ICAO-IMO JWG-SAR-24-WP.15 - Development of The IMO Model Course For SAR Mission Coordination (The Islamic Republic of I... )

ICAO/IMO JWG-SAR/24-WP.
15
International Civil Aviation Organization 30 August 2017
ENGLISH ONLY
WORKING PAPER
Agenda item 8
ICAO/IMO JOINT WORKING GROUP

ON HARMONIZATION OF AERONAUTICAL
AND MARITIME SEARCH AND RESCUE (ICAO/IMO JWG-SAR)
TWENTY-FOURTH MEETING
Wellington, New Zealand, 2 to 6 October 2017
SAR PERSONNEL STAFFING AND TRAINING
Development of the IMO Model Course for SAR Mission Coordination
Presented by the Islamic Republic of Iran and the United States
SUMMARY
Executive IMO has begun the process for development of the Model Course 3.14
summary: Search and Rescue Mission Coordinator with the aims of incorporating
new developments and alignment with IAMSAR Manual Volume II.
This document contains at annex a partial draft of the model course
for the purposes of informing the ICAO/IMO JWG and to seek general
views of its experts.
Action to be taken: Paragraph 3.1
1 INTRODUCTION
1.1 The Islamic Republic of Iran and the United States of America have accepted the role of
"Course Developer" for the Model Course 3.14 Search and Rescue Mission Coordinator. Under
the IMO process, the Course Developer prepares an initial draft to be forwarded to the
IMO Secretariat for review. Based on feedback from the IMO Secretariat, the Course Developer
will submit a second draft back to the IMO Secretariat for forwarding to the Review Group.
New Zealand has accepted the role of Coordinator of the Review Group which has about
27 participants.
H:\ICAO-IMO JWG\JWG 24 (2017_Wellington, New Zealand)\Input documents\ICAO-IMO JWG SAR-24.WP.15.docx

ICAO/IMO JWG-SAR/24-WP.15 -2-
2 DISCUSSION
2.1 IMO model courses already exist for two of the IAMSAR Manual volumes,
Model Course 3.13 – SAR Administration (IAMSAR Manual, Volume I) and Model Course 3.15 –
SAR On-scene Coordinator (IAMSAR Manual, Volume III). Each model course is a standalone
course but the three courses together will provide a comprehensive approach for assisting States
in meeting their own SAR needs and the obligations they accepted under the SOLAS and
SAR Conventions. The World Maritime University (WMU) had a leading role in the development
of Model Course 3.13 and 3.15. The WMU also had a leading role in producing a partial draft for
a proposed model SMC course.
2.2 Model Course 3.13 and 3.15 are 2014 editions, and the model course 3.14, last revised
in 2003, is due for revising and updating (NCSR 4/29, paragraph 27.24). The IMO model course
template has evolved since 2014. The Course Developer for the SMC model course selected as
its template the recent course "Advanced Training for Chemical Tanker Cargo Operations"
developed by the government of India. The partial draft completed under the WMU was placed
onto the template of the "Advanced Training for Chemical Tanker Cargo Operations" course. The
WMU draft text covered approximately the first half of the template to create the initial SMC course
template. This SMC course template is shown in annex 1 with the WMU text shown in yellow
highlight up to page 16. Text shown in red font is new, proposed wording from the SMC Course
Developer. Page 17 of annex 1 has not been fully edited by the SMC Course developer and the
remaining pages of the Annex are actually the Chemical Tanker course text which is retained as
an example.
2.3 The Course Developer uses the Revised Guidelines for the development, review and
validation of model courses (MSC-MEPC.2/Circ.15) (Revised guidelines), in order to revise the
model course 3.14 on SAR Mission Coordinator (IAMSAR Manual Volume II).
2.4 The general idea is that IMO model courses are a framework that can be used by training
institutes to develop their courses, that is, the IMO model course is NOT a course. It should list
the competencies that a trainee should be required to have, including provisions on knowledge,
understanding and proficiency so as to meet the requirements of the IMO instrument (in this case
the IAMSAR Manual, Volume II). IMO model courses have a global audience and need to be
universally applicable, and should not use text which is specific to national regulations, practices
or equipment. Reference can be made to common best practices and examples provided. The
Course Developer should also include templates for assessing trainee's performance.
2.5 The Course Developer is seeking the general views and advice of the ICAO/IMO JWG as
to the way forward for completion of the Model Course 3.14. Views could include items such as
the following questions regarding text in annex 1:
 Title of the course: SAR Mission Coordinator or SAR Mission Coordination?

IMO proposed "Coordinator". IAMSAR Manual Volume II uses "Coordination"; and the
Course Developer proposes the typical trainee would be 'maritime rescue coordination
centre (RCC) chief, SAR mission coordinator (SMC) or RCC staff'.

-3- ICAO/IMO JWG-SAR/24-WP.15
 Introduction, page 5 "Aims" section:

o Does the JWG have views as to what words should be used for describing the
"Aims"?
o Should the "Aims" fully align with the statement for each "Competence" found
in Part B Course Outline (that is, the 9 chapters in Volume II plus a section on
Exercises?
 Part A Course Content: The "Scope" section states that the course is in 3 parts. Is this a
good way forward?
 Part A Course Content: The "Entry standards" section:
o What skills should the trainee have?
o Should the training institute assume "search planning" computations would use
a computer application instead of manual computation?
 Part A Videos, page 10: Are there training aids such as videos, DVDs, CD ROMs, CBTs
which could be made available for all training institutes to use?
 Part B Course outline requires 11 statements on "Competence". Does the JWG have
views on the words to use, particularly the action verbs. (annex 2 to this paper has
example verbs.)
 Part B has a section (Competence 10) on "Knowledge of training exercises" with
16 hours proposed for instruction. Could this also be listed as a possible standalone
module to enable a shorter overall SMC course? The topic of 'exercises' does not have
its own chapter in Volume II as do the other primary topics, Volume I also has content
on exercises, and this topic applies to all SAR facilities and levels of service, not only
the SMC.
 Assessment: Should student assessment be graded examinations, or analysis of case
studies, or creating search plan (develop search area and search patterns) based on
scenarios (IAMSAR Manual Volume II has a sample problem) or a mixture of all? It is
assumed that Volume II will be available for reference at the RCC.
 Part E of the model course revolves around the evaluation and assessment of trainees.
Is it appropriate to insert a new part (e.g. Part F) for the "Evaluation and Assessment of
Instructors", in order to help the Member States in the selection of properly qualified
instructors?
 IMO encourages that a model course be reviewed on a 5-year cycle. The JWG will not
be a Course Developer but what is recommended as its role when Model Course 3.13
and 3.15 need to be reviewed?
 Other questions or concerns for the Course Coordinator to hear?
3 ACTION REQUESTED OF THE JWG
3.1 The JWG is invited to note the information presented and to provide general views on the
matters discussed in paragraph 2.5.
***

ANNEX 1
PARTIAL DRAFT OF MODEL COURSE 3.14 SEARCH AND RESCUE MISSION

COORDINATION
MODEL
COURSE
3.14 Version 1.0
SAR MISSION
COORDINATION
(IAMSAR MANUAL,
VOLUME II)
2019 Edition

ACKNOWLEDGEMENTS
This course for SAR Mission Coordination is based on material developed by

the World Maritime University (WMU) in Malmo, Sweden, the U.S. Coast
Guard, and the Islamic Republic of Iran for IMO.
IMO wishes to express its sincere appreciation to the WMU and the
governments of the Islamic Republic of Iran and the United States for their
provision of expert assistance and valuable cooperation in support of this
work.

Contents
Page
Introduction 4
Part A Course Framework X
Part B Course Outline XX
Part C Detailed Teaching Syllabus XX
Part D Instructor's Manual XX
Part E Evaluation XX
Appendix I Implementation of IMO Courses XX
Appendix II Instructor Feedback on Model Course XX
Appendix III Diagrams for Use by the Instructor XX

Introduction
 Purpose of the model courses
The purpose of the IMO model course is to assist maritime training institutes and their teaching staff in
organizing and introducing new training courses or in enhancing, updating or supplementing existing
training material where the quality and effectiveness of the training courses may thereby be improved.
The purpose is also to enhance the capabilities of personnel who plan and coordinate SAR operations and
exercises. It is not the intention of the course to compartmentalize the trainee's way of thinking in terms
of SAR operations. The idea is to make him/her aware of the specialization of operations specific to a
rescue coordination centre and, sensitize him/her towards the responsibilities that s/he will face in the
coordination of a response to a search and rescue incident.
It is not the intention of the model course programme to present instructors with a rigid "teaching
package" which they are expected to "follow blindly". Nor is it the intention to substitute audio-visual or
"programmed" material for the instructor's presence. As in all training endeavours, the knowledge, skills
and dedication of the instructors are the key components in the transfer of knowledge and skills to those
being trained through IMO model course material. For those following planned training schemes
approved by the administration, it is intended that this training may form an integral part of the overall
training plan and be complementary to other studies. The training may be undertaken in progressive
stages; for such candidates, it is not appropriate to specify the duration of the learning, provided
achievement of the specified learning outcomes is properly assessed and recorded.
Because educational systems and the cultural backgrounds of trainees in maritime subjects vary
considerably from country to country, the model course material has been designed to identify the basic
entry requirements and trainee target group for each course in universally applicable terms, and to specify
clearly the technical content and levels of knowledge and skills necessary to meet the technical intent of
IMO conventions and related recommendations.
By successfully completing this course the maritime rescue coordination centre (RCC) chiefs, SAR
mission coordinators and RCC staff who are intending to have responsibilities for SAR mission
coordination will fulfil several of the mandatory minimum requirements of Regulation V/7-1 of the
International Convention for the Safety of Life at Sea (SOLAS) and the International Convention on
Maritime Search and Rescue (SAR), as amended.
In order to keep the training programme up to date in future, it is essential that users provide feedback.
Information, comments and suggestions should be sent to the Head of the STCW and Human Element
Section at IMO, London.
Use of the model course

The instructor should review the course plan and detailed 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 the review, and any
areas within the detailed syllabus which may cause difficulties because of differences between the actual
trainee entry level and that assumed by the course designers should be identified. To compensate for such
differences, the instructor is expected to delete from the course, or to 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 they may not have acquired.
Though lecture and demonstration time may be adjusted to better suit class and student needs based on
previous experience; care should be taken not to alter or abbreviate practical assessments. As an

Advanced Level Course, these assessments establish trainee baseline competency and represent the
MINIMUM knowledge required for the subject. The instructor, using his/her professional judgment, can
analyze the detailed syllabus and the academic knowledge required to allow training in the technical area
to proceed. The instructor can then design the 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.
This course is designed to follow the requirements of the SAR Convention and is one of three model
courses based on the three volume set of the International Aeronautical and Maritime SAR (IAMSAR)
Manual. The two other model courses are: IMO Model course 3.13 – "SAR Administration (IAMSAR
Manual, Volume I)” and IMO Model course 3.15 – SAR On-scene Coordinator (IAMSAR Manual,
Volume III)”. Each model course is a standalone course but together provide a comprehensive approach
for assisting States in meeting their own SAR needs and the obligations they accepted under the SOLAS
and SAR Conventions.
Adjustment of the course objective, scope and content may also be necessary if in a country's maritime
industry the trainees completing the course are to undertake duties which differ from the course objective
specified in this model course.
Within the course plan the course designers have indicated assessment of the time that should be allotted
to each area of learning. However, it must be appreciated that these allocations are arbitrary and assume
that the trainees have fully met all entry requirements of the course. The instructor should therefore
review these assessments and may need to reallocate the time required to achieve each specific learning
objective or training outcome.
 Aims
This course provides training to candidates to begin the qualification process to serve as search and
rescue mission coordinator. It comprises an advanced training programme appropriate to their duties.
During the course, there will be:
- Advanced level of familiarization with the SAR system concept, including distress
communications
- An increased skill for information gathering and analysis
- A greater awareness of the need of proper planning, use of various checklists, tables and graphs
involved in search planning
- An enhanced awareness to make optimal use of SAR facilities and to apply safe procedures at all
times when carrying out SAR response operations
- An acquisition of experience in identifying operational problems and solving them.
- An increased ability to assist and coordinate with other national and international SAR service
providers, including civil, military and volunteers
- A greater appreciation of the value of exercises and how to develop a credible SAR exercise program
 Lesson plans
After adjusting the course content, if so required, to suit the trainee intake and any revision of the course
objectives, the instructor can then draw up lesson plans based on the detailed syllabus. The detailed
syllabus contains specific references to the textbooks or teaching material proposed to be used in the
course. Where no adjustment has been found necessary in the acquisition of knowledge and proficiency
of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or
other reminders added to assist the instructor in making his/her presentation of the material.

 Presentation
The presentation of concepts and methodologies must be repeated in various ways until testing and
evaluating the trainee's performance and achievements satisfy the instructor, that the trainee has attained
the required proficiency under each specific learning objective or training objective. The syllabus is laid
out in the form of acquiring knowledge, understanding and proficiency format and each objective
specifies what the trainee must be able to do as the learning or training outcome.
 Implementation
For the course, to be effective, considerable attention must be paid to the availability of:
- Properly qualified instructors

- Support staff
- Rooms and other spaces
- Simulators and other Equipment
- Textbooks, technical papers, and
- Other reference materials
Thorough preparation on part of the instructor is the key to successful implementation of the course. IMO
has produced a booklet entitled "Guidance on the Implementation of IMO Model Courses", which deals
with this aspect in greater detail and which is appended to this model course.

ICAO/IMO JWG-SAR/24-WP.15 - 10 -
Part A: Course Framework

 Scope
This course provides training for those who may be designated to perform the duties and
responsibilities of a search and rescue mission coordinator (SMC) at a maritime rescue coordination
centre (MRCC) or a maritime rescue sub-centre (MRSC) for a search and rescue incident, as defined
in the International Aeronautical and Maritime Search and Rescue (IAMSAR) Manual, Volume I and
II.
The purpose of this model course is to assist States in meeting their own SAR needs, and the
obligations they accepted under the International Convention on Maritime Search and Rescue, 1979
and its amendments together with the International Convention for the Safety of Life at Sea (SOLAS),
1974, and its amendments.
Based on the content of the IAMSAR Manual Volume I and II, this course is intended to highlight
SMC relevant issues of the organization of a maritime search and rescue (SAR) service in general,
and train the functions and tasks of the SAR Mission Coordinator in specific.
It provides a summary of the SAR system as laid down in the above mentioned conventions as far as
this is relevant to the specific duties of an SMC. In this respect the course makes reference to the three
volumes of the IAMSAR Manual. The course covers all aspects of SAR missions starting from
awareness and initial actions to the termination and conclusion of SAR activities. It also considers
related topics, such as emergency assistance other than search and rescue.
The course is divided into three parts:
 The first part covers internationally valid recommendations on how SMCs should fulfil their
duties in general and focuses on principles and practices independent of where the services
are offered.
 The second part highlights specific national and regional issues such as regional cooperation,
available technical facilities and software. It also contains recommendations on minimum
requirements to be met by future SMCs. Depending on the different national systems, certain
parts of this section might not be applicable to all member states depending on entry
qualifications requirements.
 The third part addresses on-the-job training including familiarization with daily duties and
additional helpful exercises.
Conducting of this course depends on the composition of the group and qualification of participants
and many other factors. However, as general guidance, the first part can be given as a 3 weeks course.
The second part, depending on the amount of topics to be covered, for example, search planning
software, communication facilities and databases, could be given in 2-6 weeks.
The third part aims at phasing in future SMCs in the working environment. This on-the-job training
could take between 6 and 12 months.
The times specified above are recommendations. This does not prevent individual course organizers
to leave out or extend individual course modules when appropriate and deemed necessary.

- 11 - ICAO/IMO JWG-SAR/24-WP.15
This training can be supplemented by practical training or wherever possible on simulators in training
institutions or other suitable shore installations.
 Objectives
Those successfully completing the Search and Rescue Mission Coordination course will know the
principles of how to:
 use the capabilities and resources available in their country;

 contribute to the enhancement of the current SAR system in their own country within the
constrains and requirements given;
 use the facilities and equipment required to operate an effective SAR service;
 cooperate with national and local organizations in an effective way, including voluntary
groups;
 conduct effective cooperation with neighbouring states in accordance with the provisions of
the SAR Convention;
 coordinate the SAR service operations in particular with the activities of the aeronautical SAR
service, and with other maritime services such as the vessel traffic services, etc.;
 demonstrate competency in the proper delivery of a SAR service.
 Entry standards
This course is open to any person who intends to become a maritime rescue coordination centre
(RCC) chief, SAR mission coordinator (SMC) or RCC staff.
Trainees should have:
 at least a basic knowledge of maritime terminology in English;

 key understanding of the operational environment affecting their SAR service;
 familiarity with basic navigation skills (e.g., reading a chart and navigation plotting gear); and
 awareness of the aeronautical SAR system.
The responsible organisation for SAR services may decide that course candidates must have relevant
professional qualifications or may develop appropriate recruitment and assessment processes to select
candidates for SMC duties and/or may select experienced personnel from within their service to
undertake SMC training.
The course may also be used for the upgrading of knowledge of less experienced SMCs as well as for
refresher training of SMCs. Parts of the course content might also be suitable in training measures
intended to raise the awareness for and/or the familiarization with SAR services and capabilities of
SAR administrators and managers.
 Course certificate
Upon successful completion of the course, the trainee should be issued a course completion document
for "Advanced training for Search and Rescue Mission Coordination".
 Course intake limitations

The number of trainees should not exceed 10 and practical training should be undertaken in small
groups of not more than four.

 Staff requirements
The instructor shall have appropriate training in instructional techniques and training methods. It is
recommended that all training and instruction is given by qualified personnel experienced in the duty
of search and rescue mission coordinator. The instructor should have a sound understanding of the
material to be taught and be thoroughly familiar with the use of IAMSAR Manual as well as having
formal knowledge about SAR mission coordination. However, it is desirable if the instructor has a
broader knowledge that allows putting the course content into a wider context of SAR services and
maritime safety in general.
Also, the instructors shall be familiar with proper instructing techniques and practices, have a working
knowledge of the written and spoken English language and be able to use the IMO Standard Marine
Communication Phrases (SMCP) in an effective way.
 Teaching facilities and equipment

Ordinary classroom facilities and the ability to project visual aids are sufficient for most of the
Course. However, dedicated computer-based training (CBT) modules to be run on an ordinary PC as
well as exercises on a simulator, will greatly enhance the quality and result of the course. In such
cases sufficient PCs for use by one or two trainees will be required. In addition, appropriate audio-
visual equipment will be required if using audio-visual aids in the teaching program. For effective
exercises, relevant equipment, such as sea charts etc. should be available.
 Use of Simulators or Computed-based Training

The STCW Convention as amended sets standards regarding the performance and use of simulators
for mandatory training, assessment or demonstration of competence. The general performance
standards for simulators used in training and for simulators used in assessment of competence are
given in Section A-l/12. Simulator-based training and assessment is not a mandatory requirement for
this "Search and Rescue Mission Coordination" course. However, it is widely recognized that well-
designed lessons and exercises can improve the effectiveness of training.
If using simulator-based training or computer-based training (CBT), instructors should ensure that the
aims and objective of these sessions are defined within the overall training programme and that tasks
are selected so as to relate as closely as possible to SMC tasks and practices.
CBT may make use of computer software for search planning computations. Such software could be
for basic computation or could be a very sophisticated application. Since there is no standardized
search planning software, the trainee may not be able to make further use of this training software.
Note: Administrations may require additional training to meet national regulations.
 Design
The content of the Model course is designed to suit the trainers teaching this course for optimum
delivery, ensuring a high degree of consistency and adherence to STCW 78, as amended.
The flow of topics mentioned in Part C, is thus reflecting, how the trainer should design the course
and delivery and is for guidance only.

 Teaching Aids (A)

Note: – Other equivalent teaching aids may be used as deemed fit by the instructor.
A1 Instructor's Manual (Part D of this course)

A2 Audio-visual equipment for power point presentations
A3 White board
A4 Videos
A5 SAR case studies
A6 Sample search planning development examples
 IMO references (R)

Note: -- References should be latest versions
R1 International Convention for the Safety of Life at Sea, 1974 (SOLAS) consolidated edition,
Chapter IV and V
R2 International Convention on Maritime Search and Rescue, 1979
R3 International Aeronautical and Maritime Search and Rescue (IAMSAR) Manual, Volumes I, II
and III
R4 SAR.7/Circ (series) List of documents and publications which should be held by a maritime or
joint rescue coordination centre
R5 GMDSS.1/Circ (series) Master Plan of shore-based facilities for the Global Maritime Distress
and Safety System (GMDSS Master Plan)
R6 IMO Standard Marine Communication Phrases
 Textbooks (T)
Note: – Other textbooks may be used as deemed fit by the instructor.
T1 IAMSAR Manual, Volume II

T2 IAMSAR Manual, Volume I
T3 Admiralty List of Radio Signals, Volume 5 – Global Maritime Distress and Safety System
(GMDSS), UK Hydrographic Office, NP 285 (or similar national publications)
T4 Annex 12 – Search and Rescue to the Convention on International Civil Aviation
 Bibliography (B)
B1
B2
 Videos – DVDs, CD ROMs, CBTs (V)

Note: – Other equivalent videos, CD-ROMs, CBTs may be used as deemed fit by the instructor.
VC1 [Title of video]

Available from: [Name of source, address, email]
VC2 [xxx...]

Part B: Course Outline

 Lectures
As far as possible lectures should be presented within a familiar context and should make use of
practical examples. They should be well illustrated with diagrams, photographs, charts where
appropriate, and be related to the matter learned during seagoing time.
An effective manner of presentation is to develop a technique of giving information and then

reinforcing it. For example, first tell the trainees briefly what you are going to present to them; then
cover the topic in detail; and finally, summarize what you have told them. The use of audio-visual
equipment and the distribution of copies of the presentation as handouts contribute to the learning
process.
 Course Outline
The tables that follow list the competencies and areas of knowledge, understanding
and proficiency, together with the estimated total hours required for lectures and
practical exercises. There are ten competences which are sub-divided into 132 areas
of knowledge, understanding and proficiency.
Teaching staff should note that timings are suggestions only and should be adapted to
suit individual groups of trainees depending on their experience, ability, equipment
and staff available for training.
COURSE OUTLINE
Part 1 of the Course
Knowledge, understanding and proficiency Total Total hours

hours for for
lectures practicals
COMPETENCE 1: ...Familiarity with the global and national SAR system
1 Knowledge of the search and rescue system 14.5 total
1.1 System organization 4.0

1.2 SAR coordination 1.0
1.3 SAR resources 1.5
1.4 Medical assistance to vessels 1.0
1.5 Plans of operation 1.0
1.6 SAR operations stages 1.0
1.7 Mission documentation 1.0
1.8 Training and exercises 0.5
1.9 Improving professionalism 0.5
1.10 Public relations 1.0
1.11 Computer resources 0.5
1.12 Decision and management support 0.5
1.13 Exercise/demonstration/test 1.0


hours for for
lectures practicals
COMPETENCE 2: Ability to ...
2 Knowledge of communications1 16.5 total
2.1 Distress communications 1.0

2.2 Aeronautical mobile service 0.3
2.3 Maritime radio service 0.3
2.4 Modes of emission 0.3
2.5 Global Maritime Distress and Safety System 1.0
2.6 406 MHz distress beacons – EPIRB, ELT and PLB 0.5
2.7 Satellite communications 0.5
2.8 Vessel-aircraft communications 0.5
2.9 Survival and emergency radio equipment 0.5
2.10 Mobile telephones – satellite and cellular 0.5
2.11 Special circumstances 0.3
2.12 Communications for SAR operations 0.5
2.13 Communication equipment identities 0.5
2.14 False alerts 0.4
2.15 SAR data providers 0.5
2.16 RCC and RSC communications 0.5
2.17 Maritime radio telex 0.3
2.18 Maritime Safety Information services 0.3
2.19 Broadcast services 0.2
2.20 Radio telegraph 0.1
2.21 Phonetic alphabet and figure code 0.2
2.22 Spoken emergency signals and procedural words 0.2
2.23 On-scene communications 0.5
2.24 Electronic positioning 0.5
2.25 Codes, signals and standard phrases 0.5
2.26 First RCC 0.5
2.27 SAR operations communications 1.0
2.28 SAR operations messages 0.5
2.29 GMDSS Master Plan 0.5
2.30 Supplemental capabilities 0.3
2.31 Difficulties in contacting vessels 0.3
2.32 Unbarring of Inmarsat SESs by RCCs 0.2
2.33 Radio call signs for aircraft involved in a search and 0.3
rescue operation
2.34 Vessel tracking communications 0.2
2.35 Additional device considerations 0.3
2.36 RCC actions to consider 0.2
2.37 Social media 0.3
1The extent of units allocated to the topic communications and the individual priorities within this topic depend on the local
conditions, i.e. the different services available and the issues related to them. The specifications given in the table above
should be seen as very general guidance. It should also be noted that communications might be covered by other courses
in relation to the training of SMCs. It should be highlighted that CSOC or GOC training is included in Part 2 (National Course
Component) of this SMC model course.


hours for for
lectures practicals
COMPETENCE 3: Ability to ....
3 Knowledge of awareness and initial action 11 total
3.1 General 0.5

3.2 SAR stages 1.0
3.3 Emergency phases 2.0
3.4 Awareness stage 2.0
3.5 Initial action stage 2.0
3.6 Designation of the RCC or RSC responsible for 0.5
initiating SAR action
3.7 RCC procedures for requesting SAR facilities 1.0
3.8 General considerations for the SMC 1.0
COMPETENCE 4: Ability to evaluate the situation and initiate search planning
4 Knowledge of search planning and evaluation concepts 13.5 total
4.1 Overview 0.5

4.2 Evaluating the situation 1.0
4.3 Estimating the distress incident location 1.0
4.4 Survivor motion after the distress incident 1.0
4.5 Total probable error of position 2.0
4.6 Search planning and evaluation factors 3.0
4.7 Optimal search effort allocation 2.0
4.8 Computer-based search planning aids2 2.0
5 Knowledge of search techniques and operations 13.5 total
5.1 Overview 0.25

5.2 Selection of search facilities 0.5
5.3 Assessing search conditions 1.0
5.4 Selecting search patterns 1.0
5.5 Visual search patterns 0.5
5.6 Electronic search patterns 0.5
5.7 Night search patterns 0.5
5.8 Land search patterns 0.5
5.9 Search object motion 0.75
5.10 Assignment of search sub-areas to individual 0.5
facilities
5.11 Designation and description of search sub-areas 0.5
2 This unit is only considered as an introduction. Search planning software should be considered in more detail in Part 2 of
the course.


hours for for
lectures practicals
5.12 Planning on-scene coordination 0.5

5.13 Search action plans 0.75
5.14 Conduct of the search 0.5
5.15 Briefings 0.75
5.16 Aircraft search procedures 0.75
5.17 Surface facility search procedures 0.5
5.18 Search by land facilities 0.5
5.19 Debriefing of search personnel 1.0
5.20 Continuation of the search 0.25
5.21 Geographic referencing 0.25
6 Knowledge of rescue planning and operations 9.0 total

6.1 General 0.25
6.2 Sighting and subsequent procedures 0.25
6.3 Delivery of rescue personnel and people 0.25
6.4 Supplies and survival equipment 0.25
6.5 Supply dropping 0.25
6.6 Medical personnel 0.25
6.7 Rescue by aircraft 0.25
6.8 Rescue by maritime facilities 0.25
6.9 Rescue by land facilities 0.25
6.10 Use of pararescue teams 0.25
6.11 Special requirements at aircraft crash sites 0.5
6.12 Ditching assistance 0.25
6.13 Rescue of persons from inside damaged, capsized, or 0.25
ditched craft
6.14 Underwater search and rescue 0.25
6.15 Mass rescue operations 1.5
6.16 Care of survivors 0.5
6.17 Debriefing of survivors 0.5
6.18 Handling of deceased persons 0.5
6.19 Critical incident stress 0.5
6.20 Termination of rescue 0.75
COMPETENCE 7: Familiarity with aeronautical SAR operations
7 Knowledge of multiple aircraft SAR operation – general guidance 3.75 total
7.1 Overview 0.25

7.2 Area of SAR action 0.5
7.3 Aircraft coordinator 0.5
7.4 Communications 0.25
7.5 Search mission 0.5
7.6 Evacuation missions 0.25


hours for for
lectures practicals
7.7 Long range operations 0.25

7.8 Effects of the environment and weather 0.25
8 Knowledge of emergency assistance other than search and rescue 5.0 total
8.1 General 0.25

8.2 Intercept and escort services 0.25
8.3 Safety information 0.5
8.4 Unlawful acts 1.0
8.5 Search and rescue outside of RCC responsible areas 1.0
8.6 Assistance to property 0.5
8.7 Aerodrome emergency plan 0.5
9 Knowledge of conclusion of SAR operations 5.0 total
9.1 General 0.25

9.2 Closing a SAR case 0.25
9.3 Suspending search operations 0.5
9.4 Reopening a suspended case 0.5
9.5 Final reports 0.25
9.6 Performance improvement 0.25
9.7 Case studies 0.75
9.8 Archiving case files 0.25
9.9 Incident debriefings 1.00
10 Knowledge of training exercises 16.0 total
10.1 How to design exercises 1.5

10.1.1 Exercise elements: Planning
10.1.2 Exercise elements: Execution
10.1.3 Exercise elements: Debriefing/evaluation
10.1.4 Exercise elements: Team dynamics and performance
10.2 Practical exercises to be carried out by course 14.5
participants
10.2.1 Communication exercises
10.2.2 Coordination exercises
10.2.3 Team building training
10.2.4 Full scale field exercises


hours for for
lectures practicals
COMPETENCE 11: Demonstrate ability to act as an SMC
11 Assessment3
11.1 Successful demonstration of the ability to act as SAR 1.5 per

Mission Coordinator in a practical exercise candidate
Supplementary course component
It is worth considering to supplement the training outlined in Part 1 of this model course with
additional modules/courses to cover national/regional requirements/specific arrangements. Without
going into detail the following table presents an idea about modules to be considered for this part of
the course.
1 National SAR Organisation

2 Adjacent countries SAR Organisation
3 Regional SAR Cooperation
4 CSOC or GOC Course
5 Search Planning Software
6 Leadership and Human Factors
7 Field trips and study visits
8 Own RCC equipment and software
Familiarization
It is worth considering a specific familiarization phase following the training courses before an SMC
is working independently. Without going into detail the following table presents an idea about
modules to be considered for this phase of the SMC training.
1 Hands on training
2 Exercises
3 Annual tests
The measures above may be supervised and a specific training record book could be considered to
cover elements of quality assurance and to provide for transparency and traceability during the
training and maintenance of the qualification as SMC.
Notes
It is suggested that relevant topics which are marked with an Asterisk (*) may be taught on a
simulator.
3 The time allocation made for this item is based on the assumption of a maximum number of 9-10 participants in the course.

It is suggested that relevant topics which are marked with a Hash (#) may be conducted separately in
any facility which can conduct practical exercises and instruction under approved and truly realistic
training conditions (e.g., simulated shipboard conditions).
It is suggested that relevant topics which are marked with a double Asterisk (**) may be demonstrated
practically or relevant videos to be shown for same.

Course Timetable
The following timetable should be considered indicative and adjusted in accordance with the needs of
course participants. The topics should be covered, but with sufficient flexibility with respect to extent
and depth that takes into account the differing learning needs of the participants.
Day 1 1.0 Knowledge of the search and rescue system, including:

1.1 System organization
1.2 SAR coordination
1.3 SAR resources
1.4 Medical assistance to vessels
1.5 Plans of operation
1.6 SAR operations stages
1.7 Mission documentation
1.8 Training and exercises
1.9 Improving professionalism
1.10 Public relations
1.11 Computer resources
1.12 Decision and management support
1.13 Exercise/demonstration/test
Day 2 1.0 Knowledge of the search and rescue system, including:
1.x
2.0 Knowledge and understanding of the hazards and control measures associated with
chemical tanker cargo operations, including:
13.1 Flammability and explosion
13.2 Toxicity
13.3 Health hazards
Day 3 11.0 Knowledge and understanding of the chemical and the physical properties of noxious
liquid substances
11.1 Chemical cargoes categories (corrosive, toxic, flammable, explosive)
11.2 Chemical groups and industrial usage
11.3 Reactivity of cargoes
12.0 Understanding the information contained in Safety Data Sheet (SDS)
2.0 Knowledge of pump theory and characteristics including types of cargo pumps and their
safe operation
3.0 Proficiency in tank safety culture and implementation of safety management system
Day 4 4.0 Knowledge and understanding of monitoring and safety systems including the
emergency shutdown system
7.0 Knowledge and understanding of chemical cargo related operations
7.1* Loading and unloading plans
7.2* Ballasting and deballasting
Day 5 7.3* . Tank cleaning operations / Pre-Wash Operations
7.4* Tank atmosphere control
7.5* Inerting /N2 Operations
7.6* Gas-freeing
7.7 Ship to ship transfers
Day 6 14.0 Knowledge and understanding of dangers of non-compliance with relevant
rules/regulations
7.13 Operational tank entry
8.0 Development and application of cargo related operation plans, procedures and checklists

9.0 Ability to calibrate and use monitoring and gas-detection systems, instruments and
equipment
10.0 Ability to manage and supervise personnel with cargo related responsibilities
Day 7 5.0 Ability to perform cargo measurements and calculations
6.0* Knowledge of the effect of bulk liquid cargoes on trim and stability and structural
integrity
15.0 Knowledge and understanding of safe working practices including risk assessment and
personal shipboard safety relevant to chemical tankers
15.1 Precautions to be taken when entering enclosed spaces including correct use of
different types of breathing apparatus
15.2 Precautions to be taken before and during repair and maintenance work
Day 8 15.3 Precautions for hot and cold work
16.0 Knowledge and understanding of chemical tanker emergency procedures
17.0 Actions to be taken for loading collision, grounding or spillage
18.0 Knowledge of medical first aid procedures on board chemical tankers, with reference to
the Medical First Aid Guide for use in accidents involving dangerous goods (MFAG)
Day 9 18.0 Knowledge of medical first aid procedures on board chemical tankers with reference to
the Medical First Aid Guide for use in accidents involving dangerous goods (MFAG)
(continuation
19.0 Understanding of procedures to prevent pollution of the atmosphere and the environment
20.0 Knowledge and understanding of relevant provisions of the International Convention for
the Prevention of Pollution from Ships (MARPOL) and other relevant IMO
instruments, industry guidelines and port regulations as commonly applied
21.0 Proficiency in the use of the IAMSAR Manual, Volume II, and related documents
Day 10 21.0 Proficiency in the use of the IAMSAR Manual, Volume II, and related documents
22.0 Case studies
23.0 Assessment and discussions
Note: Teaching staff should note timetables are suggestions only as regards sequence and length of
time allocated to each objective. These factors may be adapted by instructors to suit individual groups
of trainees depending on their experience and ability balanced with the equipment and staff available
for training. Though lecture and demonstration time may be adjusted to better suit class and student
needs based on previous experience; care should be taken not to alter or abbreviate practical
assessments.

Part C: 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 teaching syllabus; in
particular,
o Teaching aids (indicated by A) which includes:

o IMO references (indicated by R)
o Textbooks (indicated by T) and
o Bibliography (indicated by B)
which will provide valuable information to instructors.

COMPETENCE 1 Ability to safely perform and monitor all cargo operations
TRAINING OUTCOMES:
Demonstrates knowledge, understanding and proficiency of:
1 Chemical tanker designs, systems, and equipment, including:

1.1* General arrangement and construction
1.2* Pumping arrangement and equipment
1.3* Tank construction and arrangement
1.4* Pipeline and drainage systems
1.5* Tank and cargo pipeline pressure and temperature
control systems and alarms
1.6* Gauging control systems and alarms
1.7* Gas-detecting systems
1.8* Cargo heating and cooling systems
1.9* Tank cleaning systems
1.10* Cargo tank environmental control systems
1.11* Ballast systems
1.12* Cargo area venting and accommodation ventilation
1.13* Vapour return/recovery systems
1.14# Fire-fighting systems
2 Pump theory and characteristics, including types of cargo

pumps and their safe operation
3 Tanker safety culture and implementation of safety

management system
4 Monitoring and safety systems, including the emergency

shutdown system
5 Cargo measurements and calculations: Exercise
6* Effect of bulk liquid Cargoes on trim and stability and

structural integrity. Exercise on Simulators
Note: Trainees should have knowledge and understanding of the topics covered in IMO Model Course
1.01, Basic Training for Oil and Chemical Tanker Operations, before completing these performance
requirements. This knowledge is considered so fundamental for much of the advanced level content
within this course that there is merit in reviewing the basic level content quickly before covering the
additional elements required at the Advanced level. The learning time has been reduced for many
elements on the basis that trainees will be reviewing rather than learning much of this content at this
level. It may be necessary for some trainees to refresh their knowledge of basic elements before
undertaking this advanced level content.

COMPETENCE 1 ABILITY TO SAFELY PERFORM AND MONITOR ALL CARGO

OPERATIONS
Knowledge, Understanding and IMO Text books, Teaching aid

Proficiency Reference Bibliography,
Videos
1.0 Knowledge of chemical R1,R2,R3,R6 T1,B1,B2,B7, VC3, A1,A11,A12,A13,

tanker designs, systems, and , R7 VC10 A14
equipment, including:
1.1 General arrangement and
construction
1.1.1 Explains the practical
application of a chemical
tanker being divided into
fore part, tank areas and after
part, and that the tank areas
are separated, from the fore
and after parts, by means of
cofferdams
1.1.2 Explains why
accommodation spaces, main
cargo control stations and
service spaces must be
positioned aft of the tank
area, but that some
exceptions to this rule are
possible
TOPIC 2 KNOWLEDGE OF PUMP THEORY AND CHARACTERISTICS, INCLUDIING

TYPES OF CARGO PUMPS AND THE SAFE OPERATION
2.0 Knowledge of pump theory R2 B2,B7, A1, A11,A12,A13
and characteristics.
2.1 Describes the theory of
pumping operations
2.2 Explains the factors which
can influence pump suction
2.3 Explains that the discharge
pressure will fluctuate if the
liquid boils

COMPETENCE 2 Familiarity with physical and chemical properties of chemical cargo
TRAINING OUTCOMES:
Demonstrates a knowledge and understanding of:
Properties of chemical cargoes;

.1 physical properties
.2 understanding the information contained in a Safety Data Sheet (SDS)
COMPETENCE 2 Familiarity with physical and chemical properties of chemical cargoes

Videos
TOPIC 3.0 KNOWLEDGE AND UNDERSTANDING OF THE PHYSICAL AND

CHEMICAL PROPERTIES OF CHEMICAL CARGOES
3.0 Knowledge and R1,R2,R5, T1,B1,B2,B6 A1,A11,A13

understanding of the R6,R7, R8
chemical and the physical
properties of noxious liquid
substances, including:
3.1 Chemical cargoes categories
(corrosive, toxic,
3.1.1 Explains the properties of
corrosive, toxic & flammable
cargoes
3.1.2 Explains why care should be
taken to ensure that
unsuitable materials are ..
3.2 Chemical groups and
industrial usage
3.2.1 Explains organic and
inorganic chemical groups.
3.3 Reactivity of cargoes B4
3.3.1 Explains how a chemical

cargo may react in a number
of ways, such as:
- with itself

COMPETENCE 2 Familiarity with physical and chemical properties of chemical cargoes

Videos
- with air
- with water

Part D: Instructor's Manual

 Introduction
This manual reflects the views of the course designer on methodology and organization considered
relevant and important in the light of his experience as an instructor. Although the guidance given here
would be of value initially, the course instructors are advised to work out their own methods and ideas,
refining and developing it further found constructive and discarding ideas and methods which are not
found effective.
The course instructors should also bear in mind that preparation and planning constitute a major
contribution to effective presentation of the course.
The instructor's manual provides guidance on the material that is to be presented during the course.
The course material reflects the mandatory minimum requirements for the training and qualifications
of Masters, Chief Engineer Officers, chief mates , second engineer officers and any person with
immediate responsibility for loading, unloading and care during transit and handling, or other cargo
related operations on Chemical tankers as specified in Regulation V/1-1 paragraph 5 of the
International Convention on Standards of Training, Certification and Watchkeeping for Seafarers
1978, as amended.
The competences stipulated in the STCW 78, as amended, table A-V/1-1-3 have been broadly divided
into the following topics and are reflecting how the trainers should design and conduct their course.
This is for guidance only.
To show consistency and adherence to STCW , as given in STCW 78, as amended, Chapter V, Table
A-V/1-1-3, a mapping is provided for easy reference in Part A of this Model course from STCW's
competences and training outcomes to the topics covered in this IMO Model course
1. Knowledge of chemical tanker design, systems, and equipment

2. Knowledge of pump theory and characteristics, including types of cargo pumps and their safe
operation
3. Proficiency in tanker safety culture and implementation of safety management requirements
4. Knowledge and understanding of monitoring and safety system, including the emergency
shutdown system
5. Ability to perform cargo measurements and calculations
6. Knowledge of the effect of bulk liquid cargoes on trim and stability and structural integrity
7. Knowledge and understanding of chemical cargo-related operations
8. Development and applications of cargo-related operations plans, procedure and checklist
9. Ability to calibrate and use monitoring and gas-detection systems, instruments and equipment
10. Ability to manage and supervise personal with cargo-related responsibilities
11. Knowledge and understanding of the chemical and physical properties of noxious liquid
substances
12. Understanding the information contained in a Safety Data Sheet (SDS)
13. Knowledge and understanding of the hazards and control measures associated with chemical
tanker cargo operations.
14. Knowledge and understanding of danger of non-compliance with relevant
The texts used as references throughout the course are mentioned in Part A, Course framework are;
Teaching Aids (A), IMO Reference Books (R), Text books (T), Bibliography (B) and Videos (V)

The course outline, timetable and lesson plan provide guidance on the time allocations for the course
material, but the instructor is free to make adjustments as deemed necessary. The detailed teaching
syllabus must be studied carefully. Lesson plans or lecture notes compiled where appropriate.
It will be necessary to prepare material for use with audio-visual equipment or for distribution to
trainees as handouts. Some sketches and diagrams having the same general learning or specific
learning objective numbers given in Part C and Part D respectively as is required to be used by the
instructor are provided at the end of the guidance notes. These will provide examples of the kind of
material, which is useful in supporting the presentation of the course.
Throughout the course it is important to stress that, aboard ships rules and regulations must be strictly
observed and all precautions taken to maximize safety and minimize harmful effects to the
environment.
Topics marked with an asterisk (*) could be taught better using a simulator as used in the Model
Course: Chemical Tanker Cargo & Ballast Handling 2007 Edition T137E which provides detailed
training programme for Chemical Tanker operations using specially created cargo handling exercises.
Separate exercises have also been included in this model course with a brief on how to conduct table
top exercises if simulators are unavailable.
 Guidance Notes
While the topics in this course may look very similar to those found in Model Course 1.01, Basic
Training for Oil and Chemical Tanker Cargo Operations, it should be noted that the objective of this
advanced level course is to produce a person that can plan, direct, and carry out safe and
environmentally friendly cargo related operations. This person may well be called upon to supervise
others as they perform the various cargo related duties. The advanced level, then, should be
approached by the instructional staff very differently from the way they might approach the basic level
addressed in Model Course 1.01. It may be useful to review certain aspects of the material covered in
Model Course 1.01 but the major emphasis here will be a deeper understanding of why chemical
tankers are constructed as they are and how these construction techniques are aimed at creating safer
and more environmentally friendly ships than those of years gone by. The understanding achieved
through this course should result in seafarers that are capable of recognizing the various designs and
characteristics used in modern tanker construction, of weighing the practical implications posed by the
designs they face, and of accounting for these factors as they plan, direct and/or carry out cargo
operations. Through this advanced level of understanding, the student may then move on to join the
workplace ready to face the various challenges and ever-changing conditions.
Useful knowledge, material and diagrams for the instructor can be obtained for presentation to the
trainee are referenced in Part A, Course framework. These are; Teaching Aids (A), IMO Reference
Books (R), Text books (T), Bibliography (B) and DVDs/ CBT's (VG)
Upon completion of this course trainees will be assessed using the criteria in column 4 of the Table A-
V/1-1-3 of the STCW Code. Instructors then, should make certain that teaching methods, lesson plans,
simulator exercises and the like, focus on the desired outcome; a competent ships’ officer.
Specific training guidance is presented below

TOPIC 1 DESIGN AND CHARACTERISTICS OF A CHEMICAL TANKER
1.1 General arrangement and construction
Instructors should note that the students in this advanced level course are required to explain, describe,
draw or otherwise show a deep knowledge and understanding of the topics covered here. The
instructional staff should make every effort to present the material in this light. Rather than reciting
facts about the construction and general arrangement of chemical tankers, instructors should
endeavour to fully explain the reasons why as well as the operational advantages and disadvantages of
this or that construction technique. Students should not be asked to memorize thousands of facts
related to construction requirements. Instead, they should be encouraged to know where to look for
this or that design standard/requirement as they would need to do in the actual workplace.
TOPIC 2 KNOWLEDGE OF PUMP THEORY AND CHARACTERISTICS,
The use of diagrams and screen shots to illustrate this section has been proven beneficial to the
trainees understanding.
TOPIC 3 PROFICIENCY IN TANKER SAFETY CULTURE AND IMPLEMENTATION OF

SAFETY-MANAGEMENT SYSTEM
This topic is aimed at conveying knowledge and understanding versus the learning and resultant
demonstration of a skill. That said, it is important for the instructor to stress that any efforts made
toward the creation and maintenance of a successful tanker safety culture cannot be just an intellectual
undertaking and certainly cannot be just another paper exercise. Instead, the instructor should
inculcate the trainee with the notion that the various instruments being discussed are living systems
and are heavily interrelated. Their development by the IMO and other entities was carried out for good
reasons and their successful implementation requires a genuine and sincere effort by those in charge.
Safety does begin at the top. Quite simply, the safer the chemical tanker is, the less likely it is to be
involved in a safety or environmentally related incident.
The instructor should be completely familiar with the relevant instruments including the ISM,
COSWP, and TMSA and should make every effort to emphasize those portions that are unique to
chemical tankers. Excerpts from the instruments can be very helpful in achieving the desired
emphasis. Similarly, every effort should be made to highlight how the provisions of these instruments
might be implemented differently on an chemical tanker than on other ship types. Where possible,
case studies or other real life examples might be very useful in maximizing the results of such efforts.
TOPIC 4 KNOWLEDGE AND UNDERSTANDING OF MONITORING AND SAFETY

SYSTEMS, INCLUDING THE EMERGENCY SHUTDOWN
There are various guidelines, codes, rules and regulations covering safety and the monitoring of
atmosphere in gas dangerous and gas safe zones on a chemical tanker which must be carried out
regularly., It is important that the trainer emphasizes that it is the combination of technical equipment
and the spirit of the operator on implementing safety which relates to assessing risks, and monitoring
that the vessel as a unit complies with procedures and manages safety on board chemical tankers.

Part E: Evaluation
The effectiveness of any evaluation depends to a great extent on the precision of the description of what
is to be evaluated. The detailed teaching syllabus is thus designed, to assist the Instructors, with
descriptive verbs, mostly taken from the widely used Bloom's taxonomy.
Evaluation/Assessment is a way of finding out if learning has taken place. It enables the assessor
(Instructor), to ascertain if the learner has gained the required skills and knowledge needed at a given
point towards a course or qualification.
The purpose of evaluation/assessment is to:

 To assist student learning.
 To identify students' strengths and weaknesses.
 To assess the effectiveness of a particular instructional strategy.
 To assess and improve the effectiveness of curriculum programs.
 To assess and improve teaching effectiveness.
The different types of evaluation/assessment can be classified as:
Initial / Diagnostic assessment
This should take place before the trainee commences a course/qualification to ensure they are on the
right path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength and areas
for development. This can be carried out during an individual or group setting by the use of relevant
tests.
Formative assessment
Is an integral part of the teaching/learning process and is hence is a "Continuous" assessment. It

provides information on trainee's progress and may also be used to encourage and motivate them.
Purpose of formative assessment
- To provide feedback to students.

- To motivate students.
- To diagnose students' strengths and weaknesses.
- To help students to develop self-awareness.
Summative assessment
It is designed to measure trainee's achievement against defined objectives and targets. It may take the
form of an exam or an assignment and takes place at the end of a course.
Purpose of summative assessment

- To pass or fail a trainee
- To grade a trainee
Evaluation for Quality assurance
Evaluation can also be required for quality assurance purposes.

Purpose of assessment with respect to quality assurance

- To provide feedback to Instructors on trainee's learning.
- To evaluate a module's strengths and weaknesses.
- To improve teaching.
Assessment Planning
Assessment planning should be specific, measurable, achievable, realistic and time-bound (SMART).
Some methods of assessment that could be used depending upon the course/qualification are as
follows and should all be adapted to suit individual needs.
- Observation (In Oral examination, Simulation exercises, Practical demonstration);
- Questions (written or oral);
- Tests;
- Assignments, activities, projects, tasks and/or case studies
- Simulations (also refer to section A-I/12 of the STCW code 2010);
- CBT;
Validity
The evaluation methods must be based on clearly defined objectives, and it must truly represent what
is meant to be assessed, for example only the relevant criteria and the syllabus or course guide. There
must be a reasonable balance between the subject topics involved and also in the testing of trainees'
KNOWLEDGE, UNDERSTANDING AND PROFICIENCY of the concepts.
Reliability
Assessment should also be reliable (if the assessment was done again with a similar group/learner,
would you receive similar results). We may have to deliver the same subject to different group of
learners at different times. If other assessors are also assessing the same course / qualification as us,
we need to ensure we are all making the same decisions.
To be reliable an evaluation procedure should produce reasonably consistent results no matter which
set of papers or version of the test is used.
If the Instructors are going to assess their own trainees, they need to know what they are to assess and
then decide how to do this. The what will come from the standards/learning outcomes of the
course/qualification they are delivering. The how may already be decided for them if it is an
assignments, tests or examinations.
The instructors need to consider the best way to assess the skills, knowledge and attitudes of our
learners, whether this will be formative and/or summative and how the assessment will be valid and
reliable.
All work assessed should be valid, authentic, current, sufficient and reliable; this is often know as
VACSR – "valid assessments create standard results".
- Valid – the work is relevant to the standards/criteria being assessed:
- Authentic – the work has been produced solely by the learner;
- Current – the work is still relevant at the time of assessment;
- Sufficient – the work covers all the standards/criteria:
- Reliable – the work is consistent across all learners, over time and at the required level.

It is important to note that no single methods can satisfactorily measure knowledge and skill over the
entire spectrum of matters to be tested for the assessment of competence.
Care should therefore be taken to select the method most appropriate to the particular aspect of
competence to be tested, bearing in mind the need to frame questions which relate as realistically as
possible to the requirements of the officer's job at sea.
STCW 78 as amended
The training and assessment of seafarers, as required under the Convention, are administered,
supervised and monitored in accordance with the provisions of section A-I/6 of the STCW Code.
Column 3 - Methods for demonstrating competence and Column 4 - Criteria for evaluating
competence in Table A-V/1-1-3 (Specification of minimum standard of competence in basic training
for Chemical tanker cargo operations) of STCW 78 as amended, sets out the methods and criteria for
evaluation.
Instructors should refer to this table when designing the assessment.
Instructors should also refer to the guidance as given in Part B-V/1-1 of STCW code, as given below;
Evaluation of competence
The arrangements for evaluating competence should be designed to take account of different methods
of assessment which can provide different types of evidence about candidates' competence, e.g.:
- direct observation of work activities (including seagoing service);
- skills/proficiency/competency tests;
- projects and assignments;
- evidence from previous experience; and
- written, oral and computer-based questioning techniques.
One or more of the first four methods listed should almost invariably be used to provide evidence of
ability, in addition to appropriate questioning techniques to provide evidence of supporting knowledge
and understanding.
Assessment is also covered in detail in another IMO Model Course, however to assist and aid the
Instructors, some extracts from the Model course is used to explain in depth.
Multiple choice questions
Marking or scoring is easier if multiple-choice test items are used, but in some cases difficulties may
arise in creating plausible distracters.
Detailed sampling allows immediate identification of errors of principle and those of a clerical nature.
It must be emphasized that this holds true, in general, only if the test item is based on a single step in
the overall calculation. Multiple-choice items involving more than one step may, in some cases, have
to be resorted to in order to allow the creation of a sufficient number of plausible distracters, but care
must be exercised to ensure that distracters are not plausible for more than one reason if the nature of
the error made (and hence the distracter chosen) is to affect the scoring of the test item.

Compiling tests
Whilst each examining authority establishes its own rules, the length of time which can be devoted to
assessing the competence of candidates for certificates of competency is limited by practical,
economic and sociological restraints. Therefore a prime objective of those responsible for the
organization and administration of the examination system is to find the most efficient, effective and
economical method of assessing the competency of candidates. An examination system should
effectively test the breadth of a candidate's knowledge of the subject areas pertinent to the tasks he is
expected to undertake. It is not possible to examine candidates fully in all areas, so in effect the
examination samples a candidate's knowledge by covering as wide a scope as is possible within the
time constraints and testing his depth of knowledge in selected areas.
The examination as a whole should assess each candidate's comprehension of principles, concepts and
methodology; his ability to apply principles, concepts and methodology; his ability to organize facts,
ideas and arguments and his abilities and skills in carrying out those tasks he will be called upon to
perform in the duties he is to be certificated to undertake.
All evaluation and testing techniques have their advantages and disadvantages. An examining
authority should carefully analyze precisely what it should be testing and can test. A careful selection
of test and evaluation methods should then be made to ensure that the best of the variety of techniques
available today is used. Each test shall be that best suited to the learning outcome or ability to be
tested.
Quality of test items
No matter which type of test is used, it is essential that all questions or test items used should be as
brief as possible, since the time taken to read the questions themselves lengthens the examination.
Questions must also be clear and complete. To ensure this, it is necessary that they be reviewed by a
person other than the originator. No extraneous information should be incorporated into questions;
such inclusions can waste the time of the knowledgeable candidates and tend to be regarded as 'trick
questions'. In all cases, the questions should be checked to ensure that they measure an objective
which is essential to, the job concerned.
Advantages and disadvantages of oral and practical tests
It is generally considered advisable that candidates for certificates of competency should be examined
orally. Some aspects of competency can only be properly judged by having the candidate demonstrate
his ability to perform specific tasks in a safe and efficient manner. The safety of .the ship and the
protection of the marine environment are heavily dependent on the human element. The ability of
candidates to react in an organized, systematic and prudent way can be more easily and reliably judged
through an oral/practical test incorporating the use of models or simulators than by any other form of
test.
One disadvantage of oral/practical tests is that they can be time-consuming. Each test may take up
about 1 to 2 hours if it is to comprehensively cover the topics concerned.
Equipment must also be available in accordance with the abilities that are to be tested. Some items of
equipment can economically be dedicated solely for use in examinations.

SIMULATOR ASSESSMENT
HUMAN FACTORS Name Name
Rank Rank
Sr. No
Company Company
Cert no: Cert no:
1. Leadership
2. Team Work
3. Communication Skills
OPERATIONAL SKILLS
4. Ability to recognize faults
Ability to take remedial
5.
actions
Self
EXERCISES
Appraisals
6. Exercise 1
7. Exercise 2
8. Exercise 3
9. Written Test Marks
10. Overall Grading
REMARKS:
Please address your comments to:
Maritime Safety Division

International Maritime Organization
4 Albert Embankment
London SE1 7SR
U.K.
[Telefax (+) 44 171 587 3210]

APPENDIX III
DIAGRAMS FOR USE BY THE INSTRUCTOR
NOTE: The numbering of the figure appended herein is that of the General Learning Objectives (GLO)
e.g. Figure no: 2 (A to G) represents GLO 2.0 Knowledge of pump theory and characteristics, including
the types of Cargo Pumps and their safe operations and should be used with their respective Specific
learning Objectives (SLO) included in Part "C" and Part "D" respectively.
Diagrams from the Basic course may also be used.

Fig. 1.1 A Sophisticated Parcel Chemical Tanker with Transverse and vertically corrugated
Stainless Steel Bulkheads
Fig. 1.1B: General Arrangements of a Tanker
***

ANNEX 2
LIST OF ACTION VERBS
From www.personal.psu.edu/bxb11/Objectives/
The ABCDs of Writing Instructional Objectives
The ABCD method of writing objectives is an excellent way to structure instructional objectives.
In this method, "A" is for audience, "B" is for behavior, "C" for conditions and "D" is for degree
of mastery needed.
Example: -"Given a sentence written in the past or present tense, the student will be able to
re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see
her yesterday.)."
The key here is to use verbs that indicate a clearly observable and measurable action.
Appropriate action verbs for the cognitive, affective, and psychomotor domains are listed below.
Bloom's Taxonomy of the Cognitive Domain
Bloom's taxonomy of cognitive learning, originated by Benjamin Bloom and collaborators in the
1950's, describes several categories of cognitive learning.
ORIGINAL BLOOM COGNITIVE TAXONOMY

Category Description
Knowledge Ability to recall previously learned material.
Comprehension Ability to grasp meaning, explain, restate ideas.
Application Ability to use learned material in new situations.
Analysis Ability to separate material into component parts and show
relationships between parts.
Synthesis Ability to put together the separate ideas to form new whole,
establish new relationships.
Evaluation Ability to judge the worth of material against stated criteria.
This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category names
from nouns to verbs, and to switch the Evaluation and Synthesis levels in the hierarchy.

REVISED ANDERSON AND KRATHWOHL COGNITIVE TAXONOMY

Category Description
Remember Ability to recall previously learned material.
Understand Ability to grasp meaning, explain, restate ideas.
Apply Ability to use learned material in new situations.
Analyze Ability to separate material into component parts and show
relationships between parts.
Evaluate Ability to judge the worth of material against stated criteria.
Create Ability to put together the separate ideas to form new whole,
establish new relationships.
Many people also call the analysis, synthesis/create, and evaluation categories “problem solving.”
ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S/ANDERSON

& KRATHWOHL’S TAXONOMY (Cognitive Domain)
Remember Understand Apply Analyze Evaluate Create
Define Choose Apply Analyze Appraise Arrange
Identify Cite examples Demonstrate Appraise Assess Assemble
List of Dramatize Calculate Choose Collect
Name Demonstrate Employ Categorize Compare Compose
Recall use of Generalize Compare Critique Construct
Recognize Describe Illustrate Conclude Estimate Create
Record Determine Interpret Contrast Evaluate Design
Relate Differentiate Operate Correlate Judge Develop
Repeat between Operationalize Criticize Measure Formulate
Underline Discriminate Practice Deduce Rate Manage
Discuss Relate Debate Revise Modify
Explain Schedule Detect Score Organize
Express Shop Determine Select Plan
Give in own Use Develop Validate Prepare
words Utilize Diagram Value Produce
Identify Initiate Differentiate Test Propose
Interpret Distinguish Predict
Locate Draw Reconstruct
Pick conclusions Set-up
Report Estimate Synthesize
Restate Evaluate Systematize
Review Examine Devise
Recognize Experiment
Select Identify
Tell Infer
Translate Inspect
Respond Inventory
Practice Predict
Simulates Question
Relate
Solve
Test
Diagnose

References
Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of
Bloom's Taxonomy of Educational Objectives. New York: Longman.
Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational
Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans,
Green.
__________

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ICAO/IMO JWG-SAR/24-WP.

ICAO/IMO JOINT WORKING GROUP

Wellington, New Zealand, 2 to 6 October 2017

SAR PERSONNEL STAFFING AND TRAINING

Development of the IMO Model Course for SAR Mission Coordination

Presented by the Islamic Republic of Iran and the United States

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 Title of the course: SAR Mission Coordinator or SAR Mission Coordination?

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 Introduction, page 5 "Aims" section:

3 ACTION REQUESTED OF THE JWG

H:\ICAO-IMO JWG\JWG 24 (2017_Wellington, New Zealand)\Input documents\ICAO-IMO JWG SAR-24.WP.15.docx

PARTIAL DRAFT OF MODEL COURSE 3.14 SEARCH AND RESCUE MISSION

3.14 Version 1.0

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This course for SAR Mission Coordination is based on material developed by

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Part A Course Framework X

Part B Course Outline XX

Part C Detailed Teaching Syllabus XX

Part D Instructor's Manual XX

Appendix I Implementation of IMO Courses XX

Appendix II Instructor Feedback on Model Course XX

Appendix III Diagrams for Use by the Instructor XX

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Use of the model course

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During the course, there will be:

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- Properly qualified instructors

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Part A: Course Framework

The course is divided into three parts:

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 use the capabilities and resources available in their country;

Trainees should have:

 at least a basic knowledge of maritime terminology in English;

 Course intake limitations

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 Teaching facilities and equipment

 Use of Simulators or Computed-based Training

Note: Administrations may require additional training to meet national regulations.

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 Teaching Aids (A)

A1 Instructor's Manual (Part D of this course)

 IMO references (R)

T1 IAMSAR Manual, Volume II

 Videos – DVDs, CD ROMs, CBTs (V)

VC1 [Title of video]

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Part B: Course Outline

An effective manner of presentation is to develop a technique of giving information and then

Part 1 of the Course

Knowledge, understanding and proficiency Total Total hours

COMPETENCE 1: ...Familiarity with the global and national SAR system

1 Knowledge of the search and rescue system 14.5 total

1.1 System organization 4.0

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Knowledge, understanding and proficiency Total Total hours

COMPETENCE 2: Ability to ...

2 Knowledge of communications1 16.5 total

2.1 Distress communications 1.0

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