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This electronic edition is licensed to

DRTC
for 1 copy.
© International Maritime Organization
Model course 3.21
PORT FACILITY
SECURITY OFFICER
2015 EDITION
electronic edition
London, 2015
Licensed to DRTC for 1 copy. © IMO

Print edition (ISBN 978-92-801-1632-8)
First published in 2003published
by the in 2015 by the
INTERNATIONAL MARITIME ORGANIZATION
international maritime organization
4 Albert Embankment, London SE1 7SR
www.imo.org
Printed by Polestar Wheatons (UK) Ltd, Exeter, EX2 8RP
Electronic edition 2015
IMO PUBLICATION
Sales number: ETB321E
ISBN 978-92-801-1632-8
IMO PUBLICATION
Sales number TB321E
ACKNOWLEDGEMENTS
This course for Port Facility Security Officers, which was originally developed
by the Anglo Eastern Maritime Training Centre, Mumbai, has been substantially updated
ACKNOWLEDGEMENTS
by IMO to incorporate the relevant contents of the IMO Guide to Maritime Security
and the ISPS Code, 2012 Edition.
This course for Port Facility Security Officers, which was originally developed
by the Anglo Eastern Maritime Training Centre, Mumbai, has been substantially updated
by IMO to incorporate the relevant contents of the IMO Guide to Maritime Security
and the ISPS Code, 2012 Edition.
Copyright © International Maritime Organization 2015

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All rights reserved.
without prior permission in writing from the
No part of this publication may be reproduced,
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International Maritime Organization.
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For further details,
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please contact
contact IMO
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at copyright@imo.org.
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Contents
Page
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of the model courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Evolution of the PFSO model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Aim of PFSO model course 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Objective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Entry standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Course certificate, diploma or document. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Course delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Course intake limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Instructor qualification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Instructor qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Use of the model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching facilities and equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
References (R). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Part B: Course Outline and Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Course Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Learning objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
IMO reference document. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Topics by Knowledge, Understanding and Proficiency (KUP). . . . . . . . . . . . . . . . . . . . . . . . 8
Part D: Instructor Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Module 1 – Introduction and course framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Module 2 – Maritime security frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Module 3 – Port facility security assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Module 4 – Port facility security plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Module 5 – Security measures and procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Module 6 – Security awareness and vigilance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER iii

Contents
Page
Module 7 – Contingency planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Module 8 – Security training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Module 9 – Closing ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Part E: Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Method of evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Subjective testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Objective testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Distracters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Guess factor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Scoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Information requested of instructors who implement IMO model courses. . . . . . 46

Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . 49
Corrigenda ................................................................................................................... 69
iv MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

Foreword
Since its inception the International Maritime Organization (IMO) has recognized the importance of human
resources to the development of the maritime industry and has given the highest priority to assisting developing
countries in enhancing their maritime training capabilities through the provision or improvement of maritime
training facilities at national and regional levels. IMO has also responded to the needs of developing countries
for postgraduate training for senior personnel in administrations, ports, shipping companies and maritime
training institutes by establishing the World Maritime University in Malmö, Sweden, in 1983.
Following the adoption of the International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers, 1978 (STCW), a number of IMO Member Governments had suggested that IMO should develop
model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer
of information and skills regarding new developments in maritime technology. IMO training advisers and
consultants also subsequently determined from their visits to training establishments in developing countries
that the provision of model courses could help instructors improve the quality of their existing courses and
enhance their implementation of the associated Conference and IMO Assembly resolutions.
In addition, it was appreciated that a comprehensive set of short model courses in various fields of maritime
training would supplement the instruction provided by maritime academies and allow administrators and
technical specialists already employed in maritime administrations, ports and shipping companies to improve
their knowledge and skills in certain specialized fields. With the generous assistance of the Government
of Norway, IMO developed model courses in response to these generally identified needs and now keeps
them updated through a regular revision process taking into account any amendments to the requirements
prescribed in IMO instruments and any technological developments in the field.
These model courses may be used by any training institution and, when the requisite financing is available,
the Organization is prepared to assist developing countries in implementing any course.
K. SEKIMIZU
Secretary-General
MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICERv

Introduction
Purpose of the model courses
The purpose of the IMO model course programme, in the spirit of Resolution 9 of the 2010 Manila Conference
that adopted amendments to STCW Convention and Code, is to assist maritime training institutions to improve
the quality of the training they provide. It is further intended to achieve greater uniformity in the application of
the training and assessment provisions of the STCW Convention and Code. This model course, even though
it does not fall under the provisions of the STCW Convention and Code, follows the format and structure of
existing IMO model courses and is primarily intended for institutions implementing the Port Facility Security
Officer (PFSO) course or intending to establish a PFSO course and to ensure that the course programme
addresses the training requirements for PFSOs as set out in section A/17 of the ISPS Code.
The programme is not intended to require course instructors to follow a rigid teaching package; nor is it
intended to take precedence over any training programmes that may have been designed by individual States.
As in all training endeavours, the teaching skills and dedication of the instructor are the main components in
the successful transfer of knowledge and proficiencies to course participants.
As the educational systems and cultural backgrounds of course participants vary considerably from country to
country, the model course programme has been designed to:
–– identify the basic competence requirements of the target group for each course in universally
applicable terms; and
–– specify clearly the level of technical knowledge and proficiency necessary to meet the intent of
relevant IMO conventions, codes and related guidance material.
Evolution of the PFSO model course

The PFSO model course was first published in 2003 to assist port facilities in meeting their obligations under
the ISPS Code when it came into effect on 1 July 2004. Similar model courses were developed for company
security officers and ship security officers.
In January 2006, the Maritime Safety Committee’s (MSC) Sub-Committee on Standards of Training and
Watchkeeping developed guidelines on PFSO training and certification similar to those that had been developed
and approved for company security officers. These were approved by the MSC in May 2006 and issued
as a circular (MSC.1/Circ.1188, Guidelines on Training and Certification for Port Facility Security Officers,
22 May 2006). This circular identifies 32 Knowledge, Understanding and Proficiency (KUP) requirements and
indicates that the level of knowledge in each one should be sufficient to enable a person completing a course
based on this model course to act as a designated PFSO.
It should be pointed out that the KUP requirements were developed in 2005 shortly after the ISPS Code
came into effect. Although they continue to be valid, the emphasis has shifted away from development and
implementation of security plans and initial security assessments towards their maintenance and upgrading.
It should also be noted that the 5 competencies for PFSOs listed in MSC.1/Circ.1188 are closely interlinked.
An updated version of the PFSO model course was published in 2011. However, it was adopted prior to the
publication of the consolidated guidance material and references in the IMO Guide to Maritime Security and
the ISPS Code (the Guide), 2012 Edition and, therefore, does not reference some of its relevant guidance. The
content of this Guide consolidates the IMO references and is the primary reference document for this updated
version of the model course.
MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER 1

Part A: Course Framework
Aim of PFSO model course 2015
This model course aims to assist instructors in the design and delivery of PFSO training courses by:
–– Linking the knowledge required to competently perform the duties and responsibilities of a
PFSO, as identified in MSC.1/Circ.1188, Guidelines on Training and Certification for Port Facility
Security Officers (22 May 2006), to the relevant guidance material contained in the Guide to
Maritime Security and the ISPS Code, 2012 Edition.
–– Identifying opportunities to increase the level of knowledge in certain key areas of responsibility.
Objective
Those who successfully complete this course will have the competence to:
–– Develop, maintain and supervise the implementation of a port facility security plan;
–– Assess security risk, threat and vulnerability;
–– Undertake regular inspections of the port facility to ensure that appropriate security measures
are implemented and maintained;
–– Ensure that security equipment and systems are properly operated, tested and calibrated; and
–– Encourage security awareness and vigilance.
Entry standards
It is assumed that persons attending this course are:
–– employed by a port facility operator; and
–– likely to be either designated as a PFSO/Deputy PFSO or the manager responsible for port
facility security (to whom the PFSO may report).
Course participants are expected to have a basic understanding of port operations in order to be able to advise
and implement the security concept mandated by SOLAS chapter XI-2 and the ISPS Code. If this is not the
case, an appropriate pre-entry course, as outlined under “Use of the model course”, could be taken prior to
taking this course.
Course certificate, diploma or document

Documentary evidence should be issued to those who have successfully completed this course even if there
are no formal certification requirements.
Course delivery
The course may be delivered through various methods including, but not limited to, classroom training,
in-service training, distance learning, computer-based training or combinations of these methods.
Course intake limitations

The maximum number of participants depends on course delivery methods as well as the facilities and
equipment available but should preferably be limited to 20 trainees.
2 MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

Part A: Course Framework
Instructor qualifications
The instructor in charge of the course should:
–– Be an experienced PFSO who has successfully completed the PFSO course or, alternatively, have
substantial experience in port security operations and sound knowledge of the requirements of
SOLAS chapter XI-2 and the ISPS Code;
–– Possess the necessary training skills, techniques and methods in order to adequately transfer
knowledge to course participants;
–– Consider and recognize the specific training needs of course participants and adapt the course
content accordingly; and
–– Have appropriate experience in applying instructional techniques and training methods.
Use of the model course

Instructors should review the course outline and detailed teaching syllabus, taking into account the information
provided under the entry standards specified in the course framework. The actual level of knowledge and
skills and the prior technical education of the trainees should be kept in mind during this review, and any
areas within the detailed teaching syllabus which may cause difficulties because of differences between the
actual trainee entry level and that assumed by the course designer should be identified. To compensate for
such differences, instructors are expected to delete from the course, or reduce the emphasis on, items dealing
with knowledge or skills already attained by the trainees. They should also identify any academic knowledge,
skills or technical training which the trainees may not have acquired.
By analysing the detailed teaching syllabus and the academic knowledge required to allow training in the
technical area to proceed, instructors can design 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 scope and content may be necessary if trainees are to undertake duties that differ
from those on which the objectives specified in the model course are based.
The course outline indicates the course designers’ assessment of the time that should be allotted to each
subject area. However, these allocations assume that the trainees have fully met all entry requirements of the
course. The instructor should therefore review these assessments and adjust the time allocations as necessary.
Lesson plans
Having adjusted the course outline and timetable to suit the trainee intake and any revision of the course
objectives, the instructor should draw up lesson plans based on the detailed teaching syllabus and associated
reference material. Where no adjustment has been found necessary in the objectives of the detailed teaching
syllabus, the lesson plans may simply consist of the syllabus with keywords or other reminders added to assist
the instructor in presenting the material.
Presentation
The presentation of concepts and methodologies may need to be repeated in various ways until the instructor
is satisfied that trainees have attained each specific learning objective. The syllabus is laid out in learning
objective format with each objective specifying what the trainee must be able to do as the learning outcome.
Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to the availability and
use of:
–– properly qualified instructors;
–– support staff;

Port Facility Security Officer
–– rooms and other spaces;

–– audiovisual equipment; and
–– reference material.
Teaching facilities and equipment

An ordinary classroom or similar meeting room with a whiteboard or equivalent is sufficient for the lectures. In
addition, when making use of audiovisual materials, it is essential that the appropriate equipment is available
and has been tested. Finally, the use of a port environment for demonstrations may enhance the overall
effectiveness of this training.
Teaching aids (A)

–– Instructor Manual (Part D)
–– Audiovisual aids: TV, LCD projector, etc.
–– Photographs, models, or other representations of various types of ships and ports to illustrate
operational elements and security vulnerabilities
–– Distance Learning Packages
–– Computer-Based-Training (CBT)
References (R)
R1 IMO Guide to Maritime Security and the ISPS Code, 2012 Edition (IA116E)
R2 Convention on Facilitation of International Maritime Traffic (FAL Convention), 1965, as amended
(IC350E)
R3 ILO and IMO Code of Practice on “Security in ports”, ILO 2004
R4 EU Training Manual for Maritime Security Personnel/ISPS Code
R5 ISO 31000:2009 “Risk management – Principles and Guidelines”, 2009
ISO Guide 73 “Risk management – Vocabulary”
IEC/ISO 31010 “Risk management – Risk assessment techniques”
R6 ISO 17712:2010 “Freight containers – Mechanical seals”

Part B: Course Outline and Timetable
The course outline and timetable should be read in conjunction with Part D (Instructor Manual) for further
detailed guidance for each module’s content.
COURSE OUTLINE
Course Modules (and component Knowledge, Understanding and Proficiency (KUP)) Hours
L D
Module 1 – Introduction and Course Framework 0.5
Introduction
Course objective
Course administration
Module 2 – Maritime security frameworks 2.0
International maritime security framework
National maritime security structure
Abbreviations, definitions and maritime security terms
Port-related security responsibilities

Module 3 – Port facility security assessments 1.0 1.0
Risk assessment methodology
Role of PFSO
On-scene security survey
Methodology demonstration
Declaration of Security
Module 4 – Port facility security plans 1.0 0.5
Elements of a port facility security plan
Role of PFSO
Internal audits and self-assessments

Module 5 – Security measures and procedures 5.0 2.0
Implementation practices
Role of PFSO
Security levels and alerts
Shore leave and seafarer access
Drills and exercises 0.5
Security equipment and systems

Course Modules (and component Knowledge, Understanding and Proficiency (KUP)) Hours
L D
Module 6 – Security awareness and vigilance 1.0 0.5
Port-related security awareness programmes
Recognition of potential security risks
Role of PFSO
Module 7 – Contingency planning 1.0
Planning procedures
Types of contingency plans relevant to port facility security
Role of PFSO
Module 8 – Security training 1.0 0.5
Training requirements
Role of PFSO
Instructional techniques
Module 9 – Closing ceremony 0.5
Review of course expectations
Course evaluation
Participant certificates
TOTAL: 18.0 HOURS 13.5 4.5
L – Lecture, D – Demonstration
COURSE TIMETABLE
Day/Period Morning session Afternoon session

Day 1 Module 1 – Introduction and course framework Module 3 – Port facility security assessments
(0.5 hours) (2.0 hours)
Module 2 – Maritime security frameworks Module 4 – Port facility security plans

Day 2 Module 5 – Security measures and procedures Module 5 continued
Day 3 Module 5 continued Module 7 – Contingency planning
(1.5 hours) (1 hour)
Module 6 – Security awareness and vigilance Module 8 – Security training

Module 9 – Closing ceremony

(0.5 hours)

Part C: Detailed Teaching Syllabus
The detailed teaching syllabus indicates the contents of the course and appropriate references. It should be
read in conjunction with Part D (Instructor Manual) for further detailed guidance for each module’s content.
Learning objectives
The detailed teaching syllabus has been written in a format that describes the level of knowledge in each of
the 32 interrelated Knowledge, Understanding and Proficiency (KUP) requirements* which a trainee requires
in order to have the competence to act as a designated Port Facility Security Officer. In the absence of
an examination to demonstrate that knowledge has been transferred, the instructor may need to use more
subjective criteria such as level of participation to make the assessment.
Every instructor is encouraged to teach in an “objective related” way. In this context, each of the 7 main
modules, i.e. modules 2 to 8, should be prefixed by the words, “The expected learning outcome is that the
trainee is able to …”
IMO reference document

The Guide to Maritime Security and the ISPS Code, 2012 Edition† (hereinafter referred to as “the Guide”) is
intended to provide consolidated guidance on the implementation of the 2002 SOLAS amendments (adoption
of SOLAS chapter XI-2 and the ISPS Code). The guidance is addressed primarily to government officials,
shipping company employees and port facility employees, especially PFSOs, who exercise the responsibilities
that the security related amendments to the SOLAS Convention place on port facilities.
The Guide is arranged in 5 sections. Section 3 on the security responsibilities of port and port facility operators
is the one most relevant to this course; however, participants should find the other sections pertaining to the
security responsibilities of governments and ship operators to be useful references.
The Guide consolidates the many circulars and other guidance material issued by IMO since SOLAS chapter
XI-2 and the ISPS Code took effect.
In order to assist the instructor, the IMO references listed in the course framework are shown against each
knowledge area. Wherever possible, the relevant paragraph numbers and appendices in the Guide are shown.
Note
Throughout the course, safe-working practices are to be clearly defined and emphasized with reference,
as appropriate, to current international requirements and regulations. It is expected that the institution
implementing the course will obtain references to national and/or regional requirements and regulations for
the course instructor as necessary.
*
The 32 KUPs are listed in MSC.1/Circ.1188 which can be downloaded for free from IMO’s website (www.imo.org)
†
The Guide to Maritime Security and the ISPS Code, 2012 Edition, sales no. IA116E, can be purchased from
http://www.imo.org/Publications/Pages/Home.aspx

Topics by Knowledge, Understanding and Proficiency (KUP) Reference*

see References (R)
Introduction and Course Framework
–– Opening ceremony
–– Introduction
–– Course administration
–– Course objective
–– Trainee Reference Book
–– Instruction techniques
KUP1 Maritime security terms and definitions
1.1 Abbreviations
.1 list relevant acronyms R1 (section 1.7.1)
1.2 Definitions
.1 list relevant definitions R1 (section 1.8.1)
KUP2 International maritime security policy and responsibilities of governments,
companies and designated persons
2.1 SOLAS chapter XI-2 and the ISPS Code

.1 briefly describe the SOLAS Convention and its 2002 security amendments R1 (sections 1.4.6-8)
.2 outline the main requirements of chapter XI-2 and the ISPS Code R1 (sections 1.4.12-20)
2.2 Implementation benefits and challenges
.1 outline the main benefits and challenges in implementing the ISPS Code R1 (sections 1.5.4-10)
2.3 Government legislation and regulations
.1 explain the importance of legislation and regulations R1 (sections 2.2.1-4)
.2 outline international experience to date R1 (sections 2.2.5-10)
.3 list relevant national legislation and regulations
2.4 Government organizational structures and their inter-relationships R1 (sections 2.3.1-2)
.1 identify the national organizations responsible for maritime security
.2 briefly describe their inter-relationships
2.5 Government coordination mechanisms
.1 explain the importance of government coordination mechanisms R1 (sections 2.4.1-4)
.2 list relevant national coordination mechanisms including the national maritime R1 (sections 2.4.5-17)
security framework and any government-industry committees
2.6 Responsibilities of SOLAS Contracting governments
.1 outline the government’s port-related security responsibilities as specified in R1 (sections 2.1.3-5)
SOLAS chapter XI-2 and the ISPS Code including how they are distributed
between the organizations identified in 2.4 above
.2 outline how changes in security level are communicated to port facility operators R1 (sections 2.6.14-17)
.3 outline the government’s process for designating port facilities that have to be R1 (sections 2.8.1-9/ 3.2.1)
ISPS Code compliant
.4 outline the government’s process for determining port facility boundaries R1 (sections 2.8.10-12/
3.2.2-4)
.5 outline the government’s process for conducting port facility security inspections R1 (sections 2.17.11-17/
appendix 2.11;
2.7 Responsibilities of shipping companies and their Company Security Officers (CSOs)
.1 outline security responsibilities of shipping companies R1 (sections 4.5.2/8)
.2 outline responsibilities of CSOs R1 (sections 4.5.7/9)


see References (R)
2.8 Responsibilities of Ship Security Officers (SSOs)
.1 outline responsibilities of SSOs R1 (sections 4.5.14-16)
2.9 Responsibilities of port facility operators
.1 outline security responsibilities of port facility operators R1 (section 3.5.1)
.2 explain the purpose of security clearances R1 (sections 3.5.11-13)
2.10 Responsibilities of port operators and their port security officers as stipulated in the
IMO/ILO Code of practice on security in ports
.1 outline relevant responsibilities of port operators R1 (section 3.9.2)
.2 outline relevant responsibilities of port security officers R1 (sections 3.9.9-16)
.3 describe the role and structure of port security committees R1 (sections 2.8.17-18/
3.9.3-8)
2.11 Responsibilities of PFSOs
.1 list the duties and responsibilities of PFSOs specified in the ISPS Code and R1 (sections 2.8.19-24/
mention that each one is addressed in subsequent modules of this course 3.5.1-6)
2.12 Responsibilities of other port facility personnel
.1 personnel with designated security duties R1 (sections 3.5.7-8 /
appendix 3.3)
.2 personnel without designated security duties R1 (sections 3.5.9-10/
appendix 3.4
2.13 Roles of Recognized Security Organizations (RSOs)
.1 identify the permissible and non-permissible roles of RSOs as specified in the R1 (sections 2.5.1-7/
ISPS Code and permitted by the government 2.5.12/3.2.5-8)
.2 list the main elements of a RSO services agreement R1 (section 2.5.9)
KUP3 Risk assessment and assessment tools
3.1 Briefly describe the risk management concept of the ISPS Code
3.2 Identify the different types of port-based threats to the maritime transport industry R1 (section 2.6)
including any high profile or regional examples
3.3 Characteristics of a Port Facility Security Assessment (PFSA)
.1 Outline the steps in conducting a PFSA including the role, if any, of the PFSO in R1 (sections 2.8.25-33 and
each step section 3.6)
3.4 Present at least one risk assessment methodology R1 (section 5)
If the risk register framework as outlined in the Guide under section 5.2 is being
used then R1 (appendix A)
.1 identify the 6 phases
.2 discuss the involvement of PFSOs in each phase
3.5 Identify at least two other examples of risk assessment methodologies and outline R5
their similarities and differences
3.6 On-scene security inspection
.1 list the preparations required prior to an on‑scene inspection
.2 list the procedures and measures and operations to be evaluated during an
on-scene inspection
3.7 Demonstration of methodology R1 (appendix 5.1)
3.8 PFSA updates R1 (sections 3.6.9-11)
.1 describe when a PFSA should be updated


see References (R)
KUP4 Security assessment documentation, including the Declaration of Security
4.1 PFSA reports

.1 outline the steps in preparing a PFSA R1 (sections 3.6.5-6)
4.2 Declaration of Security (DoS)
.1 explain the purpose of a Declaration of Security and what it addresses R1 (section 2.7.1)
.2 identify who determines when a DoS should be completed R1 (section 2.7.2)
.3 describe the situations in which the ship can request that a DoS be completed R1 (section 2.7.3 /
and the follow-up appendix 3.1)
.4 describe the situations in which the PFSO can request that a DoS be completed
and the follow-up
KUP5 Purpose for and the elements that make up a port facility security plan, related
procedures and maintenance of records
5.1 Elements of a Port Facility Security Plan (PFSP) R1 (sections 2.8.34-42 and
section 3.7)
.1 describe the steps in developing and approving a PFSP R1 (appendix 3.5)
.2 describe the responsibilities of the PFSO (including when the PFSP is prepared by R1 (section 3.5.3 and
a RSO) section 3.7.1-3)
.3 describe the linkage with the results of the PFSA R1 (section 3.7.1)
.4 list and briefly discuss each of the 15 measures and procedures (section A/16.3 R1 (section 3.7.4)
ISPS Code) that must be included in a PFSP at each security level
.5 list and briefly discuss additional measures and procedures that should be R1 (section 3.7.5)
included in a PFSP
5.2 Other security documentation and records
.1 list the documents that must be available at all times and their retention periods R1 (section 2.8.43)
.2 describe the Statement of Compliance of a Port Facility, its validity and R1 (sections 2.8.51-55/
verification requirements appendix 2.5)
.3 state the reporting requirements in case of a security incident R1 (sections 3.8.8-10)
KUP6 Procedures to be employed in developing, maintaining and supervising the
implementation, and the submission for approval, of a port facility security plan
6.1 Examples of Port Facility Security Plans (PFSPs)

.1 present PFSP templates, e.g. from internet resources R1 (section 3.7.6/
.2 review and briefly discuss one of the templates appendix 3.6)
KUP7 Methods and procedures used to modify the port facility security plan
7.1 PFSP amendments

.1 describe when a PFSP should be amended R1 (sections 2.8.44-47)
.2 describe what amendments require approval from the Designated Authority R1 (section 3.8.1)
KUP8 Procedures for the initial and subsequent verification of the port facility’s
compliance
8.1 Sample verification form R1 (section 2.8.39/
.1 review and briefly discuss the contents of the sample forms appendix 2.4)


see References (R)
KUP9 Requirements and procedures for conducting internal audits, on‑scene R1 (section 2.8.48)
inspections, control and monitoring of security activities specified in a port
facility security plan
9.1 Internal audits, monitoring and control mechanisms
.1 explain the requirement for conducting internal audits R1 (sections 2.8.48 and
3.7.7)
.2 identify other mechanisms for assessing the continuing effectiveness of the PFSP R1 (sections 3.8.20-21/
appendix 3.8)
.3 state the requirement for the PFSO to carry out regular security inspections R1 (section 3.5.3)
.4 state the explicit requirement for the PFSO to review the Ship Security Plan
.5 state the requirements for reporting non-conformities and deficiencies identified
during internal audits, periodic reviews, and security inspections
9.2 On-scene inspections R1 (sections 2.17.11-15/
.1 describe the steps involved in conducting on-scene inspections appendix 2.11)
9.3 Monitoring security activities R1 (sections 3.8.20-21/

.1 describe the process for monitoring security activities appendix 3.8)
KUP10 Requirements and procedures for acting upon any deficiencies and
non-conformities identified during internal audits, periodic reviews and security
inspections
10.1 Enforcement actions R1 (sections 2.15.1-8)
.1 outline the stepped approach to enforcement
10.2 PFSO responsibilities R1 (sections 2.15.9-16)
.1 describe the required responses of PFSOs to enforcement actions
KUP11 Procedures for facilitating shore leave for ship’s personnel or personnel changes,
as well as access of visitors to the ship including representatives of seafarers’
welfare and labour organizations
11.1 Shore leave and seafarer access R1 (sections 2.17.5-10/
.1 Discuss the importance of giving due regard to the effect that port facility security 3.8.13-19
measures may have on shipboard personnel who may remain on board a ship for
long periods
KUP12 Handling sensitive security related information and security related
communications
12.1 Information security

.1 state that the PFSP is generally confidential R1 (sections 3.7.8
.2 explain the importance of careful handling R1 (sections 3.8.11-12)
KUP13 Procedures, instructions and guidance for responding to ship security alerts
13.1 Ship security alerts R1 (sections 2.12.14-15)
.1 briefly explain what procedures for handling ship security alerts have to be in
place
KUP14 Security levels and the consequential security measures and procedures aboard
ship and in the port facility environment
14.1 Security levels

.1 describe the 3 security levels R1 (sections 2.6.1-6)
.2 discuss the PFSOs responsibilities when security levels are changed R1 (sections 3.3.1-3)


see References (R)
KUP15 Crowd management and control techniques, where appropriate
15.1 Psychology of a crowd in a crisis situation

15.2 Describe typical behavioural patterns of people in a crisis situation (incl. freeze, R4 (section 7.4)
fright, flight reactions) and how to respond to such behaviour
15.3 Clear communications with port facility and ship personnel during an emergency
KUP16 Methods for implementing and coordinating searches
16.1 Planning a search

16.2 Using a ‘check card’ system in searches
16.3 Search team equipment
16.4 Search procedures
16.5 Places of concealment on a port facility
KUP17 Methods for physical searches and non-intrusive inspections
17.1 Demonstrate how to carry out physical searches and non-intrusive R4 (section 3.1)
inspections
KUP18 Requirements for designating and monitoring restricted areas
KUP19 Controlling access to the port facility and restricted areas in the port facility
19.1 Preventing unauthorized access

.1 identify available methods R1 (section 3.8.22)
KUP20 Methods for the effective monitoring of the port facility and areas surrounding
the port facility
KUP21 Methods for controlling the embarkation and disembarkation of persons and their
effects aboard ships, including the confirmation of identity when requested by the
Ship Security Officer
KUP22 Security aspects relating to the handling of cargo and ship’s stores and
coordinating these aspects with relevant Ship Security Officers and Company
Security Officers
22.1 Effective security of cargo and ship’s stores R2 (section 5)
.1 list documentation requirements R1 (section 3.8.23)
KUP23 Types of security equipment and systems and their limitations
23.1 Types of security equipment and systems used in port facilities

.1 list available equipment and systems R4 (chapter 2)
.2 identify operational advantages R6
23.2 Operational limitations
.1 identify operational limitations
KUP24 Methods for testing, calibrating and maintaining security systems and equipment
24.1 Testing, calibration and maintenance of security equipment and systems

.1 describe available methods
24.2 Temporary security measures
.1 explain when such measures should be adopted and communicated


see References (R)
KUP25 Training, drills and exercise requirements under relevant codes and conventions
25.1 Drills and exercises R1 (sections 3.8.3-4)
.1 explain the differences between drills and exercises
25.2 Drills
.1 outline the guidelines for the planning and conduct of drills in the areas of: R1 (appendix 3.7)
–– access control
–– contiguous zone security
–– materials handling
–– emergency response
–– ship/port facility interface
25.3 Exercises
.1 list the type of exercises that could be conducted at a port facility R1 (appendix 3.7)
KUP26 Methods for assessing the effectiveness of drills and exercises
26.1 Assessment of drills and exercises R1 (section 3.8.7,
.1 state the purpose and methods of carrying out an assessment at the end of each appendix 3.7)
drill and exercise
KUP27 Methods for enhancing security awareness and vigilance
27.1 Security awareness definition

.1 explain what security awareness is and its importance R1 (sections 1.6.1-5)
27.2 Safety awareness programmes R1 (sections 1.6.6-15)
.1 describe their characteristics
27.3 Port-oriented safety awareness programmes R1 (section 1.6.16/
.1 list examples of port-oriented programmes appendix 1.3)
KUP28 Techniques used to circumvent security measures
28.1 Describe the techniques that may be used to circumvent security equipment and
measures
KUP29 Recognition on a non-discriminatory basis of persons posing potential
security risks
29.1 Describe the general characteristics and behavioural patterns of persons who are
likely to threaten security
29.2 State how important it is to be observant to recognize such persons
KUP30 Recognition of weapons, dangerous substances and devices, and awareness of the
damage they can cause
30.1 Describe the various types of weapons, dangerous substances and devices, the
damage they can cause, and their appearance
KUP31 Security related contingency plans and the procedures for responding to security
threats or breaches of security, including provisions for maintaining critical
operations of the ship/port interface
31.1 Purpose and contents of a contingency plan

.1 define what contingency planning is
.2 list the aims of a contingency plan
31.2 Plan development
.1 describe the steps in developing a plan


see References (R)
31.3 Types of contingency plans relevant to port facility security
.1 damage to a port facility, e.g. by explosive devices, arson, sabotage or vandalism
.2 seizure of a ship at the port facility or of persons on board
.3 tampering with cargo or ship’s stores
.4 unauthorized access
.5 blockage of port facility entrances and approaches
KUP32 Instruction techniques for security training and education
32.1 Port facility security personnel training requirements

.1 identify which personnel must receive training R1 (sections 3.5.7 and
.2 discuss required competencies and accreditation 3.5.8/appendix 3.3)
.3 PFSO responsibilities
32.2 Other port facility personnel training requirements R1 (sections 3.5.9-10/
.1 discuss required competencies and certification appendix 3.4)
.2 PFSO responsibilities R1 (section 3.5.10)
32.3. Instructional techniques
.1 explain the various methods of imparting training
.2 explain that the method of teaching must take into account the social and cultural
background of trainees
.3 explain the use of demonstrations as a method of training
.4 describe how lectures may be used to convey material
.5 describe how discussions may be used to impart training
.6 describe how case studies may be used to impart training
.7 describe how group exercises may be used to impart training
.8 describe how incident analysis may be used to impart training
.9 describe how audiovisual aids may be used to impart training
Closing ceremony
TOTAL: 18.0 HOURS
* Where the reference is left blank there are no references in the Guide to Maritime Security and ISPS Code on this particular issue.
Hence guidance might be sought from appropriate textbooks or websites.

Part D: Instructor Manual
The instructor manual provides guidance on the material that is to be presented during the course. This manual
reflects the views of the course developer with respect to (a) methodology and organization, and (b) what is
considered to be relevant and important. Instructors should develop their own experience-based methods
and ideas, recognizing and refining what is successful, and discarding what may not work satisfactorily in the
environment in which the course is to be delivered. The material has been arranged under the following 9
modules:
Module 1 – Introduction and course framework
Module 2 – Maritime security frameworks
Module 3 – Port facility security assessments
Module 4 – Port facility security plans
Module 5 – Security measures and procedures
Module 6 – Security awareness and vigilance
Module 7 – Contingency planning
Module 8 – Security training
The course outline and sample timetable provide guidance on the time allocation for the course material but
the instructor should modify this to better meet specific course requirements. The detailed teaching syllabus
should be studied carefully and, where appropriate, lesson plans or lecture notes compiled.
Preparation is the most important factor in effectively presenting this course. The availability and proper use
of course materials is also essential in conveying the subject to trainees. The capabilities and limitations of
the facilities may require the detailed teaching syllabus to be adjusted, but it is suggested that this be kept to a
minimum so as to ensure that all specified knowledge areas are addressed.
Where possible, lectures should be supported by written and audiovisual materials that allow the trainees to
embrace the course content more fully.

Guidance Notes
Module 1 – Introduction and course framework
Opening ceremony Welcome participants and introduce any senior official making an opening address.
Introduction As an ‘ice-breaker’, lead brief round-table introductions. Emphasis should be on each participant’s
present position, years of relevant experience in implementing the ISPS Code and course
expectations (these may be summarized on a flip chart for review as part of the course wrap-up
session).
Course Summarize the educational environment including attendance, punctuality, course hours, breaks,
administration meal times, special travel arrangements and other matters of an administrative nature, e.g.
completion of registration sheets.
Course objective Explain that the objective is to enable participants to fully understand (a) the responsibilities of
their government and the maritime industry in fully implementing the ISPS Code and other relevant
maritime security measures; and (b) the role of a PFSO in successfully exercising responsibilities
assigned to them by the government under the international SOLAS chapter XI-2 and ISPS Code
framework.
Trainee Reference Take participants through each component of the TRB explaining why it has been inserted and
Book (TRB) how it relates to the course structure. Explain that the TRB has been designed to be retained as a
job aid.
Instruction Identify the techniques that will be used throughout the course, e.g. group discussions, practical
techniques exercises, open-book tests, etc. Explain that the course has been broken into 9 modules in total,
with 7 main modules (i.e. modules 2 to 8), and outline each one. Emphasize the importance of
participant participation and feedback throughout the course.
Wrap-up Time permitting, ensure that everyone is comfortable with the course framework. It is important
not to rush this module as it sets the stage for the remainder of the course.

Module 2 – Maritime security frameworks

This module is intended to give trainees a broad understanding of the international maritime security framework
within which they are expected to fulfil their duties.
Knowledge, Understanding and Proficiency (KUP) 1 – Maritime security terms and definitions
1.1 – Abbreviations
Key points for 1.1.1:*
–– List relevant acronyms (R1 section 1.7.1)
–– Abbreviations to be used throughout course
1.2 – Definitions
Key points for 1.2.1:
–– Define the terms 'port' and 'port facility' (R1 section 1.8.1)
–– Define 'ship/port interface' (R1 section 1.8.1)
–– Other terms to be defined as they arise
KUP2 – International maritime security policy and responsibilities of governments, companies and
designated persons
2.1 – SOLAS chapter XI-2 and the ISPS Code
–– Purpose of SOLAS Convention (R1 section 1.4.6)
–– 2002 SOLAS Convention amendments include security related measures for the first time
(R1 section 1.4.7)
–– ISPS Code has a mandatory part A and a part B providing guidance on how to implement part
A (R1 section 1.4.8).
Note: Many of the provisions of part A of the ISPS Code require that guidance given in part B of the ISPS Code,
albeit recommendatory, be taken into account. It should also be noted that part B of the ISPS Code is a process
that all parties concerned need to go through in order to comply with part A of the ISPS Code.

–– Need for governments to have enabling national legislation for implementing the Code which
came into effect on 1 July 2004 (R1 section 1.4.19)
–– Discretionary ability for governments to establish a Designated Authority to undertake its port
facility security duties (R1 section 1.4.12)
–– 3 maritime security levels (R1 section 1.4.13)
–– ISPS Code based on risk management concept (R1 sections 1.4.15-16)
–– Requirement for governments to undertake a PFSA on all port facilities serving ships on
international voyages (R1 section 1.4.18)
–– Those within the scope of the ISPS Code required to appoint a PFSO (R1 section 1.4.18)
–– PFSAs and PFSPs must be reviewed periodically; the date of initial approval of a PFSP as well
as the date of the latest review shall be communicated to the IMO through the national point of
contact (R1 section 1.4.20)
*
The reference number 1.1.1 refers to the detailed teaching syllabus in Part C.

2.2 – Implementation benefits and challenges

–– Measures have resulted in reduction of unlawful activities such as cargo theft and drug/
contraband smuggling as well as incidents in security-restricted areas (R1 sections 1.5.4-6). It
may be a useful ice-breaker to supplement this material with examples relevant to ports in the
country
–– Enforcement actions by governments have also reduced unlawful activities (R1 sections 1.5.7-8)
–– Implementation remains a challenge for many governments particularly at port facilities; list
those factors that are relevant to the country (R1 section 1.5.9)
2.3 – Government legislation and regulations

–– Importance of national legislation for the full implementation and oversight of the Code
(R1 sections 2.2.1-4)
–– Discretionary ability to extend to port facilities used by non-SOLAS ships (R1 section 2.2.2)

–– Most governments have enacted national legislation (R1 section 2.2.5)
–– For ports and their facilities, this often takes the form of amendments to existing legislation,
e.g. port regulations or critical infrastructure legislation (R1 sections 2.2.7-8)

–– Identify the national legislation in place to implement the ISPS Code
2.4 – Government organizational structures and their inter-relationships

–– Identify each government organization responsible for implementing the ISPS Code in the
country. Including any government-owned port authorities (R1 sections 2.3.1-2)

–– Nature of relationship between each organization identified above
–– Identify the ministry or ministries responsible for implementing the ISPS Code
2.5 – Government coordination mechanisms

–– Importance of effective coordination (R1 section 2.4.10)
–– Identify each national authority responsible for port security, e.g. customs and immigration,
police, coast guard and security services (R1 sections 2.4.2-3)

–– Details, if known, of country's national maritime security committee, e.g. membership, chair,
terms of reference (R1 sections 2.4.13-16)
–– Details of any government-industry high level committees with a mandate encompassing port
security (R1 sections 2.4.12 and 2.4.14)
–– Details of any government-industry sub-committees with a port security mandate
(R1 section 2.4.15)

2.6 – Responsibilities of SOLAS Contracting governments

–– Identify ISPS Code-related government security responsibilities relevant to port facilities
(R1 section 2.1.1)
–– Identify associated government security initiatives relevant to port facilities (R1 section 2.1.2)
–– Use chart to show complementarity of responsibilities (R1 section 2.1.3)
–– Need for robust procedures for communicating changes in security level (R1 section 2.6.14)
–– Identify government's process for communicating changes to port facilities (R1 section 2.6.17)
–– Designation is fundamental to successful implementation of the Code (R1 section 2.8.1)
–– Governments have wide discretion over designation process (R1 section 2.8.3)
–– Details, if known, of the government's designation process and the role of PFSOs on that process
–– Designated port facilities must appoint a PFSO (R1 section 2.8.2)
–– Governments have wide discretion over boundary determinations (R1 section 2.8.11)
–– Details, if known, of the government's determination process and the role of PFSOs in that
process (R1 sections 3.2.2-3)
–– Scope, type and frequency of port facility inspections by government officials determined by
Designated Authorities (R1 sections 2.17.11-13)
–– Questions could include qualifications of PFSO (R1 section 2.17.14)
–– Non-compliance findings can lead to enforcement action (R1 section 2.17.16)
–– Details, if known, of Designated Authority's inspection policy
2.7 – Responsibilities of shipping companies and their CSOs
Key point for 2.7.1:
–– Companies need to appoint CSOs and SSOs (R1 sections 4.5.2 and 4.5.8)
–– Maintaining contact with relevant PFSOs on possible security threats (R1 section 4.5.7)
–– Ensuring effective communications between SSOs and relevant PFSOs (R1 section 4.5.9)
2.8 – Responsibilities of SSOs
–– Establishing and maintaining contact with relevant PFSOs (R1 section 4.5.15)
–– Coordinating security aspects of cargo handling and ship's stores with relevant PFSOs
(R1 section 4.5.16)
–– Coordinating SSP implementation with relevant PFSOs (R1 section 4.5.16)
–– Relevant aspects include:
–– Measures for the prevention of unauthorized access to the ship
–– Procedures for responding to any instructions given by the government if the port facility's
security level is raised to level 3
–– Procedures for evacuating the ship in case of security threats or breaches

–– Procedures for interfacing with port facility security activities
2.9 – Responsibilities of port facility operators

–– Appointing PFSOs (R1 section 3.5.1)
–– Ensuring that PFSOs have the necessary support to fulfil their duties (ISPS Code section A/17.3)

–– Purpose of security clearances (R1 section 3.5.12)
–– If the government requires security clearances, details of their scope and procedures
(R1 sections 3.5.11 and 3.5.13)
2.10 – Responsibilities of port operators and their PSOs

–– Appointing PSOs (R1 section 3.9.2)
–– Establishing Port Security Committees (R1 section 3.9.2)

–– Liaison of PSOs with PFSOs (R1 section 3.9.9)
–– Multiple duties (R1 sections 3.9.10-14)
–– Duties not mandated in the ISPS Code (R1 section 3.9.15)
–– Details of government's requirements (R1 section 3.9.16)

–– Not mandated in the ISPS Code (R1 section 2.8.17)
–– Benefits (R1 sections 3.9.3-4)
–– Broad membership (R1 section 3.9.5)
–– Multiple functions (R1 section 3.9.6)
2.11 – Responsibilities of PFSOs

–– Importance of PFSO role (R1 sections 2.8.19-20)
–– Details of government requirements (R1 sections 2.8.22-23)
–– Scope of responsibilities (R1 sections 3.5.2-6)
–– Outline each duty (R1 section 3.5.3)
–– Each is addressed in subsequent modules
2.12 – Responsibilities of other port facility personnel

–– Details of required training (R1 section 3.5.7)
–– IMO Model Course (R1 appendix 3.3)
–– International experience to date (R1 section 3.5.8)


–– Details of required training (R1 section 3.5.9)
–– IMO Model Course (R1 appendix 3.4)
–– International experience to date (R1 section 3.5.10)
2.13 – Responsibilities for RSOs
–– Purpose of RSOs (R1 section 2.5.1)
–– Permitted delegations at port facilities (R1 section 2.5.6)
–– Non-permissible delegations at port facilities (R1 section 2.5.7)
–– Appointment of port facility operators (R1 section 3.2.6)
–– Details of the government's accreditation of RSOs (R1 section 2.5.12)
–– Need for formal written agreement (R1 section 2.5.9)

Module 3 – Port facility security assessments

This module is intended to give trainees a detailed understanding of how PFSAs are conducted and their role
in conducting and updating them. Only 120 minutes have been allocated for this module including 60 minutes
for a demonstration. This reflects the limited role of port facility operators and their PFSOs in the conduct
of PFSAs. Although they are likely to be members of assessment teams, their role on these teams is limited
compared to their government counterparts. Typically, their main involvement is associated with the conduct
of on-scene security surveys, given their familiarity with the layout of the port facility and its assets.
KUP3 – Risk assessment and assessment tools

3.1 – Risk management concept of ISPS Code
Key points for 3.1:
–– SOLAS chapter XI-2 and the ISPS Code embody the risk management concept; explain that, in
order to apply appropriate and proportionate measures, a risk assessment must be carried out
for each threat scenario
3.2 – Types of port-based threats
Key points for 3.2:
–– Threats to port facilities differ, i.e. armed robbery may only be perceived a likely threat in certain
regions of the world whereas theft is a common threat
–– Recent port-based security incidents in the country/region
3.3 – Characteristics of a PFSA
–– Description (R1 sections 1.8.1/3.6.2)
–– 4 basic elements listed in the Code (R1 section 3.6.3)
–– Role, if any, of PFSO in each element (R1 section 3.6.1)
–– Retention of the PFSA with of PFSO (R1 section 2.8.30)
–– Post-approval review criteria (R1 sections 2.8.31-32)
3.4 and 3.5 – Risk assessment methodology
For the risk register methodology (R1 section 5.2.2):

–– 6 phases (R1 section 5.1.3)
–– Process mapping (R1 section 5.2.7)

–– Risk assessment team membership (R1 section 5.2.3)
–– Inventory development (R1 section 5.2.8)
–– Brainstorming threat scenarios (R1 section 5.3.1)
–– Assessing effectiveness of existing security measures (R1 section 5.5.4)
–– Identify vulnerabilities (R1 section 5.5.5)
–– Contribute to identifying risk management actions (R1 section 5.7.1)
Key points for 3.5:

–– Methodologies vary in complexity (R1 section 5.2.9)
–– IEC/ISO Standard 31010 on “Risk management – Risk assessment techniques” outlines other
methodologies (R5)

3.6 – On-scene security survey

–– Team selection (R1 section 5.2.3)
–– Team terms of reference (R1 section 5.2.5)
–– Team briefings (R1 section 5.2.6)
–– Process mapping (R1 section 5.2.7)

–– Elements of an on-scene survey:
–– general layout of the port facility
–– location and function of each actual or potential access point to the port facility
–– existing protective measures including inspection; control and monitoring equipment;
personnel identification documents; and communication, alarm, lighting, access control
and similar systems
–– numerical strength, reliability, and security duties of the port facility's personnel
–– security doors, barriers and lighting
–– location of areas which should have restricted access, e.g. control stations, communications
centres, cargo storage areas
–– emergency and stand-by equipment available to maintain essential services
–– response procedures for fire or other emergency conditions
–– existing security and safety equipment for protection of personnel and visitors
–– level of supervision of the port facility's personnel, vendors, repair technicians, dock
workers, etc.
–– existing agreements with private security companies providing port facility security services
at all security levels, including any security forces contracted by visiting ships
–– procedures for control of security keys and other access prevention systems
–– cargo and ship operations
–– response capability to incidents
3.7 – Methodology demonstration
A case scenario could be developed by the instructor which uses a selected risk assessment methodology
based on a sample PFSP and accompanied by sample Standard Operating Procedures (SOPs). The case
scenario should account for national port security regulations as well as common operation practices in the
port in order to be realistic.
3.8 – PFSA updates
–– Timing of updates (R1 sections 3.6.9-11)
KUP4 – Security assessment documentation

4.1 – PFSA reports
–– Preparing PFSA reports: Main contents (R1 section 3.6.5)
–– Protection from unauthorized disclosure (R1 section 3.6.6)

4.2 – Declaration of Security

–– DoS description (R1 sections 2.7.1/2.7.3/3.4.1-2/3.4.6-8)
–– DoS Form (R1 appendix 3.1)
–– Requirement conditions (R1 sections 2.7.2/2.7.4/3.4.3)
–– Conditions for ship requests (R1 sections 2.7.16-17/3.4.4)
–– Conditions for PFSO requests (R1 sections 2.7.5-6/2.7.15/3.4.5)

Module 4 – Port facility security plans

This module is intended to give trainees a thorough understanding of the responsibilities of PFSOs in all
aspects of developing and implementing a PFSP.
KUP5 – Elements of a PFSP, related procedures and maintenance of records

5.1 – Elements of a PFSP
Key point for 5.1.1
–– Development and approval process (R1 section 2.8.34-42 / appendix 3.5)
Key points for 5.1.2
–– PFSO responsibilities when preparing the PFSP (R1 section 3.7.3)
–– PFSO responsibilities when RSO prepares plan (R1 section 3.7.3)
–– Details of the requirements from the Designated Authority in respect to PFSP requirements,
if known
–– Use chart to explain PFSA/PFSP linkage (R1 section 3.7.1/appendix 3.5)
–– Mandatory measures and procedures (R1 section 3.7.4)
–– Required at each security level (R1 section 3.7.4)
–– Additional measures and procedures (R1 section 3.7.5)
–– National standards (R1 section 2.8.50)
–– Implementation period following plan approval (R1 section 3.8.2)
5.2 – Security documentation and records

–– Mandatory records and retention periods (R1 section 2.8.43)
–– Statement of Compliance of a Port Facility (R1 sections 2.8.51-55)
–– Use form to explain contents (R1 appendix 2.5)
–– Details of process in the country, if available
–– Security incident reporting requirements (R1 sections 3.8.8-10)
–– Details of process in country, if available
KUP6 – Examples of PFSPs

–– Details of Designated Authority's template (R1 section 3.7.6)
–– If none, identify templates on internet sites (R1 appendix 3.6)
As PFSPs are considered to be confidential documents which must be protected from unauthorized access or
disclosure, it is impractical for instructors to use an approved plan as a teaching aid. However, a PFSP template
accommodating for best practices in line with national regulations and guidance on port security is a useful
teaching aid as this should help trainees understand how their main work instrument is prepared.

KUP7 – Methods and procedures used to modify the PFSP

PFSP amendments
General point for 7.1: It is important for trainees to realize that the PFSP is a living document which requires
modification over time. They should understand the PFSO's role in maintaining the plan's effectiveness and
contributing to positive modifications of the plan over time. Despite its confidentiality a PFSP assigns duties
and responsibilities to port facility personnel and it is therefore imperative that these are known to all personnel
that have a security role to play in accordance with the PFSP.

–– Amendment criteria (R1 sections 2.8.44-45)
–– Role of PFSO (R1 sections 2.8.46-47)

–– Post-approval implementation conditions (R1 section 3.8.1)
KUP8 – Procedures for the initial and subsequent verification of the port facility's compliance
8.1 – Sample verification form
–– Approval tool for Designated Authorities (R1 section 2.8.39/appendix 2.4)
–– Sample of a PFSP approval plan adaptable as pre-approval checklist by PFSOs
KUP9 – Requirements and procedures for conducting internal audits, on-scene inspections, control
and monitoring of security activities specified in a PFSP
9.1 – Internal audits, monitoring and control mechanisms
–– Role of Designated Authorities (R1 section 2.8.44)
–– Requirements for internal audits (R1 section 2.8.48)
–– Conflict of interest considerations (R1 section 3.7.7)

–– Use of checklists (R1 sections 3.8.20-21)
–– Detailed review of self-assessment template (R1 appendix 3.8)
–– Importance of recommendations (R1 appendix 3.8)

–– Need for regular security inspections by PFSO (R1 section 3.5.3)
–– Difference between audits and inspections

–– Need for PFSO to ensure implementation of parts of SSP as agreed with the SSO (R1 section 3.5.3)
–– Actions available to PFSO if there are inadequacies

–– Need for reporting non-conformities and deficiencies (R1 section 3.5.3)
–– Need for follow-up mechanisms

9.2 – On-scene inspections

–– Conducted by Designated Authority (R1 section 2.17.12)
–– Different from self-assessments by PFSO
–– Linkage with Statement of Compliance for Port facilities (SoCPF) (R1 section 2.17.11)
–– Scope (R1 section 2.17.13)
–– Involvement of PFSO and other port facility personnel (R1 section 2.17.14)
9.3 – Monitoring security activities
–– Not a facility-wide assessment
–– Customize self-assessment checklist (R1 sections 3.8.20-21/appendix 3.8)
KUP10 – Requirements and procedures for acting upon deficiencies and non-conformities
10.1 – Enforcement actions
–– Government responsibility (R1 section 2.15.1)
–– Result of port facility inspections (R1 section 2.15.3)
–– Requires national legislation (R1 section 2.15.4)
–– Importance of stepped approach (R1 section 2.15.5)
–– List enforcement actions in stepped approach (R1 sections 2.15.5-8)
–– Details of country's enforcement regime
Key points for 10.2.1
–– Role of PFSOs in providing advice on rectification of deficiencies to SSO/CSO (Counselling)
(R1 sections 2.15.9-11)
–– PFSO response to formal notification of non-compliance (R1 sections 2.15.12-13)
–– PFSO response to serious security deficiencies (R1 section 2.15.16)

Module 5 – Security measures and procedures

This module is intended to give trainees an understanding of several important PFSO responsibilities associated
with the successful implementation of PFSPs.
KUP11 – Procedures for facilitating shore leave for ship's personnel or personnel changes, as well as
access of visitors to the ship
11.1 – Shore leave and seafarer access
–– Need for special consideration (R1 sections 2.17.6-7)
–– Government responsibilities (R1 sections 2.17.9, 3.8.17)
–– PFSP requirements (R1 sections 3.8.13-14)
–– Balance between security and seafarer rights (R1 sections 3.8.15-16)
–– Coordination with SSOs (R1 section 3.8.19)
KUP12 – Handling sensitive security related information and communications

12.1 – Information security
–– PFSAs and PFSPs are confidential (R1 section 3.7.8)

–– Importance of careful handling (R1 sections 3.8.11-12)
–– Certain information and communications will be considered security sensitive and that the level
of sensitivity may change, as do levels of security 1, 2, and 3
–– Benign conversations, therefore, may result in disastrous consequences
–– All personnel will need to appreciate the risk of security leaks through communication by
improper methods or to the wrong persons
KUP13 – Procedures, instructions and guidance for responding to ship security alerts
13.1 – Ship security alerts
–– PFSO to act in accordance with the PFSP
–– Outline PFSP measures that could be taken, especially if the ship in question carries dangerous
cargoes
KUP14 – Security levels and the consequential security measures and procedures aboard ship and in
the port facility environment
14.1 – Security levels
–– 3 security levels (R1 sections 2.6.2-5)

–– Government responsibilities (R1 section 3.3.1)
–– PFSO responsibilities (R1 section 3.5.3)

KUP15 – Crowd management and control techniques

15.1 – Basic psychology of a crowd in a crisis situation
Describe different behavioural patterns of people in a crisis situation; give examples of incidents and lessons
learned (e.g. rescue of the passengers on the MV Costa Concordia)
Key point for 15.2:

–– Trainees should be familiar with the basic patterns of behaviour of people in groups during time
of crisis
15.3 – Clear communications with port facility and ship personnel during an emergency
Underscore the critical importance of clear communications with ship personnel, port facility personnel,
passengers and others involved
KUP16 – Methods for implementing and coordinating searches

16.1 – Planning a search
Search plans should:
–– be prepared in advance in order to ensure that a thorough and efficient search is completed in
the shortest possible time
–– be comprehensive
–– detail the routes that searchers should follow and the places on the route where weapons,
devices, dangerous substances, etc. might be hidden
–– be developed in a systematic manner to cover all options
–– ensure that there is no overlapping or omission (this allows those responsible to concentrate on
the actual search without worrying about missing something)
16.2 – Using a 'check card' system in searches
Trainees should be acquainted with the utility of check cards in conducting systematic searches
These cards can be:

–– issued to each searcher specifying the route to follow and the areas to be searched; and
–– colour-coded for different areas of responsibility, for example blue for Terminal 1, red for
Terminal 2
On completion of individual search tasks, the cards are returned to a central control point
When all cards are returned, the search is known to be complete

16.3 – Search team equipment
Trainees should be familiar with the list of basic equipment that may be employed in conducting searches
Items may include:

–– flashlights and batteries
–– screwdrivers, wrenches and crowbars
–– mirrors and probes
–– gloves, hard hats, overalls and non-slip footwear
–– plastic bags and envelopes for collection of evidence
–– forms on which to record activities and discoveries

16.4 – Search procedures

Trainees should learn procedures so as to ensure effective and efficient searches. Examples include
the following:
–– Crew members and facility personnel should not be allowed to search their own areas as they
may have concealed packages or devices in their own work or personal areas
–– The search should be conducted according to a specific plan or schedule and must be carefully
controlled
–– Special consideration should be given to search parties working in pairs with one searching
"high" and one searching "low". If a suspicious object is found, one of the pair can remain on
guard while the other reports the find
–– Searchers should be able to recognize suspicious items
–– There should be a system for marking or recording "clean" areas
–– Searchers should maintain contact with the search controllers, perhaps by UHF/VHF radio,
bearing in mind the dangers of using non-intrinsically safe radio equipment in the vicinity of
Improvised Explosive Devices (IEDs)
–– Searchers should have clear guidance on what to do if a suspect package, device, or situation
is found
–– Searchers should bear in mind that weapons and other dangerous devices may be intentionally
placed to match their context, as a means of disguise, such as in a toolbox in an engine room
16.5 – Places of concealment on a port facility

Trainees should be acquainted with the fact that there are many places such as those listed below on board a
ship where weapons, dangerous substances and devices can be concealed
Cabins
–– Back, sides and underneath drawers
–– Between bottom drawer and deck
–– Beneath bunks, e.g. taped to bunk frame under mattress
–– Under a washbasin
–– Behind removable medicine chest
–– Inside radios, recorders, etc.
–– Inside ventilator ducts
–– Inside heater units
–– Above or behind light fixtures
–– Above ceiling and wall panels
–– Cut-outs behind bulkheads, pictures, etc.
–– False bottom clothes closets – hanging clothes
–– Inside wooden clothes hangers
–– Inside rolled socks, spare socks
–– Hollowed-out melding

Companionways
–– Ducts
–– Wire harnesses
–– Railings
–– Fire extinguishers
–– Fire hoses and compartments
–– Access panels in floors, walls, ceilings
–– Behind or inside water coolers, igloos
Toilets and showers

–– Behind and under washbasins
–– Behind toilets
–– In ventilation ducts and heaters
–– Toilet tissue rollers, towel dispensers, supply lockers
–– Taped to shower curtains, exposed piping, and light fixtures
–– Access panels in floors, walls, ceiling
Deck
–– Ledges on deck housing, electrical switch rooms, winch control panels
–– Lifeboat storage compartments, under coiled rope, in deck storage rooms
–– Paint cans, cargo holds, battery rooms, chain lockers
Engine room
–– Under deck plates
–– Cofferdams, machinery pedestals, bilges
–– Journal-bearing shrouds and sumps on propeller shaft
–– Under catwalk, in bilges, in shaft alley
–– Escape ladders and ascending area
–– In ventilation ducts, attached to piping or in tanks with false gauges
–– Equipment boxes, emergency steering rooms, storage spaces
Galleys and stewards' stores

–– Flour bins and dry stores
–– Vegetable sacks, canned foods (re-glued labels)
–– Under or behind standard refrigerators
–– Inside fish or sides of meat in freezers
–– Bonded store lockers, slop chest, storage rooms
KUP17 – Methods for physical searches and non-intrusive inspections

Trainees should learn techniques used to conduct physical and non-intrusive searches of persons, personal
effects, baggage, cargo and ship's stores

Unless there are clear security grounds for doing so, crew members should not be required to search their
colleagues or personal effects
Any such search should be undertaken in a manner that fully takes into account the human rights of their
colleagues and preserve their basic human dignity
Point out that hand searches have numerous limitations:

–– labour intensive
–– require well trained people
–– difficult to search complex articles
–– limited to small consignments
–– risk to searcher
–– potential of damage to consignment
KUP18 – Requirements for designating and monitoring restricted areas

Bearing in mind the purpose of restricted areas (ISPS Code, para. B/16.21), restricted areas may comprise:
–– CCTV/ surveillance control rooms and adjacent area
–– UPS stations and power supply plants
–– IMDG cargo handling and storage areas
–– Cargo Transport Unit inspection areas
–– Temporary restricted areas (e.g. at MARSEC level 2 or level 3)
KUP19 – Controlling access to the port facility and restricted areas in the port facility
19.1 – Preventing unauthorized access
–– Identify available methods (R1 section 3.8.22)
–– operational area defined
–– barriers
–– control points
–– documentation
–– knowledge of problem areas
–– night security
–– communications
–– intruder detection systems
KUP20 – Methods for the effective monitoring of the port facility and areas surrounding the
port facility
Key points for 20:
–– Different port areas require different levels of monitoring (ship/port interface, storage area,
restricted area)
–– Means of monitoring by
–– Illumination, security personnel, waterborne and onshore patrols
–– Automatic intrusion detection devices and surveillance equipment

KUP21 – Methods for controlling the embarkation and disembarkation of persons and their effects
aboard ships, including the confirmation of identity when requested by the SSO
Key points for 21:
–– Every person incl. crew, passengers, service providers, port facility personnel, authorities to be
registered upon embarkation/deregister after disembarkation by ship's duty personnel
–– Identity document to be provided by all non-crew members before access can be granted
–– Prior notification for intent to board the ship for certain category of persons, e.g. service personnel
(service engineers, ship supplier, bunker personnel) and crew's relatives
–– Those unwilling or unable to establish their identity and/or to confirm the purpose of their
visit when requested to do so should be denied access to the ship/port facility (ISPS Code,
para. B/9.12 and para. B/16.13)
KUP22 – Security aspects relating to the handling of cargo and ship's stores and coordinating these
aspects with relevant SSOs and CSOs
Cargo handling, especially IMDG cargo handling, requires security precautions which need to be addressed
in the PFSP
22.1 – Effective security of cargo and ship's stores
–– List documentation requirements (R1 section 3.8.23)
–– Outline the basic concept of supply chain security using multi-modal means of transport
–– Importance of checking cargo manifests, additional documentation for certain cargoes (e.g.
dangerous cargoes incl. radioactive materials)
–– Information on security related aspects: Pre-arrival notification by ships, ship clearance
documents including FAL Forms 1-7 (R2 section 5)
KUP23 – Types of security equipment and systems and their limitations

23.1 – Types of security equipment and systems used in port facilities
–– Trainees should be familiar with capabilities and appropriate deployment of the types of security
equipment and systems that are useful in enhancing maritime security, both ashore and afloat.
Examples include:
–– Ship Security Alert System (SSAS)
–– Locks
–– Lighting
–– Night vision binoculars
–– Handheld radios
–– Closed circuit televisions
–– Automatic intrusion detection device (burglar alarm)
–– Metal detectors
–– Explosive detectors
–– Baggage screening equipment
–– Container X-ray devices
–– Container High Security Seals (R6)
–– Ship's General alarm

–– Trainees are not expected to acquire detailed technical or scientific knowledge concerning the
theoretical underpinnings of the operation of security equipment.
–– As PFSOs may be in a position to influence the purchase and installation of security equipment,
they may need additional knowledge to evaluate the security equipment for its intended use.
–– Ships' passive and non-lethal measures such as netting, barbed/razor wire, electric fencing,
long-range acoustic devices, etc. can be used as preventive measures to deter attackers and
delay boarding in case of attack by pirates and armed robbers. Even a simple act such as the
application of grease on railings can delay boarding. The use of water hoses to deter boarding
should also be discussed. Safety precautions related to the use of these devices must be explained
to the trainees.
–– X-ray screening
–– speed
–– less labour insensitivity
–– detection of electronic items, explosives & detonators
–– familiar technology
–– homogeneous materials
–– Metal detection
–– low-priced
–– high volume
–– detection of small amounts of metal
–– Explosive detection equipment
–– detection of small amounts
–– portables have no size restriction for consignment being searched
–– less interpretation of results required
–– Explosive detection dogs
–– efficient at finding explosives
–– flexible use at different sites
–– able to detect small traces
–– use of air sampling possible
23.2 – Operational limitations
–– Trainees should be familiar with the functional limitations and operating constraints of security
equipment that they may encounter or be called upon to use, e.g. effective range, environmental
sensitivities and operator (human) error
–– X-ray screening
–– availability of equipment
–– cost of equipment
–– contents obscured by dense items
–– training and experience required
–– complex items hard to interpret
–– lack of penetration of X-rays

–– operator skills lost if not used regularly

–– difficult to keep clean
–– regular calibration and maintenance required
–– Metal detection
–– limited applicability
–– metal often in packaging
–– high false alarm rate
–– Explosive detection equipment
–– does not detect all types of explosive
–– expensive
–– not readily available
–– training required
–– sampling time and techniques
–– contents obscured by multi-layered packaging
–– Explosive detection dogs
–– costly to train and maintain
–– limited working capacity
–– inconsistent performance
–– quality control
KUP24 – Methods for testing, calibrating and maintaining security equipment and systems
24.1 – Testing, calibration and maintenance of security equipment and systems
–– Methods for ensuring the continuing accuracy, efficiency, and operational readiness of selected
items of security equipment and associated systems
–– The need for developing methods to ensure that the tasks and procedures required to support
such equipment while the ship is at sea are in place and are adhered to
24.2 – Temporary security measures
–– If any security equipment fails or a security measure is suspended, equivalent temporary security
measures should be adopted and communicated to the Designated Authority
KUP25 – Training, drills and exercise requirements under relevant codes and conventions
25.1 – Drills and exercises
–– Explain the differences between drills and exercises (R1 sections 3.8.3-4)
–– Indicate the importance of PFSOs being proficient in:
–– all assigned security duties at all security levels
–– identifying any security related deficiencies that need to be addressed
–– Indicate that the conduct of drills and exercises often lead to PFSP amendments (R1 section 3.8.7)

–– At the end of each drill or exercise, the PFSO is required to conduct a debrief and ensure that
any mistakes made or deficiencies identified are corrected
–– All involved personnel should have the opportunity to comment on the effectiveness of the drill
or exercise to the PFSO who is responsible for ensuring that port facility personnel understand
their security responsibilities
25.2 – Drills
–– Explain that the effective implementation of the provisions of a PFSP requires drills to be
conducted at least once every 3 months unless specific circumstances dictate otherwise
–– Drills should test individual elements of the plan such as:
–– damage to, or destruction of, the port facility or of the ship, e.g. by explosive devices,
arson, sabotage or vandalism;
–– hijacking or seizure of the ship or of persons on board;
–– tampering with cargo, essential ship equipment or systems or a ship's stores;
–– unauthorized access, including presence of stowaways;
–– smuggling weapons or equipment, including weapons of mass destruction;
–– use of the ship to carry persons intending to cause a security incident and their equipment;
–– use of the ship itself as a weapon or as a means to cause damage or destruction; blockage
of port entrances, locks, approaches, etc.; and
–– nuclear, biological and chemical attack.
–– Outline the guidelines for the planning and conduct of drills in the areas of:
–– access control (R1 appendix 3.7)
–– contiguous zone security (R1 appendix 3.7)
–– materials handling (R1 appendix 3.7)
–– emergency response (R1 appendix 3.7)
–– ship/port facility interface (R1 appendix 3.7)
25.3 – Exercises
–– Trainees should be aware that various types of exercises may include participation of relevant
national authorities, CSOs and SSOs, law enforcement, Search And Rescue (SAR) services and
others
–– Exercises should be carried out at least once each calendar year with no more than 18 months
between the exercises
–– Requests for participation by CSOs or SSOs in joint exercises should be made, if applicable,
bearing in mind the security and work implications for the ship
–– Exercises should test communication, coordination, resource availability and response (R1
appendix 3.7)
–– Exercises may be:
–– full scale or live;
–– table top simulation or seminar;
–– combined with other exercises planned and conducted by port or government authorities.

KUP26 – Methods for assessing the effectiveness of drills and exercises

26.1 – Assessment of drills and exercises
–– Purpose of assessments (R1 section 3.8.7, appendix 3.7)

Module 6 – Security awareness and vigilance

This module is intended to give trainees a good understanding of the importance of promoting a security
culture at port facilities.
KUP27 – Methods for enhancing security awareness and vigilance

27.1 – Security awareness definition
–– Explain what security awareness is and its importance (R1 sections 1.6.3-5)
27.2 – Security awareness programmes
–– Content planning considerations (R1 sections 1.6.7-10)
–– Delivery considerations (R1 sections 1.6.11-14)
27.3 – Port-oriented security awareness programmes
–– International examples (R1 appendix 1.3)
–– In-country examples
KUP28 – Techniques used to circumvent security measures

28.1 – Techniques used to circumvent security measures
–– Trainees should be cautioned that no security equipment or measure is infallible
–– They should be made aware of the known techniques that can be employed to evade security
systems and controls, such as the disabling of alarm systems, picking of locks, jamming of radio
signals, etc.
KUP29 – Recognition on a non-discriminatory basis of persons posing security risks

29.1 – General characteristics and behavioural patterns
Key points for 29.1:
–– Identify suspicious patterns of behaviour. Examples of suspicious behaviours including:
–– Unknown persons photographing ships or facilities
–– Unknown persons attempting to gain access to ships or facilities
–– Individuals establishing businesses or roadside food stands either adjacent or in proximity
to facilities
–– Unknown persons loitering in the vicinity of ships or port facilities for extended periods
of time
–– Unknown persons telephoning facilities to ascertain security, personnel, or standard
operating procedures
–– Vehicles containing personnel loitering and perhaps taking photographs or creating
diagrams of ships or facilities
–– Small boats, with personnel on board, loitering and perhaps taking photographs or creating
diagrams of ships or facilities
–– General aviation aircrafts operating in proximity to ships or facilities
–– Persons who may be carrying bombs or participating in suicide squad activities

–– Unknown persons attempting to gain information about ships or facilities by walking up to

personnel or their families and engaging them in conversation
–– Vendors attempting to sell merchandise
–– Workmen trying to gain access to facilities to repair, replace, service, or install equipment
–– Emails attempting to obtain information regarding the facility, personnel, or standard
operating procedures
–– Package drop-offs/attempted drop-offs
–– Anti-national sentiments being expressed by employees or vendors
–– Anti-national pamphlets or flyers distributed to employees or placed on windshields in
parking lots
–– Out-of-the-ordinary phone calls
–– Recreational boaters or persons aboard refugee craft posing as mariners in distress to attract
assistance from other ships
–– Damage to the perimeter fence or its surveillance equipment
–– Emphasize the importance of avoiding racial profiling and ethnic stereotyping
KUP30 – Recognition and detection of weapons, dangerous substances and devices

30.1 – Types of weapons, dangerous substances and devices
Key points for 30.1:
–– Indicate the characteristics and potential effects of prohibited weapons and dangerous
substances such as explosives; chemical, biological, and radiological devices; and substances
and compounds that pose a hazard to personnel, ships and facilities.

Module 7 – Contingency planning

This module is intended to provide trainees with an understanding of incident response planning for a variety
of contingencies associated with terrorism and other criminal activities that may arise in a port setting.
Appropriate action to be taken in the case of bomb threats, explosions and similar events should be discussed.
KUP31 – Security related contingency plans and the procedures for responding to security threats
or breaches of security, including provisions for maintaining critical operations of the ship/port
interface
31.1 – Purpose and contents of a contingency plan:
–– Define contingency planning as advance preparation for dealing with an event that may or may
not occur
–– Explain that they are often undertaken in times of increased threat to prevent an unlawful act
–– Should be written in an easily understood document

–– List the aims of a contingency plan:
–– ensure efficient transition from normal procedures to emergency status
–– designate command authority
–– designate emergency authority
–– clearly define roles and responsibilities
–– authorize key personnel for actions
–– assist in response coordination
–– assist transition to normal operations
–– provide additional security personnel and other staff resources
31.2 – Developing a contingency plan

–– Step 1 – decide on specific threat to be addressed
–– Step 2 – decide which agencies can assist
–– Step 3 – assign roles and responsibilities to agencies
–– Step 4 – clarify assigned roles
–– designate political jurisdictional responsibilities
–– establish single command authority
–– designate communication priorities at incident
–– organize emergency transportation
–– pre-determine legal authorities and liabilities
–– pre-arrange for acquisition of special equipment
–– Step 5 – write the contingency plan
–– circulate to various agencies
–– incorporate into PFSPs and emergency plans

31.3 – Types of contingency plans relevant to port facility security

–– Damage caused by explosive devices, arson, sabotage or vandalism
–– Damage caused by natural disasters (floodings, hurricanes, earthquakes)
–– Seizure of a ship while at the port facility or of persons on board
–– Tampering with cargo or ship's stores
–– Unauthorized access
Key point for 31.3.5
–– Blockage of port facility entrances and approaches

Module 8 – Security training

This module is intended to give trainees an understanding of the training responsibilities of PFSOs and to
provide guidance on instructional techniques that they may use.
KUP32 – Instruction techniques for security training and education

32.1 – Port facility security personnel training requirements
–– List port facility personnel with security related duties (R1 section 3.5.7)
–– Identify required competencies (R1 appendix 3.3)
–– Discuss accreditation requirements (R1 section 3.5.8)
–– Port facility personnel with security related duties may need to be required to meet PFSO training
responsibilities (R1 section 3.5.8)
32.2 – Other port facility personnel training requirements
–– Identify required competencies and certification (R1 section 3.5.10/appendix 3.4)
–– Discuss PFSO training responsibilities (R1 section 3.5.10)
32.3 – Instructional techniques
Key points from previous model course notes:
–– Explain that trainees should have a clear understanding of instructional techniques
–– Describe:
–– Various methods of imparting training;
–– Importance of teaching methods taking into account the social and cultural background
of trainees;
–– Use of demonstrations as a method of training;
–– How lectures may be used to convey material;
–– How discussions may be used to impart training;
–– How case studies may be used to impart training;
–– How group exercises may be used to impart training;
–– How incident analysis may be used to impart training;
–– How audiovisual aids may be used to impart training.
–– Where practical, demonstrate examples used throughout the course.


Trainees to complete the course feedback sheet in the TRB.
Invite trainees to comment on the extent to which the course objectives and their expectations were met.
Determine if a senior official in the Designated Authority or port is available to participate in the closing
ceremony with a short speech and presentation of certificates (documentary evidence of successful completion
of the PFSO course).
Collect the course feedback sheets and retain for subsequent analysis and training records (if required).

Part E: Evaluation
Introduction
The effectiveness of any evaluation depends on the accuracy of the description of what is to be measured.
The learning objectives that are used in the detailed teaching syllabus will provide a sound base for the
construction of suitable tests for evaluating trainee progress.
Method of evaluation
The methods chosen to carry out an evaluation will depend upon what the trainee is expected to achieve in
terms of knowing, comprehending and applying the course content.
The methods used can range from a simple question and answer discussion with the trainees (either individually
or as a group) to prepared tests requiring the selection of correct or best responses from given alternatives, the
correct matching of given items, the supply of short answers or the supply of more extensive written responses
to prepared questions.
Where the course content is aimed at the acquisition of practical skills, the test would involve a practical
demonstration by the trainee, making use of appropriate equipment, tools, etc.
The responses demanded may therefore consist of:

–– recall of facts or information, by viva voce or objective tests;
–– practical demonstration of an attained skill;
–– oral or written description of procedures or activities;
–– identification and use of data from sketches, drawings, maps, charts, etc.;
–– carrying out calculations to solve numerical problems;
–– writing an essay or report.
Validity
The evaluation must be based on clearly defined objectives, and it must truly represent what is to be measured.
There must be a reasonable balance between the subject topics involved and also in the testing of trainees'
knowledge, comprehension and application of concepts.
The time allocated for the trainee to provide a response is very important. Each question or task must be
properly tested and validated before it is used to ensure that the test will provide a fair and valid evaluation.
Reliability
To be reliable an evaluation procedure should produce reasonably consistent results no matter which set of
papers or version of the test is used.
Subjective testing
Traditional methods of evaluation require the trainee to demonstrate what has been learned by stating or
writing formal answers to questions.
Such evaluation is subjective in that it invariably depends upon the judgement of the evaluator. Different
evaluators can produce quite different scores when marking the same paper or evaluating oral answers.

Part E: Evaluation
Objective testing
A variety of objective tests have been developed over the years. Their common feature is that the evaluation
does not require a judgement by the evaluator. The response is either right or wrong.
One type of objective test involves supplying an answer, generally a single word, to complete the missing
portion of a sentence. Another involves supplying a short answer of two or three words to a question. Such
tests are known as "completion tests" and "short answer tests".
Another form of objective testing consists of "selective response tests" in which the correct, or best, response
must be selected from given alternatives. Such tests may consist of "matching tests", in which items contained
in two separate lists must be matched, or they may be of the true/false type or multiple-choice type.
The most flexible form of objective test is the multiple-choice test, which presents the trainee with a problem
and a list of alternative solutions from which he/she must select the most appropriate.
Distracters
The incorrect alternatives in multiple-choice questions are called "distracters", because their purpose is to
distract the uninformed trainee from the correct response. The distracter must be realistic and should be based
on misconceptions commonly held, or on mistakes commonly made.
The options "none of the above" or "all of the above" are used in some tests. These can be helpful, but should
be used sparingly.
Distracters should distract the uninformed, but they should not take the form of "trick" questions that could
mislead the knowledgeable trainee (for example, do not insert "not" into a correct response to make it a
distracter).
Guess factor
The "guess factor" with four alternative responses in a multiple-choice test would be 25%. The pass mark
chosen for all selective response questions should take this into account.
Scoring
In simple scoring of objective tests, one mark may be allotted to each correct response and zero for a wrong
or nil response.
A more sophisticated scoring technique entails awarding one mark for a correct response, zero for a nil
response, and minus one for an incorrect response. Where a multiple-choice test involves four alternatives,
this means that a totally uninformed guess involves a 25% chance of gaining one mark and a 75% chance of
losing one mark.
Scores can be weighted to reflect the relative importance of questions, or of sections of an evaluation.

Information requested of instructors who implement IMO model courses

Introduction
IMO model courses are periodically revised to take into account the changes which have taken place in
relevant Conventions, resolutions and other matters affecting each course. To help IMO to improve the
content of courses when they are revised, the assistance of all instructors who implement or participate in
implementing courses is requested, whether the implementation is part of an IMO technical cooperation
project or part of a Maritime Training Academy's regular programme.
Information requested and its format

To simplify their consolidation by IMO, the technical comments and suggestions for the improvement of
model courses should follow the format that is outlined below. If no comments or suggestions are to be
provided under a topic, please insert "no comment" against the item.
Please identify:
.1 course number and title;
.2 date and location of its implementation;
.3 approximate number of IMO model courses you have implemented to date; and
.4 approximate number of times you have implemented this particular model course.
In commenting on Part A – Course Framework, please comment on the items ('Aim', 'Objective', etc.) in the
order in which they appear in the course; in all cases, please indicate:
.1 number of participants who met the entry standards and the number who did not;
.2 course intake and, if the recommendations in 'Course intake limitations' were exceeded, the
reasons for this and your observations on the effect of this on the quality of the course;
.3 if the conditions under 'Instructor qualifications' were met; if not, please indicate the nature of
the deficiency and give your observations of the effect of this on the quality of presentation of
the course; and
.4 any lack of equipment or facilities as compared with the recommendations under 'Teaching
facilities and equipment' and your observations of the effect of this lack on the quality of
presentation of the course.
In commenting on Part B – Course Outline, please bear in mind that minor variations in time allocations are
inevitable. Major difficulties with allocations of time and any omissions or redundancies of subject areas
should be briefly explained.
In commenting on Part C – Detailed Teaching Syllabus, please identify the specific learning objectives
concerned by their paragraph numbers.
In commenting on Part D – Instructor Manual, please clearly identify the section concerned. If the references
or the practical exercises are found to be unsatisfactory, please identify suitable alternative texts, as far as is
possible, or outline alternative exercises, as appropriate.
Any further comments or suggestions you may have which fall outside the scope of the items listed above may
be added at the end. In particular, your views on the usefulness of the course material to you in implementing
the course would be appreciated, as would the contribution to IMO of any additional teaching material you
found useful in implementing it.

Part E: Evaluation
Please address your comments to:

Maritime Security Section
Maritime Safety Division
International Maritime Organization
4 Albert Embankment
London SE1 7SR
U.K.
Fax (+) 44 171 587 3210
Email: marsec@imo.org

Guidance on the
implementation of
IMO model courses

Contents
Page
Part 1 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Part 2 Notes on teaching techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Part 3 Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Annex A1 Preparation checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Annex A2 Example of a model course syllabus in a subject area. . . . . . . . . . . . . . . . . . . . . . . . . 65
Annex A3 Example of a lesson plan for annex A2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

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.

.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:
–– blackboards and writing materials
–– apparatus in laboratories for any associated demonstrations and experiments


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.
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

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
If a timetable is provided in a model course, it is for guidance only. It may only take one or two presentations
of the course to achieve an optimal timetable. However, even then it must be borne in mind that any timetable
is subject to variation, depending on the general needs of the trainees in any one class and the availability of
instructors and equipment.


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.

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.


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.

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.


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
MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

8 Course

certificate
9 Participant
numbers
10 Staffing:
Coordinator
Lecturers
Instructors
Technicians
Other
61

62
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

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)

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 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102


Part C3: Detailed Teaching Syllabus

Introduction
The detailed teaching syllabus 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

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 specifi cation of shipbuilding steels are laid down by classification societies
–– state that shipbuilding steel is tested and graded by classifi cation 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 performances 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.


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

68
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

Model Course 3.21
2015 Edition
Corrigenda
June 2017
On page 30, under section 16.5 – Places of concealment on a port facility, delete the existing text and
replace it with the following:
“Participants in the course should be acquainted with the fact that there are many places in port
facilities where weapons, dangerous substances, and devices can be concealed. Some of these are:
–– Behind removable medicine chest
–– Inside radios, recorders, etc.
–– Ventilator ducts
–– Storage tanks
–– Inside heater units
–– Above or behind light fixtures
–– Above ceiling and wall panels
–– False bottom clothes closets-hanging clothes
–– Inside wooden clothes hangers
–– Inside rolled socks, spare socks
–– Hollowed-out molding
–– Ducts
–– Wire harnesses
–– Railings
–– Fire extinguishers
–– Fire hoses and compartments
–– Access panels in floors, walls, ceilings
–– Behind or inside water coolers, igloos
–– Behind and under washbasins
–– Behind toilets
–– In ventilation ducts and heaters
–– Toilet tissue rollers, towel dispensers, supply lockers
–– Taped to shower curtains, exposed piping, and light fixtures.”

Licensed (Salesfor
to DRTC number
1 copy.TB321E)
© IMO
QTB321E_June 2017.indd 1 21/06/2017 11:54:10

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Copyright © International Maritime Organization 2015

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

Licensed to DRTC for 1 copy. © IMO

Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Part B: Course Outline and Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Part D: Instructor Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER iii

Licensed to DRTC for 1 copy. © IMO

Module 7 – Contingency planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Information requested of instructors who implement IMO model courses. . . . . . 46

iv MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

Licensed to DRTC for 1 copy. © IMO

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICERv

Licensed to DRTC for 1 copy. © IMO

Evolution of the PFSO model course

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER 1

Licensed to DRTC for 1 copy. © IMO

Course certificate, diploma or document

Course intake limitations

2 MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

Licensed to DRTC for 1 copy. © IMO

Use of the model course

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER 3

Licensed to DRTC for 1 copy. © IMO

–– rooms and other spaces;

Teaching facilities and equipment

Teaching aids (A)

4 MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

Licensed to DRTC for 1 copy. © IMO

International maritime security framework

National maritime security structure

Abbreviations, definitions and maritime security terms

Port-related security responsibilities

Risk assessment methodology

On-scene security survey

Elements of a port facility security plan

Internal audits and self-assessments

Security levels and alerts

Shore leave and seafarer access

Drills and exercises 0.5

Security equipment and systems

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER 5

Licensed to DRTC for 1 copy. © IMO

Port-related security awareness programmes

Recognition of potential security risks

Types of contingency plans relevant to port facility security

Review of course expectations

Day/Period Morning session Afternoon session

Module 2 – Maritime security frameworks Module 4 – Port facility security plans

Module 6 – Security awareness and vigilance Module 8 – Security training

Module 9 – Closing ceremony

6 MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER

Licensed to DRTC for 1 copy. © IMO

IMO reference document

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICER 7

Licensed to DRTC for 1 copy. © IMO

Topics by Knowledge, Understanding and Proficiency (KUP) Reference*

2.1 SOLAS chapter XI-2 and the ISPS Code

MODEL COURSE 3.21 PORT FACILITY SECURITY OFFICERv