by writing or drawing on the sheet. Coloured pens
are useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available.
.2 Slide projectors
If you order slides indicated in the course framework, check through them and arrange them
in order of presentation. Slides are usually produced from photographic negatives. If further
slides are considered necessary and cannot be produced locally, OHP transparencies should be
resorted to.
.3 Cine projector
If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm, sound,
etc.). The films must be test-run to ensure there are no breakages.
.4 Video equipment
It is essential to check the type of video tape to be used. The two types commonly used are
VHS and Betamax. Although special machines exist which can play either format, the majority
of machines play only one or the other type. Note that VHS and Betamax are not compatible;
the correct machine type is required to match the tape. Check also that the TV raster format used
in the tapes (i.e. number of lines, frames/second, scanning order, etc.) is appropriate to the TV
equipment available. (Specialist advice may have to be sought on this aspect.) All video tapes
should be test-run prior to their use on the course.
.5 Computer equipment
If computer-based aids are used, check their compatibility with the projector and the available
software.
.6 General note
The electricity supply must be checked for correct voltage, and every precaution must be taken
to ensure that the equipment operates properly and safely. It is important to use a proper screen
which is correctly positioned; it may be necessary to exclude daylight in some cases. A check
must be made to ensure that appropriate screens or blinds are available. All material to be
presented should be test-run to eliminate any possible troubles, arranged in the correct sequence
in which it is to be shown, and properly identified and cross-referenced in the course timetable
and lesson plans where appropriate.
3.10 IMO references

The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO
international conventions and the provisions of other instruments as indicated in the model course. The
relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to
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those involved in presenting the course, if the indicated extracts are not included in a compendium supplied
with the course.
3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books are
available to each student taking the course. If supplies of textbooks are limited, a copy should be loaned to
each student, who will return it at the end of the course. Again, some courses are provided with a compendium
which includes all or part of the training material required to support the course.
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in the model course.
This list should be supplied to the participants so that they are aware where additional information can be
obtained, and at least two copies of each book or publication should be available for reference in the training
institute library.
3.13 Timetable
Model courses are developed providing a recommended range in duration of time for lectures, demonstrations,
laboratories or simulator exercises and assessment. No formal timetable is included in model courses.
Instructors should develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors;
.4 simulator facilities and equipment available, and
.5 normal practices at the training establishment.

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Part 2: Notes on teaching technique
1 Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary for its operation.
1.5 It is essential to use a lesson plan, which can provide a simplified format for coordinating lecture notes
and supporting activities. The lesson plan breaks the material down into identifiable steps, making use of brief
statements, possibly with keywords added, and indicating suitable allocations of time for each step. The use
of audiovisual material should be indexed at the correct point in the lecture with an appropriate allowance of
time. The audiovisual material should be test-run prior to its being used in the lecture. An example of a lesson
plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively straight forward to
assess each trainee’s grasp of the subject matter presented during the lecture. Such assessment may take
the form of further discussion, oral questions, written tests or selection-type tests, such as multiple-choice
questions, based on the objectives used in the syllabus. Selection-type tests and short-answer tests can provide
an objective assessment independent of any bias on the part of the assessor. For certification purposes,
assessors should be appropriately qualified for the particular type of training or assessment.
REMEMBER – POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF A GROUP
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the equipment and
apparatus are ready for use and that any support staff are also prepared and ready. In particular, check that all
blackboards are clean and that a supply of writing and cleaning materials is readily available.
2 Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and maintaining it (i.e.
do not look continuously at one particular person, nor at a point in space).
2.4 People are all different, and they behave and react in different ways. An important function of an
instructor is to maintain interest and interaction between members of a group.
2.5 Some points or statements are more important than others and should therefore be emphasized. To
ensure that such points or statements are remembered, they must be restated a number of times, preferably in
different words.
2.6 If a blackboard is to be used, any writing on it must be clear and large enough for everyone to see.
Use colour to emphasize important points, particularly in sketches.
2.7 It is only possible to maintain a high level of interest for a relatively short period of time; therefore,
break the lecture up into different periods of activity to keep interest at its highest level. Speaking, writing,
sketching, use of audiovisual material, questions, and discussions can all be used to accomplish this. When a
group is writing or sketching, walk amongst the group, looking at their work, and provide comment or advice
to individual members of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to monopolize the activity,
but ensure that all members have a chance to express opinions or ideas.
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2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same person may reply
each time. Instead, address the questions to individuals in turn, so that everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to introduce material which
may be too advanced, or may contribute little to the course objective. There is often competition between
instructors to achieve a level which is too advanced. Also, instructors often strongly resist attempts to reduce
the level to that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture. Things often
go wrong; preparedness and good planning will contribute to putting things right. Poor teaching cannot
be improved by good accommodation or advanced equipment, but good teaching can overcome any
disadvantages that poor accommodation and lack of equipment can present.

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Part 3: Curriculum development
1 Curriculum
The dictionary defines curriculum as a regular course of study, while syllabus is defined as a concise statement
of the subjects forming a course of study. Thus, in general terms, a curriculum is simply a course, while a
syllabus can be thought of as a list (traditionally, a list of things to be taught).
2 Course content
The subjects which are needed to form a training course, and the precise skills and depth of knowledge
required in the various subjects, can only be determined through an in-depth assessment of the job functions
which the course participants are to be trained to perform (job analysis). This analysis determines the training
needs, hence the purpose of the course (course objective). After ascertaining this, it is possible to define the
scope of the course.
(Note: Determination of whether or not the course objective has been achieved may quite possibly entail
assessment, over a period of time, of the on-the-job performance of those completing the course. However,
the detailed learning objectives are quite specific and immediately assessable.)
3 Job analysis
A job analysis can only be properly carried out by a group whose members are representative of the
organizations and bodies involved in the area of work to be covered by the course. The validation of results,
via review with persons currently employed in the job concerned, is essential if undertraining and overtraining
are to be avoided.
4 Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn up. The
potential students for the course (the trainee target group) must then be identified, the entry standard to the
course decided and the prerequisites defined.
5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated timescales; the
identification of those parts of textbooks and technical papers which cover the training areas to a sufficient
degree to meet, but not exceed, each learning objective; and the drawing up of a bibliography of additional
material for supplementary reading.
6 Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing change and there must
therefore be a means for reviewing course material in order to eliminate what is redundant and introduce new
material reflecting current practice. As defined above, a syllabus can be thought of as a list and, traditionally,
there have always been an examination syllabus and a teaching syllabus; these indicate, respectively, the
subject matter contained in an examination paper, and the subject matter a teacher is to use in preparing
lessons or lectures.
7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the depth of
knowledge required. A syllabus is usually constructed as a series of training outcomes to help resolve this
difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a common minimum
level and breadth of attainment is achieved by all the trainees following the same course, irrespective of the
training institution (i.e. teaching/lecturing staff).
7.3 Training outcomes are trainee-oriented, in that they describe an end result which is to be achieved by
the trainee as a result of a learning process.
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7.4 In many cases, the learning process is linked to a skill or work activity and, to demonstrate properly
the attainment of the objective, the trainee response may have to be based on practical application or use, or
on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement of a specific
learning step, also provides a framework for the teacher or instructor upon which lessons or lectures can be
constructed.
7.6 A training outcome is specific and describes precisely what a trainee must do to demonstrate his
knowledge, understanding or skill as an end product of a learning process.
7.7 The learning process is the knowledge acquisition or skill development that takes place during a
course. The outcome of the process is an acquired knowledge, understanding, skill; but these terms alone are
not sufficiently precise for describing a training outcome.
7.8 Verbs, such as calculates, defines, explains, lists, solves and states, must be used when constructing a
specific training outcome, so as to define precisely what the trainee will be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to assist instructors
in developing countries to enhance or update the maritime training they provide, and to allow a common
minimum standard to be achieved throughout the world. The use of training outcomes is a tangible way of
achieving this desired aim.
7.10 As an example, a syllabus in training-outcome format for the subject of ship construction appears in
annex A2. This is a standard way of structuring this kind of syllabus. Although, in this case, an outcome for
each area has been identified – and could be used in an assessment procedure – this stage is often dropped
to obtain a more compact syllabus structure.
8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal importance is
the fact that such an achievement can be measured OBJECTIVELY through an evaluation which will not be
influenced by the personal opinions and judgements of the examiner. Objective testing or evaluation provides
a sound base on which to make reliable judgements concerning the levels of understanding and knowledge
achieved, thus allowing an effective evaluation to be made of the progress of trainees in a course.

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TB119E.indb 39
Annex A1 – Preparation checklist
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry
standard
7 Preparatory
course
8 Course
certificate
9 Participant
numbers
MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

10 Staffing:
Coordinator
Lecturers
Instructors
Technicians
Other
39
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TB119E.indb 40
40
Annex A1 – Preparation checklist (continued)
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
11 Facilities
a) Rooms
Lab
Workshop
Other
Class
b) Equipment
Lab
Workshop
Other
12 AVA
Equipment
and materials
OHP
Slide
Cine
Video
13 IMO reference
14 Textbooks
15 Bibliography
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Annex A2 – Example of a model course syllabus in a subject area

Subject area: Ship construction
Prerequisite: Have a broad understanding of shipyard practice
General aims: Have knowledge of materials used in shipbuilding, specification of shipbuilding steel and
process of approval
Textbooks: No specific textbook has been used to construct the syllabus, but the instructor would be
assisted in preparation of lecture notes by referring to suitable books on ship construction,
such as Ship Construction by Eyres (T12) and Merchant Ship Construction by Taylor (T58)
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Course outline
Knowledge, understanding and proficiency Total hours for Total hours for
each topic each subject area
of Required
performance
Competence :
3.1 Control trim, stability and stress
3.1.1 Fundamental principles of ship construction, trim and stability
.1 Shipbuilding materials
.2 Welding
.3 Bulkheads
.4 Watertight and weathertight doors
.5 Corrosion and its prevention
.6 Surveys and dry-docking
.7 Stability

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Part C3: Detailed Outline

Introduction
The detailed outline is presented as a series of learning objectives. The objective, therefore, describes what the
trainee must do to demonstrate that the specified knowledge or skill has been transferred.
Thus each training outcome is supported by a number of related performance elements in which the trainee
is required to be proficient. The teaching syllabus shows the Required performance expected of the trainee in
the tables that follow.
In order to assist the instructor, references are shown to indicate IMO references and publications, textbooks
and teaching aids that instructors may wish to use in preparing and presenting their lessons.
The material listed in the course framework has been used to structure the detailed training syllabus; in
particular:
–– Teaching aids (indicated by A)
–– IMO references (indicated by R), and
–– Textbooks (indicated by T)
will provide valuable information to instructors.
Explanation of information contained in the syllabus tables

The information on each table is systematically organized in the following way. The line at the head of the
table describes the FUNCTION with which the training is concerned. A function means a group of tasks,
duties and responsibilities as specified in the STCW Code. It describes related activities which make up a
professional discipline or traditional departmental responsibility on board.
The header of the first column denotes the COMPETENCE concerned. Each function comprises a number of
COMPETENCES. Each competence is uniquely and consistently numbered on this model course.
In this function the competence is Control Trim, Stability and Stress. It is numbered 3.1, that is the first
competence in Function 3. The term “competence” should be understood as the application of knowledge,
understanding, proficiency, skills, experience for an individual to perform a task, duty or responsibility on
board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of knowledge,
understanding and proficiency in which the trainee must be able to demonstrate knowledge and understanding.
Each COMPETENCE comprises a number of training outcomes. For example, the above competence comprises
three training outcomes. The first is concerned with FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION,
TRIM AND STABILITY. Each training outcome is uniquely and consistently numbered in this model course.
That concerned with fundamental principles of ship construction, trim and stability is uniquely numbered
3.1.1. For clarity, training outcomes are printed in black type on grey, for example TRAINING OUTCOME.
Finally, each training outcome embodies a variable number of Required performances – as evidence of
competence. The instruction, training and learning should lead to the trainee meeting the specified Required
performance. For the training outcome concerned with the fundamental principles of ship construction, trim
and stability there are three areas of performance. These are:
3.1.1.1 Shipbuilding materials
3.1.1.2 Welding
3.1.1.3 Bulkheads
Following each numbered area of Required performance there is a list of activities that the trainee should
complete and which collectively specify the standard of competence that the trainee must meet. These are
for the guidance of teachers and instructors in designing lessons, lectures, tests and exercises for use in the
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teaching process. For example, under the topic 3.1.1.1, to meet the Required performance, the trainee should
be able to:
–– state that steels are alloys of iron, with properties dependent upon the type and amount of
alloying materials used
–– state that the specification of shipbuilding steels are laid down by classification societies
–– state that shipbuilding steel is tested and graded by classification society surveyors who stamp
it with approved marks
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos (Vx) and
textbooks (Tx) relevant to the training outcome and Required performance are placed immediately following
the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of Required performances listed in the
Tables. The Syllabus Tables are organized to match with the competence in the STCW Code, table A-II/2.
Lessons and teaching should follow college practices. It is not necessary, for example, for shipbuilding materials
to be studied before stability. What is necessary is that all of the material is covered and that teaching is
effective to allow trainees to meet the standard of the Required performance.

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FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
COMPETENCE 3.1 Control trim, stability and stress IMO reference
Competence :
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours)
–– states that steels are alloys of iron, with properties dependent upon the type
and amounts of alloying materials used
R1
–– states that the specifications of shipbuilding steels are laid down by
classification societies
–– states that shipbuilding steel is tested and graded by classification surveyors,
who stamp it with approved marks
–– explains that mild steel, graded A – E, is used for most parts of the ship
–– states why higher tensile steel may be used in areas of high stress, such as the
sheer strake
–– explains that the use of higher tensile steel in place of mild steel results in
saving of weight for the same strength
–– explains what is meant by:
–– tensile strength
–– ductility
–– hardness
–– toughness
–– defines strain as extension divided by original length
–– sketches a stress-strain curve for mild steel
–– explains
–– yield point
–– ultimate tensile stress
–– modulus of elasticity
–– explains that toughness is related to the tendency to brittle fracture
–– explains that stress fracture may be initiated by a small crack or notch in a
plate
–– states that cold conditions increase the chances of brittle fracture
–– states why mild steel is unsuitable for the very low temperatures involved in
the containment of liquefied gases
–– lists examples where castings or forgings are used in ship construction
–– explains the advantages of the use of aluminium alloys in the construction of
superstructures
–– states that aluminium alloys are tested and graded by classification society
surveyors
–– explains how strength is preserved in aluminium superstructures in the event
of fire
–– describes the special precautions against corrosion that are needed where
aluminium alloy is connected to steelwork
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46
Annex A3 – Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress Lesson Number: 1 Duration: 3 hours
Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability
Main element Teaching Textbook IMO A/V aid Instructor Lecture Time
Specific training outcome in teaching method reference guidelines notes (minutes)
sequence, with memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
properties dependent upon the type and A-II/2 by the
amounts of alloying materials used lecturer
States that the specifications of shipbuilding Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20
steels are laid down by classification A-II/2 by the
societies lecturer
Explains that mild steel, graded A to E, is Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
used for most parts of the ship A-II/2 by the
lecturer
States why higher tensile steel may be used Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
in areas of high stress, such as the sheer A-II/2 by the
strake lecturer
Explains that use of higher tensile steel in Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
place of mild steel results in a saving of A-II/2 by the
weight for the same strength lecturer
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Proficiency in Personal Survival Techniques: Model Course

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MODEL COURSE 1.19 – PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

TB119E_cover.indd 1 18/01/2019 16:11:51

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Second edition: 2019

Printed by CPI Colour

Copyright © International Maritime Organization 2019

All rights reserved.

Reproduction and/or translation rights may be available for this title.

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Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Part B: General Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Part C: Detailed Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES iii

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Part E: Evaluation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 27

iv MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

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MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESv

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Use of the model course

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 1

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Training and the STCW Convention

2 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

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MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 3

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Course certificate or document

4 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

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Course intake limitations

Training facilities and equipment

Teaching aids (A)

A2 SOLAS training manual

A4 Illustrated table of life-saving signals

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IMO references (R)

6 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

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Competence: Survive at sea in the event of ship abandonment

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 7

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References and teaching aids

8 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

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Knowledge, understanding and proficiency IMO Textbooks/ Teaching

identify emergency signals

–– immersion suits/anti-exposure suits (AES)

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 9

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Knowledge, understanding and proficiency IMO Textbooks/ Teaching

10 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

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Knowledge, understanding and proficiency IMO Textbooks/ Teaching

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 11

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Knowledge, understanding and proficiency IMO Textbooks/ Teaching

stream a drogue or sea-anchor

12 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESv

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 29

MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 31