Assessment, Examination and Certification of Seafarers - IMO Model Course 3.12

E
SUB-COMMITTEE ON HUMAN ELEMENT, HTW 4/3/4/Add.1

TRAINING AND WATCHKEEPING 28 October 2016
4th session Original: ENGLISH
Agenda item 3
VALIDATED MODEL TRAINING COURSES
Revised draft model course 3.12 on Assessment, examination

and certification of seafarers
Note by the Secretariat
SUMMARY
Executive summary: This document provides the draft revised IMO model course 3.12 on
Assessment, examination and certification of seafarers
Strategic direction: 5.2
High-level action: 5.2.2
Output: 5.2.2.3
Action to be taken: Paragraph 2
Related document: HTW 4/3/4
General
1 Attached in the annex is the draft revised IMO model course 3.12 on Assessment,
examination and certification of seafarers referred to in document HTW 4/3/4.
Action requested of the Sub-Committee
2 The Sub-Committee is invited to consider the information provided and to take action,
as appropriate.
***
https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1
Annex, page 1
ANNEX
DRAFT REVISED IMO MODEL COURSE 3.12 ON

ASSESSMENT, EXAMINATION AND CERTIFICATION OF SEAFARERS
MODEL
COURSE
3.12
ASSESSMENT,
EXAMINATION AND
CERTIFICATION OF
SEAFARERS
2016 Edition

HTW 4/3/4/Add.1
Annex, page 2
First published in 1992

by the INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
Revised edition 201X
Printed by XXXXXXXXXX
ISBN XXXXXXX
IMO PUBLICATION
Sales number XXXXX
ACKNOWLEDGEMENTS
IMO expresses its sincere appreciation to the International Association of Maritime

Universities (IAMU) and to the International Maritime Lecturers' Association (IMLA) for their
valuable assistance and co-operation in the development of this course.
Copyright © International Maritime Organization 201X
All rights reserved

No part of this published may be reproduced,
stored in a retrieval system or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization

HTW 4/3/4/Add.1
Annex, page 3
CONTENTS
Foreword 4
Introduction 5
Part A: Course framework 9
Part B: General Outline 13
Part C: Detailed Outline 18
Part D: Instructor Manual 59
Part E: Evaluation and Assessment 113
Attachment 1: Examples of Competence-Based Assessment for Seafarers 122

Appendix I: Implementation of IMO Courses 163
Appendix II: Instructor Feedback on Model Course 184

HTW 4/3/4/Add.1
Annex, page 4
Foreword
[Text to be inserted by IMO Secretariat]
KITACK LIM
Secretary-General

HTW 4/3/4/Add.1
Annex, page 5
Introduction
 Purpose of the model courses
The purpose of the IMO model courses is to assist training providers and their teaching staff
in organizing and introducing new training courses, or in enhancing, updating or
supplementing existing training material, where the quality and effectiveness of the training
courses may thereby be improved.
It is not the intention of the model course programme to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute the instructor's presence with audio-visual or programmed material. 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 courses.
Because educational systems and the cultural backgrounds of participants in maritime

subjects vary considerably from country to country, the model course material has been
designed to identify the basic entry requirements and participants' target group for each course
in universally applicable terms, and to specify clearly the technical content and levels of
knowledge and skill necessary to meet the technical intent of IMO conventions and related
recommendations.
In order to keep the training programme up to date in future, it is essential that users provide
feedback. New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO.
 Use of the model course

To use this 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 previous technical education of
the participants should be kept in mind during this review. Any areas within the detailed
syllabus which may cause difficulties because of differences between the actual participant
entry level and that assumed by the course designer should also be identified. To compensate
for such differences, the instructor is expected to delete from the course, or reduce the
emphasis on, items dealing with knowledge or skills already attained by the participants. The
instructor should also identify any academic knowledge, skills or technical training which
participants may not have previously acquired.
By analysing the detailed syllabus and the academic knowledge required to allow training to
proceed, the instructor could design an appropriate pre-entry course, or alternatively, include
the elements of academic knowledge required to support the technical training elements
concerned.
Adjustment of the course objectives, scope and content may also be necessary if national
and/or industry requirements obliges the participants completing the course to undertake
duties which differ from the objectives specified in the STCW Code which are set out in the
model course.
Within the General Outline (Part B) the course designers have indicated their assessment of
the time that could be allotted to each area of learning. However, it must be appreciated that
these allocations are for indicative purposes only and assume that the participants have fully
met all entry requirements of the course. The instructor should, therefore, review these
HTW 4/3/4/Add.1
Annex, page 6
assessments and may need to re-allocate the time required to achieve each specific learning
outcome. In some cases, the entry level and specific needs of the course participants may
warrant a significant extension of the time allocated.
Major parts of this course are directly relevant to personnel from Administrations who
supervise, monitor, assess or are otherwise responsible for the assessment of and certification
of seafarers as well as to the staff of training institutions who conduct examinations for the
issuing of certificates of competency and other documents on behalf of their Administrations.
The participation of both groups in the course will provide an opportunity for a useful exchange
of views between them and the optimisation of national practice related to the intended
learning outcomes of the course. The course may be also used by Shipping Company Officers
(including ship officers) involved in the assessment of seafarers. In the latter case an
appreciation of the links of this model course to model course 1.30 (Onboard Assessment) is
particularly important.
 Lesson plans
Having adjusted the emphases on different parts of the course content to suit the participant
intake and any revision of the course objectives, the instructor should draw up lesson plans
based on the detailed syllabus. The syllabus contains specific references to textbooks or
teaching material suggested for use in the course. Where no adjustment has been found
necessary in the learning outcomes of the syllabus, the lesson plans may simply consist of
the detailed syllabus with keywords or other reminders added to assist the instructor in
presenting the material.
 Presentation
The presentation of concepts and methodologies must be repeated in various ways until the
instructor is satisfied that the participant has attained each specific intended learning outcome.
The syllabus is laid out with a learning outcome format, and each outcome specifies what the
participant must be able to know, understand and/do to demonstrate the achievement of the
relevant competence.
 Evaluation or assessment of participants' progress

The nature of this course involves all the participants and the instructors in an on-going
process of individual and group evaluation. No specific guidance on the assessment of
participants has been included since this forms part of the subject matter of a large part of the
course. The progress of participants can be judged from the outcome of the various activities
undertaken by them, which will indicate if further explanation or clarification of any topic is
needed. The final activity also affords participants the opportunity to give both an overall
evaluation of the course and their own progress and to give instructors feedback about
participants' attainment of learning outcomes. Generic guidelines on evaluation/assessments
are given in Part E of the course.
 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;
 rooms and other training locations;
 equipment e.g. multimedia aids and simulators;
HTW 4/3/4/Add.1
Annex, page 7
 textbooks, technical papers; and

 other reference material.
Thorough preparation is the key to successful implementation of the course. IMO has
produced "Guidance on the implementation of model courses", which deals with this aspect in
greater detail and is included as Appendix 1 to this course.
 Structure
The standards of competence that have to be met by seafarers are defined in Part A of the
Seafarers' Training and Certification and Watchkeeping (STCW) Code of the International
Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW),
1978 as amended. This IMO model course has been developed to support the implementation
of the Convention and Code. It addresses the requirements of regulation I/6 of the Convention
and section A-I/6 of the STCW Code, together with two other IMO Model Courses, model
course 1.30 on "Onboard Assessment", model course 6.09 on "Training Course for
Instructors" and model course 6.10 on "Train the Simulator Trainer and Assessor". The course
is also relevant to meeting the requirements of regulation I/8 of the Convention and section A-
I/8 of the Code. It covers the legal, administrative, supervisory and operational frameworks
and processes of assessing, examining and certifying seafarers within the context of the
Convention. It is intended for individuals/entities involved in these processes as
administrators, supervisors, monitors and/or assessors of seafarers for certification.
This model course is made up of five Parts. Part A provides the framework for the course with
the aims and objectives and notes on suggested teaching facilities and equipment. A list of
useful teaching aids, IMO references and textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course. A
suggested timetable is included, but from the teaching and learning perspective, it is more
important to ensure that the participants achieve the intended learning outcomes of the course
than strict adherence to a timetable. Also included in this section are some guidance notes
and additional explanations.
Part C gives the detailed outline. It is written as a series of topics with specific intended
learning outcomes, in other words what a participant is expected to be able to understand/do
as a result of the teaching and training. The expanded learning outcomes define a required
performance of knowledge, understanding and proficiency. IMO references, textbook
references and suggested teaching aids are included to assist the instructor in designing
lessons.
Part D gives guidance notes and additional explanations to the instructor on the topics and
learning outcomes listed in Part C. For the various topics, this part presents subject matter
details, activities and recommended presentation and assessment techniques.
Part E presents a generic guide for effective evaluation/assessment of course participants.

Parts C and D of this model course address the generic subject matter of Part E in greater
detail.
 Responsibilities of Administrations
Administrations should ensure that training courses delivered by training providers are such
as to ensure that the requirements of STCW regulation I/6 are fully met.

HTW 4/3/4/Add.1
Annex, page 8
 Validation
The information contained in this document has been validated by the Sub-Committee on
Human Element, Training and Watchkeeping (HTW) of the IMO Maritime Safety Committee
(MSC). The model course material is intended for use by technical advisors, consultants and
experts for the training and certification of persons involved in the assessment and certification
of seafarers as administrators, supervisors, monitors and/or assessors, so that the
implementation of seafarer assessment and certification processes may be as uniform as
possible. Validation in the context of this document means that no grounds have been found
to object to its content. The work must not be regarded as an official interpretation of the
Convention.

HTW 4/3/4/Add.1
Annex, page 9
Part A: Course framework

 Scope
The course includes introductory classroom instruction on the assessment, examination and
certification of seafarers (in particular masters, chief engineers, deck and engineer officers),
covering the international provisions for training, assessment, examination and certification of
masters, officers and ratings; the implementation of these provisions under national law; the
selection of assessment methods; the organization of assessments, and the issue and control
of certificates.
The introductory classroom instruction and practical exercises associated therewith should be
optimally followed by practical training conducting assessments/examinations with an
authorized and approved assessor to ensure appropriate understanding of the overall process
and objectives. On completion of or in combination with this practical experience, the
participant should observe the conduct of oral/practical assessments/examinations by persons
experienced in conducting such assessments/examinations under actual conditions. Of
particular importance during such practical training, is the observance of objective measures
for conducting such assessment and examinations that minimise assessor/examiner
subjectivity and improve the achievement of global uniform standards in seafarer certification.
Before being authorized to conduct assessments/ examinations, the trainee should prepare,
validate and conduct a number of oral/practical assessments/examinations and mark written
examinations under the supervision and to the satisfaction of a person or persons authorized
to design, administer and control assessments/examinations and experienced in their design,
administration and control.
 Objectives
The course objectives include the provision of knowledge and skills for course participants to
administer, supervise and monitor training and assessment of seafarer competence in
accordance with the provisions of regulation I/6 of the STCW Convention 1978, as amended
and section A-I/6 of the STCW Code.
On successful completion of the course, the participants should be able to:
 apply the international provisions concerning the training, assessment,

examination and certification of masters, officers and ratings of merchant vessels;
 evaluate and apply the processes necessary to implement these provisions under
national law;
 analyse national assessment, examination and certification process needs;
 determine appropriate assessment methods;
 organize, administer and conduct assessments/examinations; and
 demonstrate the ability to issue certificates and control the certification process.

HTW 4/3/4/Add.1
Annex, page 10
 Entry Standards
Persons to be trained to conduct assessments and examinations for certificates of
competency issued under international instruments should hold a certificate of competency no
lower than the certificate or qualification, which is to be issued by or on behalf of the
Administration. Their qualifications and experience should provide evidence of thorough
competence in both theoretical and practical aspects of all subjects involved. In the case of
those who are to conduct assessments/examinations for issue of certificates as master, chief
engineer, deck or engineering officer, such experience should preferably include service as
master or as chief engineer, as appropriate. A refresher course in the theoretical aspects of
the discipline concerned may be necessary for those persons whose recent experience has
been mostly of a practical nature. Similarly, a refresher course in the practical aspects of the
discipline concerned may be necessary for those persons whose recent experience has been
mostly of a theoretical nature. Other qualifications may be recognized as equivalent in the
case of those persons who are to conduct assessments/examinations in academic or
specialized subjects.
Fluency (both spoken and written) in the language in which the course will be conducted is
essential.
 Course certificate
On successful completion of the course and with appropriate verification that a course
participant has achieved the intended learning outcomes, a certificate may be issued certifying
that the holder has completed a course of training in the establishment, administration and
conduct of assessment and examination of seafarers for certification in accordance with
provisions of the STCW Convention 1978, as amended.
 Course intake limitations

To allow sufficient individual attention and effective participation, the course intake should be
limited to 20. For group activities, the ideal ratio of course participants to instructors should
be 10:1.
Ideally, the course participants should include personnel from both maritime Administrations
and training institutions, or those who conduct assessments and examinations on behalf of
the Administration. There should also be sufficient representation in the deck department and
engineering department to make the activities in the course productive and more balanced.
The successful outcome of the course depends on active participation and contribution from
the participants.
 Staff requirements
The lead instructor should have a broad knowledge of assessment/examination approaches
and methods and a number of years of practical experience in the administration and conduct
of assessments/examinations for the issue of certificates of competency to masters and deck
and engineer officers, as appropriate. Where the course is being delivered to participants of
more than one discipline, the discipline of a second instructor or of one of the additional
instructors should complement that of the lead instructor. Instructors are required to have
appropriate knowledge and skills in instructional techniques for implementing lectures in the
classroom as well as practical activities. It is also recommended that the instructor in charge
of the course should have training certification and experience to meet the intended training
outcomes and preferably be a holder of a certificate of competency at the management level.
Secretarial support is useful throughout the course.
HTW 4/3/4/Add.1
Annex, page 11
 Teaching facilities and equipment

A room of sufficient size to accommodate all participants and instructors should be available
for lectures and should be equipped with a multimedia equipment, marker board/flipchart with
the appropriate writing materials. Connectivity to the Internet is essential and the availability
of other smaller rooms (each equipped with a flip chart, tables and chairs) for group activities
is recommended.
 Teaching aids (A)

A1 Instructor manual (Part D of the course and the associated attachment and
appendix)
A2 Audio-visual equipment and material
V1 STCW 2010 – The Manila Amendments (Videotel – Code No. 1113)
V2 Training, Mentoring and Assessment on Board (Videotel – Code No. 1217)
Videotel films are available from: Videotel Marine International Limited

84 Newman Street
London W1T 3EU, UK
Email: sales@videotel.com
URL: http://videotel.com/
Audio-visual examples listed above may be substituted by other similar material at the
discretion of the training provider and administration.
 Bibliography (B)
B1 Fletcher, Shirley, Competence-Based Assessment Techniques 2nd ed. (London,
Kogan Page, 2001) (ISBN 9780749434229)
B2 Holder, Len, Training and Assessment on Board 4th ed. (London, Witherby & Co
Ltd, 2011) (ISBN 9781856094511)
B3 P. Race, S. Brown and B. Smith, 500 Tips on Assessment 2nd ed. (London,
RoutledgeFalmer, 2005) (ISBN 9780415342791)
B4 The Nautical Institute, Maritime Education and Training (London, The Nautical
Institute, 1997) (ISBN 9781870077415)
B5 International Shipping Federation, ISF Guidelines on the IMO STCW Convention
including the 2010 'Manila Amendments' 3rd ed. (London, International Shipping
Federation, 2012)
B6 International Shipping Federation, ISF On Board Training Record Book for Deck
Cadets 3rd ed. (London, International Shipping Federation, 2012)
B7 International Shipping Federation, ISF On Board Training Record Book for Engine
Cadets 3rd ed. (London, International Shipping Federation, 2013)
B8 International Shipping Federation, ISF Personal Training and Service Record
Books (London, International Shipping Federation, 1998)
B9 E. S. Ebert II, C. Ebert & M. L. Bentley, The Educator's Field Guide: An Introduction
to Everything from Organization to Assessment (New York, Skyhorse Publishing,
2014) (ISBN 9781628737479
B10 E. Raeng, Assessing Seafarers' Competence (FAME/MARTA, Manila, 1999.
Tel: +632 635 4820; Fax: +632 638 7961)
B11 D. Kennedy, Writing and using learning outcomes: A practical guide, (Cork,
Ireland, University College Cork, 2007)

HTW 4/3/4/Add.1
Annex, page 12
Secondhand copies of out of print books may be available from the Warsash Nautical
Bookshop, 6 Dibles Road, Warsash, Southampton SO31 9HZ, UK. Tel: +44 1489572 384
Fax: +44 1489 885 756 Email: orders@nauticalbooks.co.uk URL: www.nauticalbooks.co.uk
 IMO references (R)

R1 The International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers, 1978, as amended in 2010 (STCW Convention)
(available from IMO Publications)
R2 International Safety Management Code (ISM Code) (available from IMO
Publications)
R3 International Convention for the Safety of Life at Sea, 1974, as amended (SOLAS)
(available from IMO Publications)
R4 IMO Information Sources on STCW (available from IMO Knowledge Centre)
 Internet website references (W)
W1 IMO Maritime Knowledge Centre (MKC)

http://www.imo.org/en/KnowledgeCentre/Pages/Default.aspx
W2 STCW Circulars
http://www.imo.org/en/OurWork/HumanElement/TrainingCertification/Pages/STCWCirculars.a
spx
W3 ILO Sector Activities: Shipping, ports, fisheries and inland waterways sector
http://www.ilo.org/global/industries-and-sectors/shipping-ports-fisheries-inland-
waterways/lang--en/index.htm
W4 ILO Database of International Labour Standards https://www.ilo.org/ilolex/english/
W5 Marine Inquiry 11-204: Container ship MV Rena grounding on Astrolabe Reef, 5 October
2011.
http://www.taic.org.nz/ReportsandSafetyRecs/MarineReports/tabid/87/ctl/Detail/mid/48
4/InvNumber/2011-204/language/en-
US/Default.aspx?SkinSrc=%5BG%5Dskins%2FtaicMarine%2Fskin_marine
W6 Costa Concordia marine casualty on January 13, 2012: Report on the safety technical
investigation.
http://3kbo302xo3lg2i1rj8450xje.wpengine.netdna-cdn.com/wp-
content/uploads/2013/05/Costa_Concordia_-_Full_Investigation_Report.pdf
Details of distributors of IMO publications that maintain a permanent stock of all IMO
publications may be found on the IMO website at http://www.imo.org

HTW 4/3/4/Add.1
Annex, page 13
Part B: General Outline

 Lectures
As far as possible, lectures should be presented within a familiar context and should make
use of practical examples. They should be well illustrated with visual media such as diagrams,
photographs and charts, where appropriate, and be related to matters appropriate for
assessment, examination and certification of seafarers.
An effective manner of presentation is to develop a technique of giving information and then

reinforcing it. For example, initially inform the course participants briefly what is going to be
presented to them; then cover the topic in detail; and, finally, summarize. The use of
appropriate presentations using multi-media equipment (such as audio-visual computer-based
projection) and the distribution of copies of presentations 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 attaining the intended learning
outcomes. Instructors should note that the suggested timings are for indicative purposes only,
and not intended to be definitive. The proposed timetable should be adapted to suit individual
groups of course participants depending on their experience and ability as well as the number
of instructors and the equipment available.

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Annex, page 14
Course Lecture Practical

Subject Area hours activity
Course Introduction 0.25 0.25 -
1 The STCW Convention, 1978 as amended 8.75 7.75 1.0
1.1 Background to STCW
1.2 The need for revision
1.3 Overview of the revised STCW Convention
1.4 Process overview
1.5 International instruments
1.6 General objectives
1.7 Certification of fishermen and for high-speed craft
1.8 STCW certificate requirements
1.9 National legislative and administrative framework
2 Quality System 5.0 3.0 2.0
1.10 Quality standards
1.11 Quality management system
1.12 ISM Code
3 Assessing Applications 4.0 2.0 2.0
1.13 Information for applications
1.14 Procedures for assessing applications
4 Requirements in Training and Assessment 3.0 3.0 -
1.15 Regulation on training and assessment
1.16 Roles and responsibilities in training and assessment
1.17 Onboard training and assessment
5 Approving Training, Assessment and Records 4.0 2.75 1.25
1.18 Specification of standards
1.19 Evaluation against standards
1.20 Maintenance of standards
6 Competence-Based Standards 10.0 4.0 6.0
1.21 Competence-based training
1.22 Table of competence in the STCW Code as amended
1.23 Competence-based assessment
1.24 Collecting and matching evidence to standards
1.25 Review and follow-up
1.26 Quality assurance
7 Developing Written Tests 8.25 3.25 5.0
1.27 Examination methodology
1.28 Quality of tests
1.29 Subjective-type tests
1.30 Supply-type tests
1.31 Objective-type tests
1.32 Calculations
1.33 Compiling tests
1.34 Simulator-based tests

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Annex, page 15
8 Invigilation of Tests 1.5 1.0 0.5

8.1 Written tests
8.2 Publications and equipment
8.3 Communications
9 Scoring Tests 2.25 1.75 0.5
9.1 Scoring subjective tests
9.2 Scoring objective tests
9.3 Reviewing marginal cases
10 Oral and Practical Tests 2.0 1.0 1.0
11 Shipboard Assessment 0.5 0.5 -
12 Maintenance of Standards 6.5 2.75 3.75
12.1 Review of test material
12.2 Failure
12.3 Appeals
12.4 Recognizing certificates
12.5 Dispensations, exemptions and equivalents
12.6 Revalidation of certificates
12.7 Suspension and revocation
13 Administration 5.25 1.50 3.75
13.1 Issuing and replacing certificates
13.2 Enforcement of standards
13.3 Upholding the responsibilities of companies
14 Course review and practical evaluation activity 7.0 2.0 5.0
Total course hours 68.25 36.50 31.75
Note: Teaching staff should note that timetable is for indicative purposes only as regards
sequence and length of time allocated to each topic. The timetable should be adapted, as
appropriate, by instructors to suit individual participant groups depending on their experience
and ability as well as the number of instructors and the equipment available.

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Annex, page 16
 Course Timetable*
Period/Day Day 1 Day 2 Day 3 Day 4 Day 5
Introduction to the course 1 The STCW Convention as
amended (cont'd)
5 Approving training, 6 Competence-based
1 The STCW Convention as 3 Assessing applications
assessment and records standards
st
1 Period amended  Practical activity 1.8.8 3.1 Information for applicant
5.1 Specification of standards 6.3 Competence-based
(2 hours) 1.1 Background to STCW  Practical activity 1.8.10
 Practical activity 5.1.5 assessment
1.2 Need for revision 1.9 National legislative and  Practical activity 3.1 (a-c)
1.3 Overview of the revised  Practical activity 5.1.14  Practical activity 6.3.4
administrative framework
STCW Convention
Break
1 The STCW Convention as 2 Quality system (cont'd) 3 Assessing applications 5 Approving training,
amended (cont'd) assessment and records 6 Competence-based
2nd Period 2.1 Quality standards 3.2 Procedures for assessing standards
(2 hours) 1.4 Process overview 2.2 Quality management applications 5.2 Evaluation against
1.5 International instruments system standards  Practical activity 6.3.5
1.6 General objectives  Practical activity 3.2.2 5.3 Maintenance of standards  Practical activity 6.3.18
Meal Break
6.1 Competence-based
4 Requirements in training
1 The STCW Convention as standards 6 Competence-based
and assessment
amended (cont'd) 2 Quality system (cont'd) standards
3rd Period 6.2 Competence-based training
4.1 Regulation on training and
(2 hours) 1.7 Certification of fishermen  Practical activity 2.2.3 6.3 Table of competence in the 6.4 Collecting and matching
assessment
and for high speed craft  Practical activity 2.2.6 STCW Code as amended evidence to standards
4.2 Roles and responsibilities in
 Practical activity 1.7.13  Practical activity 6.2.3  Practical activity 6.4.8
training and assessment
4 Requirements in training 6 Competence-based
6 Competence-based
th 1.8 STCW Certificate 2 Quality system (cont'd) and assessment standards
4 Period standards
requirements
(1 hour) 2.3 The ISM Code 4.3 Onboard training and 6.5 Review and follow-up
 Practical activity 6.2.6
assessment 6.6 Quality assurance

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Annex, page 17
Period/Day Day 6 Day 7 Day 8 Day 9 Day 10

7 Developing written tests  Practical activity 7.7.15
7.8 Simulator-based tests 13 Administration
11 Shipboard assessment
7.1 Examination methodology
12 Maintenance of standards
1st Period 7.2 Quality of tests 8 Invigilation of tests 13.1 Issuing and replacing
14 Course review
(2 hours) 7.3 Subjective-type tests certificates
12.1 Review of test material
 Practical activity 7.3.6 8.1 Written tests
7.4 Supply-type tests 8.2 Publications and equipment  Practical activity 13.1.2
Break
8.3 Communications
7 Developing written tests  Practical activity 8.3.3 (cont'd) 13 Administration
(cont'd)
 Practical activity 7.4.5 9 Scoring tests
 Practical activity 12.1.12  Practical activity 13.1.5
2nd Period 7.5 Objective-type tests
(2 hours)  Practical activity 7.5.6 9.1 Scoring subjective tests 14 Practical evaluation activity
13.2 Enforcement of standards
12.2 Failure
12.3 Appeals  Practical activity 13.2.4
Meal Break
7 Developing written tests (cont'd) 13 Administration
(cont'd) 9.2 Scoring objective tests 12.4 Recognizing certificates
13.3 Upholding the
3rd Period  Practical activity 7.5.20 9.3 Reviewing marginal cases  Practical activity 12.4.2
responsibilities of 14 Practical evaluation activity
(2 hours)  Practical activity 7.5.21 12.5 Dispensation, exemptions
companies
7.6 Calculations 10 Oral and practical tests and equivalents
12.6 Revalidation of certificates 13 Administration

4th Period 7.7 Compiling tests
Practical activity 7.7.14  Practical activity 10.8 12.7 Suspension and revocation 14 Practical evaluation activity
(1 hour)  Practical activity 13.3.7
* This timetable is for indicative purposes only, as regards sequence and length of time allocated to each topic. The timetable should be adapted, as
appropriate by instructors, to suit individual participant groups depending on their experience and ability, as well as the number of instructors and the
equipment available.

HTW 4/3/4/Add.1
Annex, page 18
Part C: Detailed Outline

The detailed teaching syllabus is presented in a learning outcome format in which the outcome
describes what the participant must do to demonstrate that knowledge, understanding and
proficiency have been transferred.
A learning outcome is a statement in specific and measurable terms that describes what the
participant will be able to do as an outcome of participating in a series of lectures and practical
activities. In this context, all outcomes under the subject items shown in the column
"Knowledge, understanding and proficiency" of the following table are understood to be
prefixed by the words, "The expected learning outcome is that the participant should be able
to …".
In order to assist the instructors in charge of this course, IMO references, textbooks and
bibliography related to each of the subject items are shown in the second and third columns
of the table. Suggested teaching aids that assist instructors to implement effective teaching
and training are also shown in the fourth column. The following notation and abbreviations are
used in the table.
 R IMO reference
 T Textbook
 B Bibliography
 A Teaching Aids
Abbreviations used are:

 An.: Annex  Para.: Paragraph
 App.: Appendix  Pt.: Part
 Art.: Article  Reg.: Regulation
 Ch.: Chapter  R.R.: Radio Regulation
 Fig.: Figure  Sec.: Section
 Int.: Introduction  Ta.: Table
 p., pp.:Page, pages
The following are examples of the use of references:
"R1 – Reg. II/3" refers to regulation II/3 of the International Convention on Standards of
Training, Certification and Watchkeeping for Seafarers, 1978, as amended; and
"A1" refers to the Instructor Manual in part D.

HTW 4/3/4/Add.1
Annex, page 19
IMO Textbooks, Teaching

Knowledge, understanding and proficiency Reference Bibliography Aids
R1 A1
Course introduction (0.25 hour) Reg. A-I/6
Sec. A-I/6
.1 explain the scope and objectives of the course

.2 explain the relationship of this course to other
IMO model courses
.3 explain that use is made during the course of
individual and group activities to develop skills in
preparing assessment and examination
materials
.4 explain the need to supplement what is learned
on the course with practical experiences in
developing assessment/examination material
and conducting assessment/examination,
initially for lower grade certificates
.5 explain that Part D of the model course provides
guidance on the reference material necessary
for the course, arranged according to subject
areas, but is also intended to serve as a
reference manual
.6 explain that the course draws on the practices of
several IMO Member States as examples of how
competence-based assessment and
examination systems may be conducted and
emphasizes the common fundamentals and
principles
1. The STCW Convention, 1978 as amended
(8.75 hours)
1.1 Background to STCW (0.5 hour) A1 & App.

R1 B4
A
B5 V1
.1 explain that IMO has, since its inception,
W1
endeavoured to improve the safety of ships and
their equipment, as well as to raise the training
standards of seafarers
.2 state that the IMO conference convened in 1978
on the STCW Convention resulted in one of the
most important maritime safety conventions ever
developed
.3 explain that the 1978 STCW Convention was the
first attempt to establish global minimum
professional standards for seafarers, which
previously were established by individual
governments without reference to practice in
other countries
.4 state that the 1978 STCW Convention prescribed
minimum standards which countries were obliged
to meet or exceed
1.2 The need for revision (0.5 hour) R1 B4 A1 & App.
A

HTW 4/3/4/Add.1
Annex, page 20
R7 B5 W1
.1 state factors that reduced the effectiveness of the
W2
1978 STCW Convention including:
- changes in the structure of the world
merchant fleet in management and manning
of ships
- reduction in crew members on board, faster
turn-round, more frequent crew changes
- mix of different education and training
backgrounds from multi-national manning
- changes in traditional organization of duties
and responsibilities on board ships
- public concern regarding human related
causes of shipping disasters
.2 describe the nature of the 1995 amendments as:
- being essentially a complete revision
- retaining the articles of the 1978 Convention
- substantially amending the Annex
(regulations) to the Convention
- Introducing a new Seafarers' Training,
Certification and Watchkeeping (STCW
Code)
- transferring all detailed technical
requirements to this associated Code
- focusing on identifiable and verifiable skills
and outcome-based competence
- requiring respective Administrations to
maintain direct control and endorse the
qualifications of personnel serving their ships
enhancing control procedures
- making Parties to the Convention
accountable to each other, through IMO, for
proper implementation and activities as
required in the Convention and covering three
important areas:
 responsibilities of shipping companies
 uniform standards of competence
 implementation by Parties
- introducing a new structure of the Convention
.3 explain that in support of the above major areas,
the revised Convention included new provisions,
such as:
- the qualifications of trainers and assessors
- quality standards system
R1 B5 A1
1.3 Overview of the 2010 Manila Amendments to
R4
the STCW Convention (0.75 hour)
.1 state that the structure and goals of the

Convention and Code as amended remains the
same as that of the 1995 amendments
.2 state that included in the 2010 Manila
amendments are a number of important changes
to the Annex to the Convention and Code, such
as:
- improved measures to prevent fraudulent
practices associated with certificates of
competency and strengthen the evaluation

HTW 4/3/4/Add.1
Annex, page 21
process (monitoring of Parties' compliance

with the Convention);
- revised requirements on hours of work and
rest and new requirements for the prevention
of drug and alcohol abuse, as well as updated
standards relating to medical fitness
standards for seafarers;
- new certification requirements for able
seafarers;
- new requirements relating to training in
modern technology such as electronic charts
and information systems (ECDIS);
- new requirements for marine environment
awareness training and training in leadership
and teamwork;
- new training and certification requirements for
electro-technical officers;
- updating of competence requirements for
personnel serving on board all types of
tankers, including new requirements for
personnel serving on liquefied gas tankers;
- new requirements for security training, as well
as provisions to ensure that seafarers are
properly trained to cope if their ship comes
under attack by pirates;
- introduction of modern training methodology
including distance learning and web-based
learning;
- new training guidance for personnel serving
on board ships operating in polar waters; and
- new training guidance for personnel
operating Dynamic Positioning Systems
- new security training requirements
- explicit definitions for near-coastal voyages
.3 identify key milestones in the timeline for full
implementation of the 2010 amendments
.4 discuss in detail the structure and parts of the
STCW Convention and Code, as amended
- state the general obligations of the
Convention
- outline the Articles of the Convention
- outline the 8 chapters of the Annex to the
Convention and discuss the regulations in
them
- outline the 8 chapters of Part A of the STCW
Code and discuss the standards in them
- reflect on the relevant guidance of Part B of
the STCW Code
- state the importance and purpose of the
competence tables in Part A of the STCW
Code
- explain the use of the competence tables in
Part A of the STCW Code
- recall that the 2010 STCW Conference
Resolutions includes the following:
 The Manila Amendments to the Annex to
the International Convention on

HTW 4/3/4/Add.1
Annex, page 22
Standards of Training, Certification and

Watchkeeping for Seafarers (STCW),
1978
 Verification of certificates of competency
and endorsements
 Standards of training and certification
and ships' manning levels
 Development of guidelines to implement
international standards of medical
fitness for seafarers
 Revision of existing model courses
published by the International Maritime
Organization and development of new
model courses
 Attracting new entrants to, and retaining
seafarers in, the maritime profession
 Future amendments and review of the
STCW Convention and Code
 Day of the seafarer
R1 B5 A1
1.4 Process overview (0,75 hour) R4 W1
W2
.1 state that the assessment and certification
process must ensure that candidates meet all
minimum national and international requirements
in respect of:
- experience
- age
- medical fitness
- training
- qualification
- assessments/examinations
- standards of competence
.2 state that the process must test knowledge and
competence actually used in the position
concerned
.3 state that the STCW Convention contains specific
criteria detailing the standards of knowledge,
understanding and proficiency to achieve for
each element of competence for the various
functions
.4 state that assessments/examinations must be
properly administered, supervised and monitored
.5 state that the trainers, assessors and examiners
must be appropriately qualified
.6 state that the process must apply the same
minimum standard at all locations and at all times
until standards are changed
.7 state that assessment/examination process must
be seen to be fair, up to date and have clear
application to the job/position to be attained by
the candidate
.8 states that the process should allow candidates
to appeal against decision of the
assessor/examiner

HTW 4/3/4/Add.1
Annex, page 23
.9 state that the process must allow for revocation

of certificates for specified causes
.10 state that the process must provide for periodic
revalidation:
- of certificates issued
- of assessment/examination content
.11 state that process must be able to maintain
security and confidentiality of
assessment/examination content
.12 state that process must ensure that approved
training courses remain up to date and valid
.13 state that the process requires successful
completion of applicable courses which have
been approved by the Administration
.14 explain the need to ensure a common standard
of training and assessment to make the
qualification process work in accordance with the
STCW Convention
.15 explain that in theory, a seafarer may receive
education, training, seagoing service, certificate,
and employment on board, each from different
States
.16 state that the qualification process will only work
if the different States involved are confident that
the education, training, assessment/examination
in the other States are implemented in
accordance with the standards specified in the
STCW Convention, as amended
.17 explain that there is a need for a procedure in
recognizing standards to serve as a basis:
- for acceptance by the other States
- to facilitate delegation of responsibility to
individual maritime education and training
institution
- for agreements on co-operation with other
States/institutions
R1 A1
1.5 International instruments (1.0 hour) W1
W2
.1 list the principal international instruments
W3
governing training and certification of seafarers
W4
as:
- the United Nations Convention on the Law of
the Sea (UNCLOS III)
- the STCW Convention 1978, as amended
- the ITU Radio Regulations
- the Maritime Labour Convention, 2006
- various IMO Assembly Resolutions
.2 state – for the United Nation Convention on
the Law of the Sea (UNCLOS) – that:
- Article 94 (Duty of the Flag State) requires
that Flag States:
 effectively exercise their jurisdiction and
control in administrative, technical and
social matters over ships flying its flag
 ensure that on each the master and
officers possess appropriate

HTW 4/3/4/Add.1
Annex, page 24
qualifications, in particular in
seamanship, navigation,
communications and marine
engineering, and that the crew is
appropriate in qualification and numbers
for the type, size, machinery and
equipment of the ship;
 ensure that the master, officers and, to
the extent appropriate, the crew are fully
conversant with and required to observe
the applicable international regulations
concerning the safety of life at sea, the
prevention of collisions, the prevention,
reduction and control of marine pollution,
and the maintenance of communications
by radio.
 conform to generally accepted
international regulations, procedures
and practices and to take any steps
which may be necessary to secure their
observance.
.3 state – for the ITU Radio Regulations – that:
- the International Telecommunication
Union is the UN specialized agency
responsible for regulations governing the
use of the radio spectrum
- the provisions concerning certificates for
personnel of ship stations and ship earth
stations and for personnel of stations in
the maritime mobile and maritime mobile
satellite service are set out in articles S47
and S48, respectively, of the Radio
Regulations
- as of 3 October 1989, articles S47 and
S48 of the Radio Regulations provide for
the issue and use of GMDSS (Global
Maritime Distress and Safety System)
certificates as follows:
 first-class radio electronic certificate
 second-class radio electronic certificate
 general operator's certificate
 restricted operator's certificate
- the conditions of issue and the knowledge
and experience required for each GMDSS
certificate are set forth in article S47 of the
Radio Regulations
- Article S48 of the Radio Regulations
stipulates the class and minimum number of
operators or personnel for ship stations and
ship earth stations
- although different, the ITU and IMO
requirements are held to be compatible
.4 state – for the Maritime Labour Convention
(MLC), 2006 – the inter-relation between MLC
hours of work and STCW hours of rest, and the
process of recording hours of rest
.5 refer to the list of IMO Assembly Resolutions on
training

HTW 4/3/4/Add.1
Annex, page 25
- A.703 (17) – Training of radio personnel in the

Global Maritime Distress and Safety System
(GMDSS)
- A.771 (18) – Training requirements for crews
of fast rescue boats
- A.921 (22) – Assembly resolutions
superseded by the 1995 amendments to the
1978 STCW Convention
- A.1079 (28) – Recommendations for the
training and certification of personnel on
mobile offshore units (MOUs)
.6 explain the differences in and purpose of
Conventions, Resolutions and Circulars adopted
by the IMO Assembly
.7 state further requirements for the training of all
personnel on ships carrying certain types of
cargoes and operating in extreme conditions per
different Codes including:
- for ships carrying dangerous chemicals in
bulk, the IBC Code (Section 16.3 of 2015
Consolidated Edition)
- for ships carrying liquefied gases in bulk, the
IGC Code (Section 18.7 of 2015
Consolidated Edition)
- for ships falling under the IGF Code
- [for ships falling under the Polar Code]
R1 B4 A1
1.6 General objectives (0.25 hour) B5 W1
W2
.1 summarize that the obligations of
States/Contracting Parties in administering,
supervising and monitoring the systems and
processes that support seafarer competence,
the general objectives behind these instruments
as they relate to examination of personnel as
being:
- to develop and maintain a global minimal
standard of safety and pollution prevention
for merchant ship operation
- to assess and validate the competence of
seafarers to perform shipboard duties in a
safe and effective manner by means of
statutory examination
- to issue an authoritative document to
provide evidence of seafarer competence
that confirms the qualification of a seafarer
and which is subject to inspections by port
state control
1.7 Certification of fishermen and for high-speed

craft (2.0 hours)
.1 state the requirements to establish:

- standards of qualifications for certificates
- issuing of certificates
- examinations for certificates, as required
- means of enforcement

HTW 4/3/4/Add.1
Annex, page 26
.2 state that the International Convention on

Standards of Training, Certification and
Watchkeeping for Fishing Vessel Personnel
(STCW-F) covers the respective requirements
.3 state that the training and certification
requirements of personnel on high-speed craft
are governed by the SOLAS Convention and
the High-Speed Craft Code.
.4 note the similarities and differences in the
training requirements for high-speed craft and
for merchant ships
.5 state that provisions for safety measures for
high-speed craft are incorporated in Chapter X
of the SOLAS Convention
.6 outline the three regulations in Chapter X of the
SOLAS Convention as:
- Regulation 1 on Definitions
- Regulation 2 on Application
- Regulation 3 on Requirements for high-
speed craft
.7 state that the High-Speed Craft Code (HSC
Code) means the International Code of Safety
for High-Speed Craft adopted by the Maritime
Safety Committee by Resolution MSC.36(63),
as may be amended.
.8 outline Chapter 18 of the HSC Code which
specifies the training and qualification
requirements
.9 state that, among other things, the HSC Code
requires the Administration to issue type rating
certificates to master and officers following
appropriate training and examination
commensurate with the operational tasks on
board
.10 list the coverage of the type rating training
which includes:
- knowledge of all onboard propulsion and
control systems
- failure mode of the systems
- handling characteristics of the craft and
their limitations
- bridge communication and navigational
procedures
- stability and survivability of the craft in
damage conditions
- life-saving appliances
- escape routes, and evacuation procedures
for passengers
- fire protection and fire-extinguishing
appliances and systems
- damage control equipment and systems
- cargo and vehicle stowage and securement
systems
- control and communications with
passengers, related to emergency
- location and use of all items listed in training
manuals
- others, such as:

HTW 4/3/4/Add.1
Annex, page 27
 maintenance
 passenger handling for service and
safety
 medical
 route / passage familiarization
.11 list criteria for revalidation of type rating
certificate
R1 B5 W1
1.8 STCW certificate requirements (2.0 hours)
.1 describe the structure of certificates for the

W2
master and the deck department, outlining the
requirements for each certificate
.2 describe the structure of certificate for the
engine department, outlining the requirements
for each certificate
.3 identify the mandatory training provisions
.4 identify the special requirements for personnel
on certain types of ships
.5 define near-coastal voyage
.6 describe the applicability of delimiting
near-coastal voyages in accordance with the
STCW Convention
.7 explain the purpose and the intent of
establishing what constitutes approved sea-
going service
.8 generate a description of approved seagoing for
various certificates
.9 describe the effects of varying the certificate
structure from that embodied in the Convention
.10 generate a certificate structure to meet given
needs
R1
1.9 National legislative/administrative framework
(1.0 hour)
.1 describe generally the national legislation

required to give full effect to the STCW
Convention
.2 outline, in terms suitable to own country:
- enabling legislation governing the
certification of masters, ships' officers and
ratings
- subsidiary legislation governing:
 the conduct of examinations
 the issue of certificates
 the revalidation of certificates
 the suspension and cancellation of
certificates
 policy and fines
.3 classify examinations as being:
- internal if conducted by the training
institution or by personnel of such institution

HTW 4/3/4/Add.1
Annex, page 28
- external if conducted solely by an

Administrative Authority independent of the
training institution
.4 summarize the advantages and disadvantages
of the internal examination system
.5 summarize the advantages and disadvantages
of the external examination system
.6 describe the organization of an Administration,
which operates an external examination system
.7 describe the organization of an Administration,
which delegates the examining function to
training institutions
.8 detail the process to be followed to establish an
external examination and certification system
.9 detail the process to be followed to establish an
internal examination and certification system
.10 detail the process of assessments for the award
of certificates of competency by Administrations
2. Quality System (5.0 hours)
R1 A1 - App.
2.1 Quality standards (1.0 hour)
B
.1 recall the requirements of regulation I/8 of the
Annex to the STCW Convention, 1978, as
amended
.2 state that a quality standards system must be in
place to ensure achievement of defined
objectives in areas including:
- training
- assessment of competence
- certification
- endorsement
- revalidation
- qualification and experience of instructors
and assessors
.3 state that the quality standards are applicable
to:
- the Administration's system for control,
approval and certification
- maritime education and training institutions,
and their assessment/examination system
.4 state that the quality standards system must
include an evaluation process, and the
evaluation to be conducted by qualified persons
not involved in the activities concerned
.5 outline the scope and objectives to be covered
in the quality standards, including but not
limiting to:
- the administration of the certification
system
- training programmes and courses, their
objectives and related standards of
competence to be achieved
- assessments and examinations, on the
appropriate levels of knowledge,

HTW 4/3/4/Add.1
Annex, page 29
understanding and proficiency/skills

required
- qualifications and experience of instructors
and assessors
- controls and internal quality assurance
reviews
- an independent evaluation process
.6 explain that the independent evaluation
pursuant to regulation I/8 is to ensure and verify
that:
- all internal management control, monitoring
measures and follow-up actions comply
with documented procedures and are
effective in achieving objectives as planned
- the results of each evaluation are
documented, made known to the
appropriate personnel, and timely
corrective actions taken
.7 state that the report of the independent
evaluation should include the terms of
reference for the evaluators, and the
qualification and experience of the evaluators
.8 state that the training and assessment of
seafarers required under the Convention must
be administered, supervised and monitored,
and that the trainers and assessors are
qualified, as stipulated in regulation I/6 of the
STCW Convention, and section A-I/6 of STCW
Code
.9 state that quality standards are stipulated in
regulation I/8 of the STCW Convention and
section A-I/8 of STCW Code
A1 - App
2.2 Quality standards system (3 hours)
B
.1 state that all activities under the requirements of
the Convention are to be continuously
monitored through a quality standards system
whether the activities are carried out by the
Administration, within a Government
ministry/department/organization, or other
entities under its authority
.2 outline the essential principles to ensure quality
standards as:
- establishing clear policies/objectives,
standards governing staff quality and
conduct of activities
- adopting realistic approach to ensure
effective implementation and control
measures, including adequate funding
- developing procedures which allow for
achievable performances, and result of the
activities to be monitored
- involving the participation of all affected
staff at all levels in the development,
implementation and maintenance of the
system

HTW 4/3/4/Add.1
Annex, page 30
.3 generate procedures for conducting

assessment of competence-based standards
for navigating officers/engineering officers and
ratings
.4 outline the main parts in the quality standards,
including:
- clear guidelines to ensure quality
assurance
- activities that are developed in a structured
manner and verified to meet requirements,
for example, the development of simulator
exercises
- maintenance of operational functions, such
as identifying staff development needs and
equipment servicing
- the result phase, such as focusing on
procedures to determine
assessment/examination criteria and
awarding of certificates
.5 define the key elements in the quality standards
model, including:
- an expressed quality policy, means for
implementation to achieve stated aims and
objectives, and commitment so as to gain
recognition by relevant authority
- incorporation of the quality management
functions, and organizational structure,
responsibilities, process, resources
- techniques and activities for quality control
at all levels
- systematic monitoring arrangements
- arrangements for periodic external quality
evaluation
.6 design a feedback form for monitoring of quality
standards
.7 state that the quality standards model for
assessment of knowledge, understanding and
proficiency should take account of the general
framework of either:
- the national scheme for education and
training accreditation/quality standards, or
- an alternative model acceptable to IMO
.8 state that it is recommended for the
administration of national certification system to
adopt arrangements that:
- are sufficiently flexible to take account of
the varying needs of the industry, as well as
the application of new technology
- cover all matters that give effect to the
various provisions of the Convention on
issues related to certificates, such as
endorsements, suspensions and cases of
fraud
- encompass responsibilities for approving
training and assessment, including from
undergraduate-type and upgrading courses
to certificates of competency to short
vocational courses

HTW 4/3/4/Add.1
Annex, page 31
- incorporate process for internal reviews

and external evaluation
.9 explain that the establishment of quality
standards for education, training and
assessment programmes should consider the
following:
- utilize existing provisions for national
accreditation/education quality standards to
courses incorporating the competence
requirements of the Convention in all levels
- whether to use real or simulated
equipment, where acquisition of
skill/accomplishment of task is the primary
objective, taking into account the
qualifications and experience of the
assessors
- the internal quality assurance evaluations
should involve a comprehensive self-study
of programmes, addressing all aspects of
activities, from design, to presentation, to
teaching
.10 state that guidance regarding quality standards
are given in Section B-I/8 of STCW Code
R2
2.3 ISM Code (1.0 hour)
.1 state the purpose and objectives of the ISM

Code
.2 state that the ISM Code is a requirement for
mandatory application, incorporated in Chapter
IX of the SOLAS Convention
.3 explain that the ISM Code fundamentally
addresses quality management systems as
applied to ship management and operation
.4 state that compliance with other quality
management systems does not necessarily
ensure compliance with the ISM Code
.5 state that the ISM Code does not provide
detailed and prescriptive requirements, but acts
as an "umbrella" regulation encompassing the
STCW Convention, MARPOL Convention,
SOLAS Convention, and other standards
.6 state that the implementation of a training
programme by virtue of being under the
requirements of the ISM Code may not
necessarily meet the STCW criteria
.7 clarify paragraph 2.3.6 above with examples:
- ISM Code requires newly assigned crew
members to be familiarized with the vessel
- generally familiarization training given to
the crew would satisfy the requirements of
both ISM and STCW Convention
- for certain vessels, such as tankers and
passenger ships, the ISM Code
requirement for shipboard familiarization is
not sufficiently detailed to meet the
respective requirements of the STCW
Convention, as amended

HTW 4/3/4/Add.1
Annex, page 32
3. Assessing Applications (4.0 hours)
R1 A1 - App.
3.1 Information for applications (2.0 hours)
C
.1 generate a list of information needed on
application for the following:
- first and subsequent certificate of
competency
- revalidation of certificate of competency
- endorsement of service
.2 list the information about seafarer required for
application to include:
- identification
- age
- medical fitness
- sea-service
- education, training, qualification as
relevant
.3 state applicable conventions and guidelines as:
- International Convention on Standards of
training, Certification and Watchkeeping,
1978, as amended
- ITU Radio Regulations
- IMO-ILO Guidelines on Medical
Examination of Seafarers, 2013
A1 - App.
3.2 Procedures for assessing application (2.0
C
hours)
.1 identify a procedure for assessing applications

.2 given an application, determine the required
documentary evidence necessary to complete
the review of the application
.3 explain how seafarers' documentation and sea
service may be verified
.4 explain the effect of fraudulent practices on the
certification process and its outcomes and
IMO's work in this regard
.5 describe the authority required for accepting
equivalencies
4. Requirements in Training and Assessment
(3.0 hours)
R1
4.1 Regulation on training and assessment
(1.0 hour)
.1 state that regulation I/6 covers the provisions on

training and assessment for seafarers for
certification
.2 state that relevant requirements are specified in
section A-I/6 of STCW Code, and that section
B-I/6 of STCW Code provides guidance for the
requirements

HTW 4/3/4/Add.1
Annex, page 33
.3 outline the requirements on training and

assessment in section A-I/6 of STCW Code as
follows:
- achievement of the prescribed standard of
competence by ensuring structure in
accordance with written programmes
including for delivery, procedures and
course material
- the prescribed qualification, experience and
knowledge of persons conducting,
monitoring, evaluating and supporting the
training and assessment, which are carried
out:
 either on board or ashore
 either in-service or involving the use of
simulators
 within a recognized training institution,
where quality standards are applied
- the effect on the normal operation of the
ship, and the dedication of time and
attention on persons involved in the training
assessment
.4 explain the critical importance of having
appropriately qualified instructors, assessors
and supervisors and the associated challenges
for administrations and maritime education and
training institutions
4.2 Roles and responsibilities in training and

assessment (1.0 hour)
.1 state the roles and responsibilities in the

training and assessment regime for the various
functions including:
- the training supervisor
- instructor
- assessor
- training and assessment on board
- internal verifier or auditor
- external verifier or auditor
.2 state that the training and assessment regime
should ensure that the various functions are
performed by suitably qualified persons in
respect of:
- the level of competence required, as
specified in the STCW Tables of
Competence
- the types of competence/characteristics
required in the functions, such as for
delivery of lectures (in training ) and degree
of objectivity (in assessment)
- their motivation, attitude and understanding
of the roles assumed
- courses attended or training/instructional
techniques received
- their experience in the functions

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Annex, page 34
Onboard training and assessment (1.0 hour) R1 B2

4.3
.1 state that the senior sea staff have
responsibility for ensuring the efficiency and
safety of the operations and welfare of
personnel
.2 state that the responsibility includes:
- familiarizing crew members with the ship
and equipment
- implementing safe procedures for routine
operations including the prevention of
pollution
- providing emergency response training
- encouraging career development for all
crew members
.3 state that the requirement for persons
conducting onboard training and/or assessment
are specified in section I/6 of the STCW Code
and as given in sub-sections 4.1 and 4.2 above
.4 list the considerations for onboard training and
assessment, including the following:
- time requirement
- condition of ship and environment/voyage
factors
- cultural/language issues
- determining specific performance
outcomes
- methods to be used
- resources, such as:
 the necessary skills and qualification of
trainers and assessors
 equipment and space
 manuals
 training aids
 the relevant forms, record sheets or
training record books
5. Approving Training, Assessment and Records

(4.0 hours)
A1 - App.
5.1 Specification of standards (2.0 hours)
D
.1 state that a written specification should be
prepared for the approval of training courses
leading to required international or national
qualifications
.2 state that specifications should cover:
- facilities
- equipment
- staff qualifications and experience
- trainee entry standards
- course programme and syllabus
- minimum performance standards of
trainees for the issue of a certificate or other
document attesting success

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.3 state that trainee intake limitations should be

specified in the light of facilities and equipment
available
.4 state that the capabilities and performance
standards of necessary equipment should be
specified
.5 list the factors to consider for the use of
simulators in conducting training and
assessment
.6 state that the qualifications and experience of
instructors must be laid down
.7 explain that the provision of support staff and
technicians capable of servicing equipment
may be taken into account when considering
course approvals
.8 state that entry standards for trainees should be
prescribed
.9 explain that provision to allow the admission of
trainees who do not fully meet the prescribed
entry standard can be included in the
specifications on condition that they undergo
extra initial training
.10 state that guidelines on the course programme,
content of the syllabus and minimum period of
training should be specified, but the detailed
course curriculum and syllabus may be
submitted by the training establishment as part
of the application for approval
.11 state that the form of examination or continuous
assessment and the criteria for their successful
completion should be laid down
.12 state that conditions for reassessment may be
included
.13 state that the form of document attesting
success should be specified
.14 draw up a specification of standards for a module of
a training and assessment programme to satisfy a
given requirement or recommendation of the STCW
Convention
.15 explain that, when equipment specifications are
updated, approvals for existing equipment should
be continued for a reasonable time to allow for
replacement or updating
.16 explain how IMO model courses can be used to
assist in drawing up specifications

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A1 - App.
5.2 Evaluation against standards (1.0 hour)
D
.1 state that a formal application to the
Administration for approval or re-approval of
training should be required from a training
establishment
.2 state that the application should contain
sufficient information on facilities, equipment,
staff and the intended course programme to
enable evaluation against the specified
standards
.3 state that, before approval, a visit to the training
establishment should be made by an officer of
the Administration to:
- check the facilities and that necessary
equipment is in place and functioning
satisfactorily
- discuss the training programme and
syllabus with the course organizer and, if
possible, the instructors who will be
involved
- ensure that the intended assessment
procedure are satisfactory
.4 explain why, in the case of internally examined
courses for certificates of competency, it is
advisable to require submission of specimen
examination papers, model answers and
marking schemes as part of the approval
procedure
.5 state that specimen examination papers may be
produced by the Administration as guidance to
training establishments on the type of
assessment expected
.6 state that approval for new training courses
should initially be conditional upon satisfactory
completion of the first course
.7 state that examiner from the Administration
should monitor the first course or selected parts
of it
5.3 Maintenance of standards (1.0 hour)
.1 state that approvals may be granted for a

limited period, after which re-approval should
be sought
.2 state that approvals should:
- require notification of changes in courses,
equipment or instructors
- reserve the right to monitor all or part of a
course without notice
- include arrangements for moderation of
assessments
- stipulate the records to be kept and reports
to be made to the Administration
.3 explain that moderation may be carried out by
the Administration or by independent
moderators, appointed either by the

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Administration or, subject to their approval, by

the training establishment
.4 state that moderators should:

- approve examination papers, marking
schemes and arrangements for continuous
assessment in advance
- have the right to substitute a question or
questions of their own in an examination
paper
- scrutinize marked scripts and adjust the
marks if necessary
- be a member of the board of examiners if
such a board is established
- submit reports to the Administration
.5 state that the Administration has the right to
inspect assessment/examination scripts
.6 explain how the Administration can use an oral
test, forming part of the overall assessment, as
an indicator of course standards
.7 state that training establishments should refer
all proposals to accept trainees who do not
meet the entry standards to the Administration
.8 state that training establishments should be
asked to comment on unusually high or low
pass rates
.9 explain how standards can be maintained and
improved by periodic meetings of teachers and
examiners from the Administration
6. Competence-Based Standards (10.0 hours)
R1 B5 A1 - App.
6.1 Competence-based training (0.75 hour)
E
.1 state that certificates of competency have been
B6
a feature of employment at sea for many years B7
.2 state that traditionally, the education and B8
training programmes built around the
requirements for the various grades of
certificates include:
- practical experience at sea
- the skills, knowledge and understanding
that underpin satisfactory performance of
shipboard duties
.3 explain that the system outlined in paragraphs
6.1.1 and 6.1.2 has been in use prior to the
2010 Manila Amendments to the STCW
Convention
.4 explain that the 2010 amendments to the
STCW Convention, define the requirements of
the competence in more explicit terms, together
with the outcomes to be achieved, measured
and assessed
.5 state that the objective is to establish a clearly
defined single set of standards of competence
recognized by all concerned
.6 state that competence standards enable:

HTW 4/3/4/Add.1
Annex, page 38
- the industry to specify its requirements and

the training to be based on them
- training to be responsive to the needs of the
industry
- establishment of benchmarks for delivery of
training, certification and recognition of
individual capability
.7 state that the broad approach to competence
capability should also reflect personal
effectiveness in acquiring general and relevant
skills, knowledge and understanding of the
performance of required tasks taking into
account:
- the ability to cope with the demands of the
working environment, including the ability to
work with other people
- the ability to cope with emergencies and
allowing for all contingencies that may arise
.8 state that the development of competence-
based qualifications for seafarers involves:
- making the desired learning outcome
explicit
- ensuring that assessment incorporates
performance ability and application in
practice
- providing a range of learning opportunities
to individuals to facilitate access to new
qualifications and career advancement
6.2 Table of competence in the STCW Code R1 A1 - App.

(2.25 hours) E
.1 state that the competence standards are
grouped within a framework of seven functions
at three levels of responsibility
.2 state the format of the table of competence as
consisting:
- the title of a general area of competence
(Column 1 of table)
- the description of outcomes (Column 2 of
table)
- the range of contexts and activities to which
the performance criteria for the desired
outcomes apply (Column 3 of table)
- the performance criteria (Column 4 of table)
.3 construct the comparison table showing
compliance with Standards
.4 explain that competences may be applicable for
different functions, and this flexibility led to
Chapter VII on "Alternative Certification"
.5 list an example to paragraph 6.2.4 above as:
- some competences found in the function
Controlling the operation of the ship and
care for persons on board at the operational
level are common to both officer in charge
of a navigational watch and officer in charge
of an engineering watch

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.6 develop applicable competence for special

training requirements
.7 state that the higher the level of responsibility,
the more of the following will be required:
- breadth and range of competence
- depth and breadth of knowledge and
understanding
- capability in dealing with complexity and
difficulty
- specialized capabilities
- ability to transfer competence from one
work context to another
- ability to innovate and cope with non-
routine activities
- ability to recognize and plan work
- ability to supervise and lead others
6.3 Competence-based assessment (4.0 hours) R1 B1

.1 explain that traditionally, seafarer training and
B5 A1 - App.
qualification arrangements have been based B6 E
on: B7
- the sea service requirement, to gain B8
adequate experience and acquire skills B10
- written examinations, to test knowledge B11
and understanding of subject relevant to
the work involved
.2 state that one of the key components of
competence-based standards and
qualifications is the assessment process
.3 state that the assessment must effectively
evaluate competence in performance of tasks
in line with the performance criteria
.4 given a specific function, analyse tasks involved
.5 given a specific task, analyse the knowledge
and skills required
.6 state that assessment is the process of
obtaining and comparing evidence with the
standards
.7 state that the assessment must aim to ensure
that sufficient, reliable and verifiable evidence is
available
.8 explain that the traditional methods of seafarer
training and certification stated in paragraph
6.3.1 above have their drawbacks
.9 state that performance aboard ship can be a
valuable source of evidence of competence
alongside some of the more familiar and
traditional methods of evaluating competence
.10 state that the STCW Convention specifies the
methods and criteria for demonstrating and
evaluating competences listed in the
competence tables
.11 describe and provide examples of the criterion-
referenced assessment and the norm-
referenced assessment

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.12 state that tables of competence in the STCW

Convention most closely resemble the criterion-
referenced model
.13 explain that all forms of assessment concern
the collection of evidence to match against
defined standards
.14 explain that it is the purpose of the assessment
which determine the nature and process of the
assessment system
.15 define the purpose of competence-based
assessment
.16 describe key principles in the competence-
based assessment approach, including:
- focus on outcome
- individualized assessment
- no percentage rating
- no comparison with other individuals'
results
- all standards/requirements must be met
- on-going process, leading to further
development and assessment
- only "competent" or "not yet competent"
judgements made
.17 list the three key aspects of competent
performance provided by the standards of
competence, as:
- what has to be achieved (outcomes)
- how well it must be achieved (performance
criteria)
- in what context/condition/activities (range
statement)
.18 given a general training objective, or knowledge
or skill required, generate detailed learning
outcomes on which tests items may be based
.19 state that the competence-based assessment
process includes establishing and agreeing on
the assessment plan between the assessor and
the candidate
.20 list the various influences on the assessment
process including:
- a sense of direction
- illusion of validity
- stereotyping
- halo and horns effects
- the 'Hawthorne' effect
- contrast effect
- recency effect
.21 state that in a competence-based assessment
and certification system, individuals achieve a
certificate when they can demonstrate
performance which meets all the required
standards
.22 list other uses of competence-based
assessment system, including:
- a basis of performance appraisal
- identification of training needs
- a tool for skills audit

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Annex, page 41
- a base for staff selection and recruitment

- evaluating training effectiveness
6.4 Collecting and matching evidence to R1 B4

standards (2.0 hours) B5
.1 state that assessment is about making
B6 A1 - App.
judgements, and involves reviewing evidence B7 E
presented to make a confident decision of B8
"competent" or "not yet competent" B10
.2 describe the various methods of assessment B11
including:
- observation of performance
- skills test
- simulation exercises
- project or assignment
- oral questioning
- written examination
- multiple-choice question
.3 discuss the strengths and weaknesses of each
method indicated in paragraph 6.4.2
.4 list the four key components that influence
choice of methods as:
- the required standards of competence
- the assessment framework
- the context of assessment
- skills of assessor
.5 explain that the use of various methods should
take into account:
- the evidence required
- the amount of the evidence required
- the quality of the evidence generated from
the method
.6 state that some of the methods provide
evidence of performance, while others provide
evidence of knowledge and understanding
(refer to Bloom's Taxonomy)
.7 state that it is the application of knowledge and
understanding that is of key interest in a
competence-based assessment system
.8 construct a table of specifications and explains
its use in drawing up an
assessment/examination
.9 outline the considerations under which multiple
assessors may be used
.10 list the sources of evidence of a candidate's
performance
.11 explain the different types of evidence,
including:
- performance evidence
- knowledge evidence
- direct or primary evidence
- indirect evidence
- supporting evidence
- supplementary evidence
- historical evidence

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.12 state that the assessment plan should be

flexible so as to assess the candidate in variety
of ways, taking into account operational
constraints
.13 state that wherever possible, assessment
should take place in the workplace with
observation of normal workplace activity
.14 state that workplace assessment may not
always be possible, either:
- because of lack of opportunity to assess the
full range of activity, or
- the environment is not conducive, such as
noise level too high or safety may be
compromised
.15 state that in such cases mentioned in paragraph
6.4.14 above, other forms/combination/location
of assessment will need to be set-up and
managed to gather sufficient high quality
evidence
.16 state that in all methods and forms of
assessment there should be transparency,
validity and reliability in the system
.17 state that to ensure quality, all evidence
collected should be valid, authentic, current,
and in sufficient amount
.18 state that in the matching and judging stages of
competence-based assessment, the following
guidelines are helpful:
- all standards to be assessed
- evidence should relate clearly to standards
- sufficient evidence is generated in normal
or realistic conditions
- the assessment process is individualized,
with no comparison to other candidates
- evidence should be traceable to source and
kept on record
- the assessment process should not put
additional pressure on both assessor and
candidate
6.5 Review and follow-up (0.5 hour) A1 - App.

E
.1 explain that the assessment process may
reveal the candidate's performance "gaps"
.2 state that "gaps" indicate either a lack of
opportunity to demonstrate competence or lack
of experience/skills/knowledge
.3 state that the candidate is to be provided with
feedback on the "gaps", and his/her training and
development needs identified as necessary
.4 state that there should be properly laid out
procedures for recording the assessment,
including the plan, evidence collected, result of
assessment, training and development
recommendations, etc.

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.5 state that there should be properly laid out

procedures for providing the follow-up actions,
including awarding the certificate to candidate
or plan for re-assessment
6.6 Quality assurance (0.5 hour) R1 A1 - App.

E
.1 state that an effective quality assurance model
is required to be in place to ensure that the
standards and the credibility of the
competence-based assessment system is
maintained
.2 explain how the selection, training and
monitoring of assessors affect quality
assurance in the competence-based
assessment system
.3 outline the requirements and characteristics
that are essential in the proper selection,
training and monitoring of assessors
.4 outline the framework to ensure that quality
control is maintained in the system
.5 define the role and responsibilities of the
internal verifier or auditor
.6 define the role and responsibilities of the
external verifier or auditor, and the organization
he/she represents
7. Developing Written Tests (8.25 hours)
7.1 Examination methodology (0.5 hour) B4 A1 -

.1 state that the purpose of examination is to
B9 App. F
assess the adequacy and suitability of the
experience, the adequacy of training and the
knowledge, skill and practical competence of
seafarers
.2 state that the seafarers, in addition to paragraph
7.1.1 above, must also be certified medically fit
for sea duty
.3 explain the function of job analysis in
determining the knowledge and skills required
to discharge the responsibilities, duties and
functions of an identified post competently
.4 differentiate between an examination syllabus
and teaching syllabus and between general
training objectives and detailed learning
outcomes
.5 identify sources of the international mandatory
minimum knowledge requirements as being the
revised STCW regulations and their annexes,
the IBC and IGC Codes, the ITU Radio
Regulations and Maritime Labour Convention,
as appropriate
.6 explain the status of IMO Assembly resolutions
and MSC circulars
.7 explain what is meant by minimal interpretation
of mandatory instruments

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.8 explain how IMO model courses may be used

as guidance so that the minimum standards of
competence implemented may be as uniform
as possible
.9 state that the examination format may consist of
written, oral and practical tests, and continuous
assessment
.10 state that written tests may be of the subjective
or objective type
.11 describe the subjective-type test as demanding
an essay or précis response, the quality and
completeness of which must be subjectively
assessed by the scorer
.12 describe an objective-type test as demanding
completion or selection of a response which
involves little or no subjective assessment of its
completeness and quality by the scorer
.13 list the types of objective tests as true/false,
matching, multiple-choice or coded multiple-
choice items
.14 state that supply-type questions consisting of
completion or short-answer test may be
regarded as failing between the definitions of
subjective and objective tests
7.2 Quality of tests (0.5 hour) B9 A1 -

.1 describe the desired qualities of an examination
App. F
as relating to:
- content validity
- criterion-related validity
- item validity
- reliability
- discrimination
- usability
.2 explain that the content validity (balance) of a
test is a measure of how well the test content is
representative of the range of tasks to be
measured
.3 explain that the weighting of the test in
measuring knowledge, comprehension and
application of concepts should equate to the
practical use made of the topic in the task
concerned
.4 explain that the criterion-related validity of a test
is a measure or how well the test estimates or
predicts the candidate's on-the-job
performance
.5 outline the performance criteria for seafarers
given in STCW Code
.6 explain the need to establish the criterion-
related validity of the examination process for
seafarers
.7 explain that item validity is a measure of the
appropriateness of that individual item in the
area concerned
.8 explain that a test item may prove to be invalid
because of:

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Annex, page 45
- inappropriate level of difficulty

- poor construction
- inappropriateness of learning outcome
tested
.9 explain that the reliability of a test is a measure
of its ability to produce consistency of results
.10 explain the link between examination reliability
and comprehensiveness
.11 explain that the discrimination power of a test
item is a measure of its ability to discriminate
between the more competent and the less
competent candidates
.12 explain that the discrimination power of an
examination is a measure of its ability to pass
those who are competent and to fail those who
are not
.13 explain the factors, which affect discrimination
.14 state that examinations should be easy and
economical to administer
7.3 Subjective-type tests (0.75 hour) B4 A1 -

.1 state that good subjective-type examination
App. F
should test:
- breadth of knowledge
- depth of knowledge
- comprehension of principles, concepts and
methodology
- ability to apply principles, concepts and
methodology
- ability to organize facts, idea and
arguments
.2 state that a good subjective question:
- is as brief as possible
- is clear
- is complete
- contains no extraneous information
- measures an outcome that is essential to
the job
.3 give examples of uses to which subjective test
items may best be put
.4 describe the advantages of an essay-type test
.5 describe the weaknesses of an essay-type test
.6 generate subjective-type questions to test
achievement of specific learning outcomes
7.4 Supply-type tests (0.5 hour) A1 -

.1 explain that supply-type tests may be of the
App. F
'completion' or 'short-answer' types
.2 give examples of uses to which supply-type test
items may best be put
.3 describe the advantages of an supply-type test
item
.4 describe the weaknesses of an supply-type test
item

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.5 generate supply-type test item to test that

specific learning outcomes have been achieved
7.5 Objective-type tests (3.0 hours) B9 A1 -

.1 explain that objective tests may be of the
B16 App. F
'true/false', 'matching', or 'multiple-choice' types
.2 give examples of uses to which the true/false
test item may best be put
.3 explain the advantages of the true/false test
item
.4 explain the weaknesses of the true/false test
item
.5 explain what is meant by the guess factor and
how this can be compensated for in scoring this
type of test
.6 generate true/false test items to test that
specific learning outcomes have been achieved
.7 give examples of uses to which a test item of
matching test may best be put
.8 explain the advantages of the matching-test
item
.9 explain the weaknesses of the matching-test
item
.10 generate items for a matching test to determine
if specific learning outcomes have been
achieved
.11 state that the answer to multiple-choice
question may be of the 'best answer' type or the
'correct answer' type
.12 state that in its most widely used form a
multiple-choice item consists of a stem, which
poses the situation, followed by a number of
alternative responses, one of which is 'best' or
'correct' in the situation
.13 give examples of uses to which a multiple-
choice-type test item may best be put
.14 describe the advantages of the multiple-choice-
type test item
.15 describe the weaknesses of the multiple-
choice-type test item
.16 state that, where selection of the 'best'
response is called for, that response may not be
'correct' or 'true' in all situations
.17 state that the remaining responses are
'distracters' or 'foils', which must be plausible
.18 describe how to construct plausible distracters
.19 generate multiple-choice items which:
- pose the situation in the stem
- measure outcomes essential to the job
- has only indisputable answer
- contain no clues in the stem
- are grammatically consistent
- discriminate misconceptions, through
pertinent, reasonable, plausible, distinct,
but incorrect distracters
- have responses arranged in a logical order

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- have responses of approximately equal

length
- use negative words only when appropriate
- are free of irrelevant response
- have the best response randomly placed
- use only standard accepted abbreviations
- avoid absolute terms such as 'never' and
'always'
.20 given specific learning outcomes, generate
multiple-choice items which test:
- knowledge of facts, principles, concepts or
methodology
- comprehension of principles, concepts or
methodology
- application of principles, concepts or
methodology
.21 generate coded and illustration-type multiple-
choice items and identify suitable areas of
application for test items of this nature
7.6 Calculations (0.75 hour) A1 -

.1 state that ability to perform calculations may be
App. F
assessed by requiring the complete solution of
selected problems (gross sampling)
.2 state that ability to perform calculations may
also be assessed by detailed sampling
.3 describe a procedure for gross sampling
.4 describe a procedure for detailed sampling
.5 differentiate between procedural items and step
test items
.6 discuss advantages and disadvantages of
gross and detailed sampling
.7 given an item for a gross sampling test, compile
a series of items for a 'detailed sampling' test
that covers all procedure and steps
7.7 Compiling tests (2.0 hours) B4 A1 -

.1 explain why the types of test items used in a test
B9 App. F
should be as consistent as possible and that, if
varied, like items should be grouped together
.2 state that the type of test used should be that
which best assesses the learning outcome or
ability
.3 explain why the number of alternative
responses used in an examination consisting of
a series of multiple-choice test items should not
be varied within a discrete section of the
examination
.4 state that the number of alternative responses
used in a multiple-choice test varies the 'guess
factor'
.5 state that instructions for completion of tests
should be concise and clear
.6 explain how test items should be distributed in
a test according to their level of difficulty

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.7 explain how the sequence of correct responses

in a multiple-choice test should not form a
recognizable pattern on the answer sheet
.8 state that a table of specifications should be
constructed and used for each topic area
.9 state that the compiled test should be
comprehensive
.10 state that data banks of test items may be kept
in card form or in computerized form
.11 state that series of tests may also be kept as
examination papers or booklets
.12 state that completed answer sheets for multiple-
choice tests may be scored manually, by
electronic scanning equipment or by computer-
based testing software
.13 state that plastic templates may be used to
score the answer sheets of multiple-choice
tests manually
.14 given a subject area of an examination syllabus,
generate a subjective-type examination paper
to effectively assess competence
.15 given a subject area of an examination syllabus,
generates a test to measure the competence of
candidates efficiently, effectively and
economically
.16 explain security measures necessary to prevent
compromising of test material
.17 state that if the topic coverage of a databank of
test items for a multiple-choice-type test is
comprehensive, the examinee's prior
knowledge of individual test items need not
compromise the outcome of such a test
7.8 Simulator-based tests (0.25 hour)

.1 state that testing with simulators allows for
collecting evidence of competence related to:
- psychomotor skills
- cognitive skills
- decision-making skills
- teamwork skills
.2 discuss the advantages and disadvantages of
simulator-based testing including:
- limitations in time
- economy of resources
- replication of reality/fidelity
.3 design simulation exercise
- define performance outcomes/standards
- define range of performance acceptability
- define criteria for assessing performance
.4 state the factors to be considered for selection
of type and class of simulator for assessment
including:
- competence to be examined for
- fidelity of simulation required
.5 State that the simulator-based assessment
should be indicted on a written document
showing:

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.6 state the importance of the following:

- assessor rehearsal of simulation exercise
- trainee familiarization with simulator
- briefing of trainees of the simulator exercise
scenario
- competence in line with the performance
criteria
.7 differentiate between the performance
outcomes required for:
- evidence of performance
- evidence of knowledge and understanding
.8 differentiate between tests to ascertain:
- knowledge
- skill
- teamwork
.9 given a specific function, analyse tasks involved
for incorporation in a simulator-based test
.10 given a specific task, analyse the knowledge
and skills required
.11 state the importance of simulator familiarization
training before simulator-based test

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8 Invigilation of Tests (1.5 hours)
8.1 Written tests (0.5 hour) A1 -

App. G
.1 distinguish between open-book and closed-
book test
.2 state that an examinations officer should be
appointed to take charge of all administration
for each examination, including its invigilation
.3 state that the examinations officer should
provide invigilators with written instructions on
the general conduct of examinations and the
special requirements for particular tests
.4 state that instructions on the general conduct of
examinations should include:
- means of positive identification of
candidates
- policy on late arrivals
- the earliest time at which candidates may
leave
- security of examination papers, answer
books and papers, their collection and their
return
- a list of permitted personal publications,
and calculators
- conditions under which a candidate may
temporarily leave the examination room
- rules on permitted communications
- guidelines on the disposal of rough working
and cancelled answers
- what to do about damage or detachment of
examination publications and equipment
- procedure in the event of suspect cheating
or other irregularities
- telephone number(s) (or other contact
information) to use in case of queries or
difficulties
.5 explain why there should always be a minimum
of two invigilators per examination room
.6 state that invigilators should not undertake any
other tasks during the invigilation of an
examination
.7 state that the times of starting and of finishing,
by the clock in the examination room, should be
clearly displayed
.8 describe how to prepare an examination room
regarding the spacing of desks and the seating
of candidates for a written test
.9 state the benefits of and issues surrounding the
use of closed-circuit television (CCTV) cameras

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8.2 Publications and equipment (0.25 hour)

.1 state that publications and equipment to be
provided by the examining authority should be
indicated at the head of examination papers
.2 explain that the examinations officer must know
requirements in advance, to ensure that an
adequate supply of publications or of equipment
is available
.3 state that necessary and permitted personal
publications and equipment should be included
in the published examination rules available to
candidates
.4 describe the checks which invigilators should
make of personal publications and equipment
.5 explain how to deal with cases of damage to or
defacement of examination property
8.3 Communications (0.75 hour)

.1 state that, in general, no communication
between candidates, whether verbal or written,
should be allowed and any queries must be
directed to an invigilator
.2 explain how sharing of publications, equipment
and calculators has potential for cheating and
states that it should be prohibited
.3 draw up a written statement of the
administrative arrangements for an
examination, including a set of instructions to
invigilators on the conduct of an examination
9 Scoring Tests (2.25 hours) B4

B9
9.1 Scoring subjective tests (1.25 hours) A1 -
.1 distinguish between credit scoring and
App. H
deductive scoring
.2 define:
- error of principle
- major errors
- clerical errors
.3 explain how weighing can be applied in
deductive scoring to:
- errors of principle
- major errors
- clerical errors
.4 state that deductions may exceed the score for
a question, in which case a zero score is
assigned
.5 explain how credit scoring can be weighted with
respect to method and clerical accuracy
.6 state that calculation problems should be
broken down into steps, with scores being
assigned to method, to extraction of data from
tables or other sources and to correct answer at
each step

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.7 state that accuracy limits for a correct answer

should form part of the scoring scheme
.8 state that criteria for credit for neatness and
orderliness of working (if any) should be stated
in the scoring scheme
.9 state that deduction for errors or lack of
accuracy should be unambiguously defined in
deductive scoring schemes
.10 state that a well-defined scoring scheme will
give the same score when applied by different
markers
.11 explain how to deal with answer produced by a
calculator, not showing the method used
.12 describe how a scoring scheme can be
produced for an essay question
.13 given an essay question, produces scoring
schemes for both credit scoring and deductive
scoring
.14 explain how to deal with doubtful responses
.15 state that scores for questions may be weighted
to reflect their importance or difficulty
.16 explain the use of compulsory and optional
questions in a paper
.17 state that optional questions should all be of
similar standard and be weighted equally
.18 state that the pass mark is set at the lowest
score for which sufficient skills and knowledge
have been demonstrated for the examinee to be
judged to be competent in the subject being
tested
.19 state that the pass mark is often fixed for
administrative convenience, and explain how
that affects the development of tests
9.2 Scoring objective tests (0.5 hour)

.1 state that simple credit scoring is usually
employed
.2 state that deductions may be made for:
- nil response
- multiple response
- wrong response
.3 state that credits and deductions may be
weighted
.4 explain that a criterion-referenced test is
intended to measure how many learning
outcomes have been realized, and that a
deductive scoring scheme complicates the
interpretation of results and the setting of a pass
mark
.5 explain how different types of objective tests,
forming part of the same paper, may be
weighted
.6 explain how chance scoring affects total scores
in simple credit scoring
.7 state that the pass mark should be the number
of criteria, which it is necessary to satisfy for the

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Annex, page 53
examinee to be judged to have demonstrated

competency in the subject of the test
.8 explain how the pass mark can be adjusted to
take account of chance scores
9.3 Reviewing marginal cases (0.5 hour)

.1 define a marginal case as a score within 5%
either side of the pass mark
.2 state that all marginal cases should be reviewed
for:
- completeness of marking
- correct recording of scores
.3 state that, for objective tests, the score after
review is accepted
.4 state that marginal subjective tests should be
independently marked by a second marker, as
a check on the correct application of the scoring
scheme
.5 describe how to re-mark and adjust scores after
the decision on whether to pass or fail has been
made
10 Oral and Practical Tests (2.0 hours) A1 -

.1 state that Administrations may require an oral
App. I
and practical test on topics essential to safety,
as part of the examination, for issue of
certificates of competency
.2 explain advantages and disadvantages of such
a requirement
.3 explain how an oral test and how a practical test
should be conducted
.4 summarize a process for assuring proper
coverage of the syllabus and a fair assessment
.5 explain the use of objective tests for screening
.6 outline a procedure for conducting
communications
.7 explain the use which may be made of models
and simulators
.8 draw up a test specification and a scoring
scheme for a given oral or practical examination
11 Shipboard Assessment (0.5 hour)

.1 define shipboard assessment
.2 define performance outcome
.3 define performance measure
.4 define performance standard
.5 list the issues to take into account when
preparing and conducting shipboard
assessment
.6 state that shipboard assessment should be
carried out in accordance with regulation I/6 of
the STCW Convention and section A-I/6 of
STCW Code

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Annex, page 54
.7 list the stages of developing shipboard

assessment methods
.8 indicate that IMO Model Course 1.30 on
"Shipboard Assessment" covers this topic in
detail
12 Maintenance of Standard (6.5 hours)
12.1 Review of test material (3.0 hours) B4 A1 -
.1 explain a procedure for initial review of the

B9 App. J
content of new and revised test item
.2 explain how the adequacy of a test may be
evaluated against task criteria
.3 explain how a statistical review of items for an
objective test may be carried out
.4 explain the meaning and use of:
- level of difficulty (P-value) of a test item
- cumulative and composite P-values
- discrimination index (D-value) (coefficient
of correlation) of a test item
- population
- frequency distribution of test results
.5 given statistics on the results of a series of tests:
- calculate the P-values of individual test
items
- calculate the cumulative P-values of
individual test items
- calculate the (D-value) (coefficient of
correlation) of a test item
- plot the frequency distribution of results of
the test and discuss the discrimination
performance of the test as a whole
.6 explain the usefulness of P- and D-values in
assessing the quality of test items in criterion-
related tests
.7 discuss desired P-values
.8 discuss desired D-values
.9 describe the content of a test-item label
.10 state that, to allow efficient and effective
compilation of examination sets, test items
drawn from a data bank must be coded for:
- subject topic
- ability tested
- level of difficulty
.11 describe how P-values can be used to maintain
a consistent standard of examination
.12 given flawed test items, identify and corrects
weakness in them
.13 appraise various methods and ranges for
evaluating competence

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12.2 Failures (0.25 hour)

.1 describe an effective procedure for controlling
the re-examination of candidates who have
failed
.2 describe advantages and disadvantages of
awarding partial passes in an examination
system
.3 explain how failing candidates may be advised
of weaknesses demonstrated in their answers
.4 state that any weakness demonstrated by many
candidates should be brought to the attention of
the training institution concerned
12.3 Appeals (0.25 hour)

.1 outline procedures for dealing effectively and
fairly with appeals concerning:
- acceptance of sea service
- medical fitness
- attendance at approved training courses
- written tests
- oral and practical tests
12.4 Recognizing certificates (1.0 hour) A1 -

.1 describe a procedure for recognizing
App. J
certificates issued by another flag
Administration in accordance with STCW
Convention regulation I/10
.2 given an applicant for a certificate who already
holds a certificate issued by another
Administration, identify criteria to determine:
- the equivalence of the foreign certificate
- such further actions as may be necessary
to allow an appropriate certificate to be
issued
.3 describe how the validity of certificates issued
by other Administrations may be verified
.4 explain difficulties, which may arise concerning
administrative control
12.5 Dispensations, exemptions and equivalents A1 - App.

(1.0 hour) J
.1 describe condition under which dispensations
may be issued under the STCW Convention
.2 generate examples of 'circumstances of
exceptional necessity'
.3 generate example of circumstances of 'force
majeure' giving rise to the need for dispensation
.4 describe how to deal with an application for a
dispensation for an officer to temporarily fill a
post more senior than that which he/she is
certificated to fill
.5 describe how to deal with an application for a
dispensation for an uncertificated seafarer to

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Annex, page 56
temporarily fill a post for which a certificated

person is required
.6 state that the STCW Convention requires
Administrations to ensure that a post filled by a
person holding a dispensation is filled by the
holder of an appropriate certificate as soon as
possible
.7 generate a document suitable for issue as a
dispensation
.8 describe the circumstances under which an
Administration can vary the mandatory
minimum requirements for certificates issued
under the STCW Convention
.9 discuss the use which may be made of
equivalents under the STCW Convention
12.6 Revalidation of certificates (0.25 hour)

.1 explain requirements of the STCW Convention
regarding revalidation
.2 explain the process to be applied to confirm
competence for revalidation
.3 refer to Table B-I/2 in the STCW Code as
indicating a list of certificates or documentary
evidence required under the STCW Convention
together with the requirement for endorsement,
registration and revalidation
12.7 Suspension and revocation (0.75 hours) A1 ..

.1 describe the authority which is necessary in
App. J
order to revoke or suspend certificates for
specified causes
.2 outline procedures for dealing effectively and
fairly with cases of alleged:
- misconduct
- incompetence
- incapacity
.3 given a case study, identify those factors which
should result in revocation or suspension of a
certificate
13 Administration (5.25 hours)
13.1 Issuing and replacing certificates (1.75 hours) A1 -
.1 explain the need for centralized control over the

App. K
issue and replacement of certificates
.2 generate a central record for certificates issued,
including updates, and list the basic information
to be recorded
.3 explain the procedure for verifying eligibility
prior to issue
.4 explain the procedure for endorsing certificates
and for removing limitations

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.5 from given data, complete the endorsement as

required by the STCW Convention
.6 explain the procedure for replacing lost
certificates and the associated precautions
which should be taken
13.2 Enforcement of standards (1.25 hours) A1 -
.1 outline the content of a typical set of
App. K
administrative instructions and guidance aimed
at achieving uniformity and treatment of
assessment of candidates
.2 describe the means by which the requirements
for certification and documentation of ship's
personnel may be enforced
.3 describe administrative procedures which may
be adopted to help prevent wrongful use of
certificates which have been stolen, revoked or
suspended
.4 generate the control procedures which may be
applied under the provisions of Article X and of
regulation I/4 of the STCW Convention
.5 outline the practical training which examiners
should undergo following completion of the
present course

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13.3 Upholding the responsibilities of companies A1 - App.

(2.25 hours) K
.1 state that each Administration shall hold
companies responsible for the assignment of
seafarers for service in their ships in
accordance with the provisions of the STCW
Convention
.2 outline such responsibilities, with respect to:
- appropriate certificates to hold by the
seafarers
- safe manning requirements
- the relevant documentation and data of the
seafarers
- the seafarer's familiarization of the ship,
equipment and procedure
- the seafarer's co-ordination on safety and
pollution prevention
.3 given a watchkeeping schedule, comments on
its suitability
.4 state that regulation I/14 of the STCW
Convention and section A-I/14 of STCW Code
specify the responsibilities of companies
.5 state that Section 4 of the ISM Code also
specifies company responsibilities and
authority
.6 state that section B-I/14 of STCW Code
provides guidance on the responsibilities of
companies and masters with regards to newly
employed seafarers, and the obligations of
seafarers who are newly assigned to the ships
.7 state that section B-II/1 of STCW Code
provides comprehensive advice on training
matters for onboard training of officers in
charge of a navigational watch, and that much
of the concept is applicable to onboard training
of all ship personnel
14 Practical Evaluation Activity（5.0 hours） A1 -
.1 given the general objectives and detailed

App. L
teaching syllabus of a course, constructs a
series of tests to evaluate the outcome of that
course
.2 conduct a field test of the series of tests
constructed under objective 14.1
.3 review the results of the field test and evaluates
the test against specified criteria

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Part D: Instructor Manual
 Introduction
The instructor manual provides guidance on the material that is to be presented during the
course, and has been arranged under the fourteen main subject areas (sections) identified in
the course outline, timetable and detailed syllabus (Parts B and C).
The guidance in this part of the model course draws – to varying degrees - on the provisions,
procedures and practice of a number of States. The reference material indicated may be
supplemented by additional texts or material at the discretion of the instructor.
The course outline and provisional timetable provide guidance on the time allocation for
course. Every effort has been made to ensure the reliability of the time allocations. However,
because of differences in the backgrounds, abilities, interests and personalities of the course
participants comprising each class or group and the specific needs of a jurisdiction, the time
actually taken for each subject area will vary (in some cases significantly) even if the same
instructional team is used. This is especially true in respect of time allocated to practical
activities. Where group activities are involved, group dynamics will vary significantly as the
compositions of the groups are changed during the course, to prevent the members of a group
repeatedly relying on the same person to lead their discussions. The detailed teaching
syllabus must be carefully studied and appropriate lesson plans or lecture notes compiled. An
example of a lesson plan is set out on page 79. Each lecture should commence with a
statement of the learning outcomes it is intended to achieve. At the end of each lecture, the
participants should be told which associated portions of the reference material they should
read and any activity they should undertake. Questions arising from such readings and
activities must be given priority at an appropriate time.
The presentation of the various subject areas should be done in such a way that those taking
part in the course are involved in an interactive participation during the lecturing and learning
process. Questions from the course participants should be encouraged, as should answers
to such questions from other course participants.
The lecturing should aim at conveying as much practical information as possible to the
participants, in order to develop their knowledge of and their skills in the tasks they will be
expected to carry out.
The method of dictation and note-taking should not be used. Handouts for additional study
must be prepared and distributed if required.
Many of the group activities, particularly in subject areas 6 and 7, build upon the work
undertaken in previous activities. It should be noted that the samples and examples of tasks
associated with STCW competences shown in Attachment 1 are for illustrative purposes only.
Care should be taken to avoid any re-arrangement of the timetable, which would affect the
order of such activities.

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Annex, page 60
 Bibliography
Further background material on the development of training programmes, the development of
test items and the conduct of assessments/examinations, as well as examples of tests in
maritime subjects, is contained in the publications listed under "Bibliography" in Part A: Course
Framework.
Note: Every person attending this course needs a personal current copy of the STCW
Convention, 1978.

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Annex, page 61
Guidance notes for lectures and practical activities
Course introduction (0.25 hour)

The purpose here is to introduce the course as an essential part of the overall IMO strategy to
improve maritime education and training and certification standards for seafarers.
The following IMO Model Courses are included in those designed to address the competences
specified in the STCW Convention and Code. Each of these courses calls for the assessment
of competence in one way or another. The criteria to be used in evaluating competence are
specified in the STCW Code. This is covered at a later stage in this course.
Non-exhaustive list of IMO model courses for which assessment is an essential part
Title Number
1 Basic Oil and Chemical Tanker Training 1.01
2 Advanced Training in Oil Tanker Cargo Operations 1.02
3 Basic Training for Liquefied Gas Tanker Cargo Operations 1.04
4 Advanced Training for Liquefied Gas Tanker Cargo Operations 1.05
5 Advanced Training in Chemical Tanker Cargo Operations 1.06
6 Navigation at the Operational Level: Radar, Navigation, Radar Plotting, and 1.07
ARPA
7 Navigation at the Management Level: Radar, ARPA, Bridge Teamwork and SAR 1.08
8 Proficiency in Elementary First Aid 1.13
9 Proficiency in Medical First Aid 1.14
10 Proficiency in Medical Care 1.15
11 Proficiency in Personal Survival Techniques 1.19
12 Proficiency in Fire Prevention and Fire Fighting 1.20
13 Proficiency in Personal Safety and Social Responsibilities 1.21
14 Proficiency in Survival Craft and Rescue Boats other than Fast Rescue Boats 1.23
15 Proficiency in Fast Rescue Boats 1.24
16 Operational Use of Electronic Chart Display and Information Systems (ECDIS) 1.27
17 Crowd Management, Passenger Safety and Safety Training for Personnel 1.28
Providing Services to Passengers in Passenger Spaces
18 Proficiency in Crisis Management and Human Behaviour Training: and 1.29
Passenger Safety, Cargo Safety and Hull Integrity Training
19 Advanced Training in Fire Fighting 2.03
20 Master and Chief Mate 7.01
21 Chief Engineering Officer and Second Engineering Officer 7.02
22 Officer in Charge of a Navigational Watch 7.03
23 Officer in Charge of an Engineering Watch 7.04
24 Electro-Technical Engineer 7.08

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The participants may be advised that, during the course, the lectures will be supplemented by
individual and group activities involving such matters as the assessment of applications for
certificates, the construction of test items of various types and the compilation of examination
material.
While the present course aims at familiarizing participants with the various methods that may
be used to assess the competency of candidates for certificates, it is essential that practical
experience be gained under the supervision of an experienced assessor/examiner or as a
member of an examining board before responsibility for the conduct of the
assessment/examination is taken.
It must be emphasized that while many Administrations also examine candidates for
certification for fishing vessels and for certificates valid in internal waters as well as for
certificates for the operation of radio-communication equipment, the present course mainly
concentrates on the certification of masters, deck and engineer officers as well as AB
Deck/Engine ratings, as applicable. However, whatever discipline is involved, the issues
involved in assessing the competency of seafarers are similar. The course can be readily
adapted to the training of assessors/examiners in any discipline by substituting material
specific to the discipline concerned in the various activities undertaken during the course.
A number of activities are shown for some Sections of the course. The instructor(s) should
select which activities are best suited to the course participants and their particular needs and
are appropriate to the timeframe given for the course. Activities may also be modified where
this is deemed appropriate.
1. The STCW Convention, 1978, as amended (8.75 hours)
 Subject matter details
The STCW Convention is one of the most important and influential conventions governing the
training and qualification of seafarers employed to crew ships, and has direct impact on the
seafarers themselves. The purpose of this part of the course is to provide the background to
the Convention, from its inception to the need for its revision, in response to changes within
the industry as well as circumstances surrounding it. The aim is to raise the course
participants' understanding about issues concerning the Convention in order to fully appreciate
the Convention's intent. An overview of the 2010 Manila Amendments to the STCW
Convention and Code is briefly covered. However, a comparison or gap analysis of the 1995
and 2010 amendments with the original 1978 STCW Convention should be made in the
relevant sections, and the pertinent changes should be highlighted.
This section is also intended to introduce the course participants to the

assessment/examination process, outlining briefly the various components of the total system.
It is not intended to deal with any of the matters in-depth; however, it is important at this stage
of the course that questions arising from the presentation are dealt with in a reasonably
substantive way so as to start generating a good rapport between the class and the instructor
and between the members of the class.
The section also provides an extensive overview of the international instruments concerning
the training and certification of seafarers and to impart an overall appreciation of the
international obligation of States when they become Parties to or when they accept the various
instruments concerned. The main emphasis is placed on the STCW Convention and
associated resolutions, but again the purpose is to familiarise the participants with the content
of these instruments to the extent that they can readily locate provisions of interest and
understand their intent. The differences between the provisions of IMO and those of ITU on

HTW 4/3/4/Add.1
Annex, page 63
the certification of radio personnel are only raised for clarification of the intent of ITU and its
Member States and the intent of IMO and its Member States.
Section 1 further examines the requirements of the STCW Convention in respect of
Certificates. It aims at familiarising the course participant with the basic structure of certificates
embodied in the STCW Convention, and emphasising the need for full compatibility between
the national certification scheme and that set out in the Convention.
The section concludes with an introduction to the course participants of legal approaches
required to give full effect to the STCW Convention at the national level. Examples given of
legislation should only be used to illustrate the type of legislation necessary. Legal systems
and practices vary from country to country; it is best to avoid extended discussion of details.
Similarly, examples of different organizational and administrative approaches to implementing
the requirements of the Convention are given - at the level of principles and concepts. No two
Administrations are organized in precisely the same way, and the examples given of how the
various functions may be carried out on a centralized and decentralized basis should be
simplified and hypothetical.
The fact should be stressed that the responsibility of a State Party to the Convention cannot
be delegated although certain functions can be delegated.
Activity 1.8.8 Generate sea-service rules (0.5 hour)
The objective of this activity is to allow participants to gain an insight into the
seagoing service requirements for certification and the practical training value of
sea service performed in various types of ships and during various types of
voyages. This activity may best be carried out by dividing the class into groups,
according to the discipline of the participants. Their size of daily group should not
exceed six.
Activity 1.8.10 Generate a certificate structure (0.5 hour)
The objective of this activity is to allow participants to consider the application of

the STCW Convention to the production of a certificate structure to meet particular
needs. This activity may best be carried out by dividing the class into groups,
according to the discipline of the participants. The size of any group should not
exceed six.
 Recommended presentation and assessment techniques
This section is best presented with instructor lectures characterised by a high degree of
instructor-participant interaction and a workshop approach. Assessment should be
considered as continuous and formative and informed by the outcomes of the activities
indicated for the section.
2. Quality System (5.0 hours)
This section of the course introduces to the course participants a major requirement in the
STCW Convention 78, as amended. The aim is to familiarise the course participants with the
concept of quality management and its associated processes. The framework of the
requirements specified in the Convention should be clearly spelt out, including the areas,
functions and activities that are covered within that scope, and the role of the independent
evaluation. Attention should be drawn to regulation I/8 of the STCW Convention. Parallels may
be drawn with other systems outside of shipping.

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Different Administrations are structured differently and each has its unique quality standard
system. Some Administrations have various functions delegated to maritime training
institutions or other examining bodies. It is not intended to provide course participants with any
packaged quality standards system, only to guide and advise them on specific requirements.
The ISM Code is also introduced in this section of the course, to show the quality
management approach inherent in it and how it relates to the quality standards system
required by the STCW Convention. Participants are expected to be familiar with the ISM Code,
thus there is no in-depth coverage of the ISM Code in this course. If this is not the case some
time will need to be devoted to this topic.
Activity 2.2.3 Generate documented procedures for conducting

assessment (1.0 hour)
The purpose of this activity is to allow trainees to gain insight into the process of
maintaining control in the conduct of competence based assessments. This would
thereby also ensure consistency in the manner in which the competence based
assessments, which includes written examinations, are being conducted,
irrespective of which ever approved institution or centre conducts them.
The important consideration is to have procedures that are practical and the
controls readily verifiable.
It is best to have the activity performed in groups composed of participants from

training/examining bodies and members of Administrations, if possible. This will
encourage sharing of viewpoints to get the most of practicality in implementation
and the control mechanism.
Activity 2.2.6 Design feedback form for monitoring quality standards

(1.0 hour)
The aim here is to help course participants design feedback forms that collect the
relevant information to improve their quality system. Participants should be
advised that their feedback forms must:
a) provide for sufficient space for effective information, but at the same time not
too lengthy;
b) take account of various categories of seafarers, from ratings to masters and

chief engineers; and
c) relate only to quality issues.
After the activity, one or a number of the forms can be selected for representation
by filling them up arbitrarily and then seek comments from the participants on the
effectiveness of the form for its intended purpose.

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3. Assessing Applications (4.0 hours)
Section 3 deals with the information required to enable an Administration assess the
eligibility of applicants for the certificates of competency. It is also intended to familiarise
course participants with the methods of checking such applications and with the assessment
of eligibility in accordance with the STCW Convention and with national requirements and
other international instruments.
Activity 3.1 (a-c) List the information needed for various applications
(1.5 hour)
These activities are intended to provide participants with the opportunity to

consider all of the information required by an Administration in order to assess
applicants with regards to:
 Eligibility for certificates of competency – Activity 3.1(a)
 Revalidation of certificates of competency – Activity 3.1(b)
 Endorsement for service on certain types of ships – Activity 3.1(c)
The activities may be carried out by the groups similar to those used in
activity 1.8.10.
Activity 3.2.2 Define requirements for persons employed or engaged

on seagoing ships (0.5 hour)
The objective of this activity is to provide practice in interpreting the requirements

of the STCW Convention regarding the emergency, occupational safety, medical
care and survival functions for persons employed or engaged on seagoing ships.
The application of national rules for determining the suitability in enforcing the full
requirements related to the respective functions should be noted, taking in
consideration section A-VI/1, paragraph 3, of the STCW Code.
This activity should be carried out in groups of trainees from the same States.

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4. Requirements in Training and Assessment (3.0 hours)
This section of the course deals with the requirements of the STCW Convention in
respect of training and assessment as specified in regulation I/6.
Emphasis should be given to the qualification, experience and characteristics of instructors,
assessors and other persons who monitor, evaluate and support the training and assessment
regime. It should be highlighted that while onboard assessment is discussed briefly in this
course, it is addressed comprehensively by another model course (IMO Model Course 1.30).
considered as continuous and formative.
5. Approving Training, Assessment and Records (4.0 hours)
The aim of this section is to show how standards of training, assessment and their records
can be specified and monitored with a view to maintaining uniform minimum acceptable
standards, particularly in those cases where the assessment of trainees is delegated to
maritime training academies.
Participants should be encouraged to consider monitoring arrangements which will promote a

cooperative effort between the training academy/examining body and the Administration in
maintaining or improving standards.
Activity 5.1.5 List the factors to consider for the use of simulators (0.5
hour)
The activity aims to get course participants to evaluate the benefits of using
simulators for training and assessment against their constraints and limiting values
compared with other forms of training and assessment, including those found in
the actual work environment.
The activity can be carried out individually to obtain as many views as possible.
Activity 5.1.14 Draw up a specification of standards (0.75 hour)
The objective of this activity is to provide practice in drawing up specifications of

standards for approval of a training course and assessment method to ensure that
it meets the specified STCW requirements for training and assessment in the area
covered. This activity can be carried out individually or in groups. If set as a group
exercise, participants should be divided according to their disciplines
This section is best presented with instructor lectures characterised by a high degree on

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6. Competence-Bases Standards (10.0 hours)

Section 6 introduces one of the main subject areas of this course. The objective is to
ensure that course participants have a solid grasp of the concept of competence-based
training and assessment. It is best to avoid too much technical jargon so that participants are
able to fully understand the subject matter. What is important is that they are able to apply
the principles of competence-based training and assessment. The instructor should make
reference to the Bloom's Taxonomy (see B11) and its revised version and point out how the
taxonomy allows for classifying the achievement of learning outcomes at different levels
related to knowledge, understanding and proficiency. IMO Model Course 6.09 addresses this
in detail.
Instructions given in this section should include going through the various tables of
competence found in the STCW Code. Participants should also be made aware that in the
amendments of 1995, there were some training requirements which did not come with
competence tables such as in Chapter V on standards for personnel on certain types of ships.
The 2010 amendments to the STCW Code now incorporate tables of competence for most of
these standards in Chapter V. Participants should be guided on how those standards not in
tables are related to the competence tables.
Depending on the experience and prior knowledge of the trainees, it may be
necessary to spend more time on sub-section 6.4 – collecting and matching evidence to
standards. This forms the basis by which seafarers are judged "competent" or "not yet
competent", and the consequence of improper judgement cannot be overemphasised.
Reviews, follow-up actions, and quality assurance are integral to the quality system.
Participants should be made aware of this, whether the Administration takes on the training
and assessment functions or delegates them to others.
Activity 6.2.3 Construct comparison table showing compliance with
Standards (0.75 hour)
In this activity a sample situation is given although the instructor may use other
examples. The purpose of this activity is to enable the course participants to
experience a situation where a lesson is submitted to the Administration for
approval. The lesson plan needs to be evaluated against the requirements of the
respective section in STCW Code. The drawn-up table of comparison will assist
in the evaluation.
The participants should be advised to take into account national rules which may
contain more than the minimum standard required by the STCW Code. The
activity should preferably be carried out in groups comprising participants from the
same State.
Activity 6.2.6 Develop competence for special training requirements
(1.0 hour)
Section A-V/2 of the STCW Code on minimum requirements for the training and
qualification of masters, officers, ratings and personnel on passenger ships does
not specify in competence tables, the competence standards for crowd
management training and for safety training for personnel providing direct service
to passengers in passenger spaces. The objective of the activity is to enable
participants relate the stated requirements to competence standards – in tabular
form.

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Activity 6.3.4 Perform a task analysis (1.0 hour)
The objective of this activity is to show how a specific function of a ship's officer
may be defined in terms of the tasks which must be carried out in order to perform
that function satisfactorily, and upon which general training objectives may be
based.
This exercise may best be carried out by dividing the class into small groups.
Group sizes should be limited to a maximum of 4.
For this activity, until action 2 of Activity 6.3.5 that follows, it is prudent to avoid
giving the participants the opportunity to refer to the table of competences, on fire
prevention and fire fighting, in the STCW Code. Differences in the analysis
between groups will serve to show that the scope of training schemes will always
be, to some extent, subjective and to emphasise the need to involve
representatives of the industry, including practicing seafarers, in the validation of
such analyses. It therefore highlights the value of having the standards in the
STCW Code to serve as a common reference point for consistency of standards
internationally.
Activity 6.3.5 Perform a knowledge and skills analysis (1.0 hour)
This activity is intended to provide an example of how each task that has been
identified as being part of a given function should be analysed to identify the
knowledge and skills required to perform it.
The small groups in Activity 6.3.4 should be retained for this exercise. To promote
discussion during the presentation, each group, within a discipline, should be
asked to analyse the same tasks.
Activity 6.3.18 Write detailed learning outcomes to demonstrate

competence (1.0 hour)
The objective of this activity is to provide an insight into how detailed learning
outcomes can be written to describe what a trainee should know and be able to
do to meet general training objectives and also to act as a basis for the
construction of test items.
The same groups as for the two previous activities should be asked to put into
learning outcomes the required knowledge and skills identified by them in the
previous activity. They should be instructed to include in the outcomes any
constraints or performance standards which they consider relevant. The suitability
of the outcomes for use in drawing up tests should form part of the discussion
during the presentation.
Activity 6.4.8 Draw up table of specifications (1.25 hours)
The objective of this activity is to enable participants to examine a given syllabus,

written in learning-outcome form, in order to produce an analysis of the contents,
showing the quantities and levels of learning, as well as the methods and
proportions of the total evaluation to attribute to each level.

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7. Developing Written Tests (8.25 hours)
The aim of the first part of Section 7 is to show how relevant training objectives for the
performance of a specific function can be derived and how those general objectives can be
developed into detailed learning outcomes which will form a basis for assessment schemes.
The second part deals with the use and the suitability of the various types of tests available
for assessing the competency of trainees, and with the preparation of valid test items
appropriate to particular learning outcomes.
Activities 7.3.6 to 7.5.19 Generate test examples (1.75 hour)
The objective of a series of activities here is to familiarize participants with the

tasks of identifying which of the available types of test is appropriate for testing the
achievement of particular learning outcomes and producing suitable examples of
the various test items. These exercises can be carried out individually or in small
groups, at the discretion of the instructor.
Discussion should take account of the suitability of the various types of tests for
the learning outcomes chosen in addition to the construction of the test items.
Activity 7.5.20 Generate items to satisfy test specifications (0.75 hour)
In this activity, the objective is to produce multiple-choice questions which will test
the achievement of objectives at the levels required by a table of specifications for
drawing up an examination in a given subject area.
Participants should be instructed to write one question at each level to start with
and to expand on that if they have time.
Activity 7.5.21 Generate coded and illustrated multiple-choice items

(0.5 hour)
This activity is intended to give participants practice in writing coded and illustrated
multiple-choice items. Suitable areas for the application of these items can be
dealt with in discussion.
Activity 7.6.7 Convert a gross sampling item into detail sampling

agents (0.5 hour)
The objective of this activity is to introduce participants to the development of "step

test" and "procedural" items which may be used for testing the candidates' ability
to carry out a calculation by sampling their performance and understanding of
parts of it.

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This activity can best be carried out in groups, arranged according to discipline,
so that, when the steps of the example calculation have been agreed, the various
members of the group can divide the writing of the necessary test items between
themselves. When their presentations are discussed, participants should be asked
to consider whether there are other calculations to which some of the same
sampling items can be applied.
Activity 7.7.14 Generate a subjective test for a subject area (0.5 hour)
This activity affords participants the opportunity to put into practice what they have
learned about the construction of tests and the writing of subjective-type questions.
The completed tests should include instructions to candidates as they would
appear on the question paper.
This exercise can best be carried out in small groups. During the presentation,
consideration should be given to the validity and comprehensiveness of the test
as a whole as well as to the individual questions.
Activity 7.7.15 Generate an efficient test for subject area (1.0 hour)
The objective of this activity is to allow participants to use all that has been covered
in this part to produce a complete test of the competence of candidates in a given
subject area.
The exercise will include drawing up and using a table of specifications for testing
the subject area, choosing the most appropriate types of test for their various
learning outcomes, and writing test items which will adequately cover the scope of
the syllabus. In addition, the time required for the complete test should be
reasonable and it should be possible to score it reliably and economically.
This activity can best be carried out by dividing the class into groups according to
the discipline of their participants. The size of any group should not exceed six.
8. Invigilation of Tests (1.5 hours)
This section of the course covers the administrative arrangements and instructions
which need to be drawn up for the conduct of written tests and their invigilation. Different
arrangements will be necessary for tests which are conducted directly by the Administration
and for those which are delegated to maritime training institutions or other examining bodies.
Instructions to invigilators on their duties and the actions to take in the various circumstances
which could occur during a test are also included.

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Activity 8.3.3 Draw up administrative arrangements for examination

(0.5 hour)
The aim of this activity is to encourage participants to consider the arrangements

and procedures needed for the efficient and secure conduct of examinations,
including the preparation and distribution of papers, the provision of examination
materials, the forwarding of scripts for marking, the recording and notification of
results and the instructions to be given to invigilators for the conduct of a written
examination. This exercise can best be carried out by dividing the class into
groups.
considered as continuous and formative and informed by the outcomes of the activity
9. Scoring Tests (2.25 hours)
This section deals with the scoring or marking of the various tests which may be used.
A comparison is made between credit scoring and deductive scoring methods for marking
essay or calculation questions but no preference is indicated, leaving participants free to
decide which method is more suitable for their examination purposes. Emphasis should be
placed on the preparation of detailed scoring schemes for calculations and essay questions,
which is essential to ensure the uniform treatment of all candidates, particularly where several
markers are involved.
Activity 9.1.13 Produce a scoring scheme for an essay-type question

(0.5 hour)
This activity is intended to give participants practice in the preparation of a detailed

model answer to an essay question together with a scoring scheme which could
be followed by different markers to produce a uniform treatment of answers. Both
credit and deductive scoring schemes are called for, so that the effects of the two
methods can be compared
10. Oral and Practical Tests (2.0 hours)
Attention is drawn to those sections of the STCW Convention 1978, as amended, which
call for the practical demonstration of competency of candidates. The advantages and
disadvantages of oral and practical tests are discussed. As a result of the increasing
availability of simulators, more opportunities arise from practical testing in suitably equipped

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maritime training institutions. Where testing is delegated to such institutions, the procedures
for approval and monitoring of courses dealt with in Section 5 of this course would be applied.
It should be noted that when using simulators for assessing competence of candidates,
attention should be paid to section A-I/12 of the STCW Code on the performance standards
required, assessment procedures and qualification of assessors.
Activity 10.8 Draw up a test specification and a scoring scheme for

oral and practical tests (1.0 hour)
The objective of this activity is to provide participants with practice in constructing test
specifications and scoring schemes for oral and practical examinations which will ensure
reliable testing of a candidate's skills and knowledge and produce a consistent treatment
of candidates.
The examples given in Attachment 1, provide the test objectives, performance measures
and performance standards of tasks associated with various competences required in
the STCW Code. In particular, Example 3 shows how a particular task, on
demonstration of the use of breathing apparatus, in activity 10.8, would be assessed.
The other examples in Attachment 1 are similarly drawn up to assess their respective
competences. The instructor can re-design Activity 10.8 to reflect the competences to
suit the needs of the course participants.
instructor-participant interaction and a workshop approach. Assessment should be considered
as continuous and formative and informed by the outcomes of the activity indicated for the
section.
11. Shipboard Assessment (0.5 hour)
The objective of this section is to enable course participants have a foundational

understanding of competence-based assessment, the various elements involved, and its
application on board. Course instructors should ensure that participants understand that full
details of shipboard assessment are covered in IMO Model Course 1.30.
The section aims to discuss the performance objectives for assessment on board.
Participants should be made aware of the need to have attention placed on operating
conditions whilst conducting the assessments, in particular in ensuring that the assessments
can be conducted safely.
Since the essence of conducting the assessments is targeted to comply with the
provisions of the STCW Convention 1978 as amended, the participants must be directed to
the competence standards and related requirements. The various tables of competences in
the STCW Code, together with other relevant publications/materials, should be kept readily
available for reference.
Depending on the profiles of the course participants, more emphasis may be required
for this section of the course. If the majority of participants are serving navigation and
engineering officers, or are those directly involved in the actual assessment on board,
allocating more time to the assessment process is prudent. In this case reference should be
made to the detailed contents of the IMO Model Course 1.30 on "Onboard Assessment" which

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addresses the actual conduct of the assessment, performance criteria for shipboard
assessment, and the development of performance improvement plans and should be a follow-
up course for such participants.
considered as continuous and formative and based on direct feedback from participants
during the lecture sessions.
12. Maintenance of Standards (6.5 hours)
The first part of this section deals with the maintenance of standards of the assessments
and examinations used for determining competency, including the recognition of questions
and tasks which, in the light of experience, need to be modified or replaced. The calculation
of measures of difficulty and discrimination and their use for producing tests of a desired
common standard and for the identification of flawed questions/tasks is covered. Appraising
the different methods of assessing competence is also included. Instructors should point out
the variables related to quality of tests such as validity, reliability and discrimination power of
test items and show how they relate to the maintenance of standards.
A statistical review of the above nature assists in identifying those test items which may
be poorly constructed or otherwise faulty. It must however be emphasised that the P-values
and D-values are related indicators, reflecting only the difficulty and discriminating power of
the item relative to the population of candidates tested. Thus the same test may be indicated
as being difficult where the group of candidates is poorly trained and yet easy where the group
is well trained.
Examinations to assess the competency of seafarers are intended to be criterion-related

tests, and items having a high criterion validity will not necessarily have a high discrimination
power or a P-value which lies within the normally acceptable range.
Thus test items should not automatically be rejected or revised on the basis of these
statistical indicators alone. The P-values and D-values should be used as aids in assisting
those responsible for the construction of tests to improve the quality and effectiveness of the
examination system. Notwithstanding this, the level of difficulty of an item in a multiple-choice
test is affected principally by the plausibility of its distracters. Therefore, those distracters
which prove unattractive even to low achievers should be replaced if the test item is to be
retained.
In this section the instructor(s) should also stress that a State which is Party to the STCW
Convention is responsible for ensuring that all certificates issued or recognized by it comply
with the Convention and that its ships are manned by persons holding appropriate certificates
or valid dispensations. Subsections 12.4 to 12.7 address the means for meeting those
obligations.
Activity 12.1.5 Calculate and use examination statistics (0.75 hour)
This activity is intended to illustrate the calculation of P- and D-values for

responses to multiple-choice questions and their use for selecting test items for
inclusion in test papers and for detecting flawed items.

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The formula to be used for the difficulty index or P-value of a new test item is:
𝑆
𝑃=
𝑇
where P = difficulty index
S = the number of candidates who selected the correct response for the item
T = the total number of candidates taking the test
Thus a test item to which there is a correct response from 60% of those taking the
test will have a difficulty index of 0.6, the range of the index value varying from 0
(very difficult) to 1 (very easy).
The discriminating power, that is to say the ability of a test item to discriminate
between high achievers and low achievers, can be determined by dividing the test
population (candidates who have taken the test) into two groups, one forming the
upper half of the group of candidates tested (the high achievers) and the other
forming the lower half (the low achievers). The number of the achievers in both
categories who correctly answer each test item is then counted separately and the
coefficient of correlation (the D-value) is obtained by the formula:
(CH −CL )
D= 1⁄ 𝑇
2
where CH is the number of high achievers who answered the test item correctly
CL is the number of low achievers who answered the test item correctly
T = the total number of candidates taking the test
The D-value varies between +1, where all who correctly answer the item are high
achievers and none are low achievers, and -1, where all who correctly answer the
item are low achievers and none are high achievers.
This activity can be carried out individually.
Activity 12.1.12 Correct flawed test items (0.75 hour)
The objective of this activity is to provide experience in recognizing faulty item

tests and in improving them by amending or re-writing, as appropriate. This
exercise can be carried out individually.
Activity 12.1.13 Appraise various methods and ranges for evaluating

competence (0.75 hour)
The purpose of the activity is to gain insight into the effectiveness of different
methods and various ranges of assessments. A particular method may well be
suitable and proper for use when assessing one particular competence but not for
another.

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The activity can be individually carried out or in small groups of participants from
the same discipline. Presentation and comments from the class should be
encouraged to share opinions.
Activity 12.4.2 Determine the equivalence of a foreign certificate (0.5

hour)
The objective of this activity is to give participants an opportunity to develop criteria

to be applied and to foresee any difficulties that may arise, when considering the
equivalence of certificates issued by a foreign Administration. The case of
determining equivalence and the further actions necessary to allow the issue of an
appropriate certificate are included.
Activity 12.5.2 Generate examples of circumstances of exceptional

necessity (0.25 hour)
This activity provides an opportunity for participants to identify examples of

"circumstances of exceptional necessity" in which the issue of dispensation to
suitable applicants would be justified under Article VIII of the STCW Convention,
1978 as amended.
Activity 12.5.7 Generate a dispensation document (0.25 hour)
The objective of this activity is to allow participants to produce a form of document

suitable for issue as a dispensation, which will also facilitate Port State control.
The class could be divided into small groups for this exercise.
Activity 12.7.3 Identify factors which should result in revocation or

suspension of a certificate (0. 5 hour)
This activity is intended to provide experience in examining a report of an inquiry

into an accident or incident to identify factors indicative of incompetence which
should lead to revocation or suspension of a certificate. Identifying the specific
charges to lay before a formal hearing and the recommendations regarding the
revocation or suspension will form part of the exercise.
If an instructor wishes to use case scenarios1, participants should have access

only to the "Findings of Fact" and "Conclusions" of the relevant case report until
the completion of the exercise. They should be given and asked to study these
extracts early on the course before the activity is considered in class and the
remainder of the report only provided during the final part of the in-class
discussion. This exercise may best be carried out by dividing the class into groups
with mixed disciplines. The size of any group should not exceed six.
1
The accident reports on the grounding of the container ship MV Rena on 5 October, 2011 available from
the New Zealand Transport Accident Investigation Commission (TAIC) or on the capsize of the Costa
Concordia on 13 January, 2012 from the Italian Ministry of Infrastructure and Transport (See W5 and W6)
may be considered.

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13. Administration (5.25 hours)
It is necessary to stress on the keeping of reliable centralised records of all certificates

issued or replaced, to be able to respond to queries related to the authenticity of seafarer
certificates.
Enforcement ensures compliance with national regulations stipulating the requisite

certificates to be held by those employed on board as well as in regards to the Port State
control measures which may be applied to ships of other States visiting the ports of a State
which is party to the Convention.
Participants should be aware that assistance with examining their candidates or training
their examiners may be available through technical co-operation under the STCW Convention
(see Article XI).
Activity 13.1.2 Draw up an efficient record- keeping information system

(0.75 hour)
The objective of this activity is for participants to gain experience in drawing up a

central record of certificates issued. The system must be able to make
amendments, updates and provide for easy retrieval.
Participants from the same States should carry out the activity.
Activity 13.1.5 Complete STCW endorsements (0.5 hour)
The intention of this activity is to provide experience in the completion of

endorsements as required by the STCW Convention with particular attention to
the limitations as to service which must be included where advantage has been
taken of permitted variations in examinations for certain grades and classes of
certificates.
The activity can be carried out with same grouping as above.
Activity 13.2.4 Define measures in enforcing standards (0.75 hour)
The objective is to gain insight into the application of control measures to ensure
that the specified standards in the STCW Convention are being complied with.
The class can be divided into groups in accordance with States of the participants
when doing this activity.

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Activity 13.3.3 Deliberate on appropriateness, given a watchkeeping

schedule (0.75 hour)
The intent of this activity is to gain insight into determining the suitability of
watchkeeping arrangements in meeting the requirements, taking into account
regulation VIII/1 of the STCW Convention and other international regulations. It
should be noted that Maritime Labour Convention requirements on hours of work
and hours of rest are to be considered.
The above groupings can remain to carry out the activity.
Activity 13.3.7 Generate administrative arrangements in upholding the

responsibilities of companies (1.0 hour)
The objective of the activity is to gain experience in determining the procedures

that are necessary to ensure that the responsibilities of companies are upheld in
areas as provided in the STCW Convention 78, as amended.
The same groups that carry out activity 13.2.4 can perform this activity.
14. Course Review and Practical Evaluation Activity (7.0 hours)
In this section, the instructor should give an overview of what has been covered in the
whole course, reiterating key points and clarifying any issues that may have arisen.
The primary objective of the practical evaluation part of this section is to provide an
opportunity for participants to gain experience in producing and validating a series of tests to
evaluate the outcome of a complete course. The emphasis should be on the efficiency and
validity of the tests for measuring achievement of specified criteria.
In order to facilitate this exercise, the class may be divided into two equal groups, each
of which should pick a member to act as coordinator. Making use of the syllabus for this
course, each group will produce a test specification and from it will develop a series of tests
to evaluate the course outcome. Secretarial assistance will be needed during the preparation
of the test papers.
Each group will set their tests to the other as a field test of their examination. After
marking the tests, they should examine the results to identify any unsatisfactory questions or
tasks, and they should be prepared to suggest improvements to individual questions/tasks or
to the test as a whole and attempt an evaluation of the test against specified criteria. Sufficient
time should be devoted to a discussion of the evaluation exercise.
The part of the exercise that produces a test specification and the development of a
series of tests can be undertaken by the participants the day before the
presentations/discussions.

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Activity 14 Practical evaluation activity (5.0 hours)
instructor-participant interaction and a workshop approach. The final practical
evaluation activity may serve as the capstone indicator of participant learning and
evidence of the attainment of the intended learning outcomes.

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EXAMPLE OF THE FORMAT OF A LESSON PLAN

COURSE: Assessment, Examination and Certification of seafarers DURATION:
TRAINING AREA: 5. Approving Training, Assessments and Records Three 40-minute sessions
LESSON NUMBER:
One 30-minute session
Main element
Intended Learning Outcomes A/V Instructor Time
Teaching Method References
(as related to teaching sequence, with memory keys) aids Guidelines (mins)
5.1 Specification of Standards

Lecture - -
.1 state that a written specification should be prepared for the
approval of training courses leading to required international
or national qualifications
.2 state that specification should cover
- facilities
- equipment
- staff qualifications and experience
- trainee entry standards
- course programme and syllabus
- minimum performance standards of trainees for issue of
certificate or document attesting success
.3 state that trainee intake limitation should be specified in light

of the facilities and equipment available
.4 state that the capabilities and performance standards of

necessary equipment should be specified

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LIST OF ACTIVITIES
*All activities may be modified to suit the background of the course participants and the time
available.
APPENDIX A
Activity 1.8.8 Generate sea-service rules
Activity 1.8.10 Generate a certificate structure
APPENDIX B
Activity 2.2.3 Generate documented procedures for conducting assessment
Activity 2.2.6 Design feedback form for monitoring quality standards
APPENDIX C
Activity 3.1a List the information needed for first and subsequent certificate of
competency
Activity 3.1b List the information needed for revalidation of certificate of
competency
Activity 3.1c List the information needed for endorsement of service
Activity 3.2.2 Define requirements for persons employed or engaged on seagoing
ships
APPENDIX D
Activity 5.1.5 List the factors to consider for the use of simulators
Activity 5.1.14 Draw up a specification of standards
APPENDIX E
Activity 6.2.3 Construct comparison table showing compliance with Standards
Activity 6.2.6 Develop competence for special training requirements
Activity 6.3.4 Perform a task analysis
Activity 6.3.5 Perform a knowledge and skills analysis
Activity 6.3.18 Write detailed learning outcomes to demonstrate competence
Activity 6.4.8 Draw up a table of specifications
APPENDIX F
Activity 7.3.6 Generate subjective-type questions
Activity 7.4.5 Generate supply-type questions
Activity 7.5.6 Generate true/false questions
Activity 7.5.10 Generate matching questions
Activity 7.5.19 Generate multiple-choice-type questions
Activity 7.5.20 Generate items to satisfy test specifications
Activity 7.5.21 Generate coded and illustrated multiple-choice items
Activity 7.6.7 Convert a gross sampling item into detail sampling items
Activity 7.7.14 Generate a subjective test for a subject area
Activity 7.7.15 Generate an efficient test for subject area
APPENDIX G
Activity 8.3.3 Draw up administrative arrangements for examination
APPENDIX H
Activity 9.1.13 Produce a scoring scheme for an essay-type question

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APPENDIX I
Activity 10.8 Draw up a test specification and a scoring scheme for oral and
practical tests
APPENDIX J
Activity 12.1.5 Calculate and use examination statistics
Activity 12.1.12 Correct flawed test items
Activity 12.1.13 Appraise various methods and ranges for evaluating competence
Activity 12.4.2 Determine the equivalence of a foreign certificate
Activity 12.5.2 Generate examples of circumstances of exceptional necessity
Activity 12.5.7 Generate a dispensation document
Activity 12.7.3 Identify factors which should result in revocation or suspension of a
certificate
APPENDIX K
Activity 13.1.2 Draw up an efficient record- keeping information system
Activity 13.1.5 Complete STCW endorsements
Activity 13.2.4 Define measures in enforcing standards
Activity 13.3.3 Deliberate on appropriateness, given a watchkeeping schedule
Activity 13.3.7 Generate administrative arrangements in upholding the
responsibilities of companies
APPENDIX L
Activity 14 Practical evaluation activity

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Appendix A
Activities for Section 1 – The STCW Convention, 1978 as amended
Activity 1.8.8 Generate seagoing service rules (0.5 hour)
Objective To give an insight into the positive and negative effects of excluding or
limiting the acceptance of approved seagoing service.
Situation
1. The country relies extensively on inter-island trading with neighbouring States, the ships
being crewed mainly by its own nationals. This fleet of inter-island cargo ships consists of 40
ships of between 500 and 3,000 GT. The main propulsion power of these ships ranges from
650 to 2,500 kW. A limited number of national seafarers serve from time to time on foreign-
flagged ships.
2. Two new ships are under construction, each of 3,900 GT and powered by 4,000 kW
engines. They are to replace two of the larger existing inter-island trade ships. All inter-island
voyages contemplated are defined as near-coastal voyages.
Action
1. Draw up a set of rules for the acceptance of seagoing service for certificates as:
 Officer in charge of a navigational watch on ships of less than 500 GT on

near-coastal voyages;
 Chief mate of ships between 500 and 3,000 GT on near-coastal voyages;

and
 Chief mate of ships of 3,000 GT or more but of limited size, on near-coastal

voyages;
OR
 Engineer officer in charge of a navigational watch on ships powered by main

propulsion machinery of less than 3,000 kW engaged on near-coastal
voyages; and
 Second engineer officer of ships with limited propulsion power engaged on

near-coastal voyages.
2. Be prepared to present and explain your proposed rules for the acceptance of sea
service and to comment on the proposals of others.

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Activity 1.8.10 Generate a certificate structure (0.5 hour)
Objective To gain experience of the advantages and implications of producing a

certificate structure.
Situation Same as for Activity 1.8.8 above
Action
1. Design a graded certificate structure, using permitted relaxation in the STCW

Convention, as appropriate, which will ensure adequate manning of the vessels
described above for the following officers:
 Chief engineer;
 Second engineer;
 Engineer officer of the watch;
OR
 Master;
 Chief mate; and
 Officer in charge of a navigational watch.

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Appendix B
Activities for Section 2 -– Quality system
Activity 2.2.3 Generate documented procedures for conducting assessment

(1.0 hour)
Objective To practice writing procedures for the conduct of competence-based

assessments, including written examinations, if required, in order to maintain
control in the assessment process leading to the issue of certificates of
competency.
Situation
1. Regulation I/8 of the STCW Convention 1978, as amended, requires that, among other
things, all training and assessment of competence activities carried out by non-governmental
organizations or entities under its authority are continuously monitored through a quality
standards system.
2. A national maritime training institution is set up to conduct courses and assessments

leading to certificate of competency, and is currently making preparations to develop the
courses and assessments.
3. You are either a member of the Administration or an academic staff of the training
institution involved in the development of the quality standards manual.
Action
Draft procedures for teaching staff of the training institution in conducting the assessments,
including any necessary written examinations. The procedures should be common for both
navigating officers and engineering officers. Explain your procedures to the class and
comment on other presentations.
Activity 2.2.6 Design feedback form for monitoring of quality standards (1.0 hour)
Objective To gain insight in the construction and format of well-designed feedback

forms to be used in conjunction with the assessment process, and which
form part of the quality assurance monitoring arrangements.
Situation Similar to activity 2.2.3 above. In addition, candidates for the assessments could
include foreign nationals who may have to leave the country soon after the assessment.
Action
1. Design a feedback form for use by candidates being assessed for issue of either
certificates of competency OR documents attesting to completion of basic safety
training; and
2. Design a feedback form (other than result of assessment outcome) for use by
assessors.

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Appendix C
Activities for Section 3 – Assessing applications
Activity 3.1 (a) List the information needed for first and subsequent certificate of
competency (0.5 hour)
Objective To consider what information is required by an Administration for the

assessment of eligibility for certificates of competency.
Action
1. Draw up an application form, or a list of contents of an application form, to be

completed by an applicant for:
- a first certificate of competency; and
- a subsequent certificate of competency.
2. List the supporting documents which must be submitted by the applicant.
Activity 3.1 (b) List the information needed for revalidation of certificate (0.5 hour)

revalidation of certificate of competency.
Action

- Unrestricted voyages – all tonnages and propulsion powers
Master;
Chief mate;
Officers in charge of a navigational watch;
OR
Chief engineer officer;

Second engineer officer; and
Officer in charge of an engineering watch.

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- Near Coastal voyages –
Master, on ships <3,000 GT;

Chief mate, on ships <3,000 GT;
Officers in charge of a navigational watch, on ships <500 GT;
OR
Chief engineer officer, on ships with <3,000kW main propulsion power;

Second engineer officer, on ships with <3,000kW main propulsion power;
and
Officer in charge of an engineering watch, on ships with <3,000kW main

propulsion power.
Activity 3.1 (c) List the information needed for endorsement of service (0.5 hour)

assessment of eligibility for endorsement for service on certain types of
ships.
Action

- Oil and Chemical Tankers
Master;
Chief mate;
Officer in charge of a navigational watch;
Able Seafarer Deck;
Second engineer officer;
Officer in charge of an engineering watch; and
Able Seafarer Engine.
- Ro-ro Passenger ships
Master;
Chief mate;
Officer in charge of a navigational watch;

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Able Seafarer Deck;

Second engineer officer;
Officer in charge of an engineering watch; and
Able Seafarer Engine.
Activity 3.2.2 Define requirements for persons employed or engaged on seagoing

ships (0.5 hour)
Objective To consider what information is required by an Administration for ensuring

compliance with the STCW requirements of persons employed or engaged
on seagoing ships, including seafarers, with regards to emergency,
occupational safety, medical care and survival training.
Action
1. List the type of training or any other requirements which the following must attain
before assigned shipboard duties:
- Seafarer who has not sailed on a seagoing ship, joining container ship for
the first time;
- Deck cadet with seagoing service only on a general cargo ship joining a bulk
carrier;
- Able Seafarer Deck joining a bulk carrier after a period of leave; and
- Ex-third engineer being employed to join as Able Seafarer Engine, covering

duty as fire party team leader, on a 4,000 kW oil tanker.
2. List the supporting documents which must be submitted by the applicant in each
case.

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Appendix D
Activities for Section 5 – Approving training, assessment and records
Activity 5.1.5 List the factors to consider for the use of simulators (0.5 hour)
Objective To consider various factors that need to be taken into account when
evaluating the use of simulators in conducting training and assessments to
meet the standards of specified competence.
Situation
The national maritime training institutions and examining bodies propose to install a variety of
simulators, including computer-based software programmes, to train and assess competency
and demonstration of continued proficiency for their candidates.
Action
1. List the advantages and disadvantages of using simulators for such training and
assessments.
2. Itemize the various factors to consider in the use of simulators for effective training
and assessment, including the need to ensure fairness, validity of the
assessments, and realism in the behaviour or the candidates.
You should be prepared to present and explain your list and items to the class and
Activity 5.1.14 Draw up a Specification of Standards (0.75 hour)
Objective To draw up a specification of standards for approval of training and

assessment using simulator to meet the requirements of the STCW
Convention for the respective areas covered.
Situation
1. The national fleet includes tankers and bulk carriers ranging from 20,000 to 65,000
tonnes deadweight and of 8,000 to 24,000 kW propulsion power, dry cargo ships
of about 4,000 GT and 5,000 kW propulsion power, all of these being ocean-going,
and a number of smaller ships, some of less than 200 GT and 250 kW, engaged
on near-coastal voyages.
2. A maritime academy which trains and examines candidates for certificates of

competency, including masters and officers of ships of less than 200 GT engaged
on near-coastal voyages, proposes to install a shiphandling simulator. It will be
used or training and assessment in ship manoeuvring and handling for all grades
of certificate.
3. The Administration requires engineer officers to complete a period of sea-service

training totalling one year before qualifying as engineer officer in charge of a
watch. A group of shipping companies, in conjunction with a recognized training
establishment, wishes to introduce the use of an engine-room simulator to the
shore-based training and assessment with a view to reducing the seagoing service
by one month.

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Action
Either: Prepare a specification of standards for shiphandling simulator training and

assessment to satisfy the requirement of regulation I/12 and regulation II/2
of the STCW Convention;
Or: Prepare a specification for a training course and assessment in

watchkeeping duties, using an engine-room simulator, which would allow a
reduction of sea service similar to that requested in situation 3 above.
You should be prepared to present and explain your specifications to the class and

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Appendix E
Activities for Section 6 – Competence-based standards
Activity 6.2.3 Construct the comparison table showing compliance with Standards
(0.75 hour)
Objective To gain insight into evaluating compliance with the standards of competence
specified in the STCW Code by comparing the standards against the training
and assessment curriculum as proposed by the national maritime training
institutions and examining bodies.
Situation
A national maritime training institution conducts or proposes to introduce in its curriculum

for its seafarers the basic training on "personal safety and social responsibilities".
The lesson plan of the curriculum indicates the following topics:
Types of emergencies;
Muster list and alarm system;
Precautions to take before entering into enclosed spaces;
Effects of pollution;
Steering gear system;
Fire-fighting equipment;
Roles and status in human relationship;
Culture and social system;
Responsibilities of individuals and groups;
Modes of communication;
Emergency escape route;
Shipboard contingency plans; and
Course review and feedback.
Action
1. Draw up the comparison table (which the Administration may require to be drawn
by the training institution) indicating the training and assessment contents against
the appropriate standards in the STCW Code, in order to evaluate compliance.
Table A-VI/1-4 of the STCW Code provides the specification of minimum standard
of competence in personal safety and social responsibilities.
The comparison table should show all the requirements, such as – function;
competence; knowledge, understanding and proficiency; methods of demonstrating
competence; and criteria for evaluating competence – set against the proposed
curriculum.
2. Comment upon the evaluation, with relevant suggestions for the given lesson plan
on topics (i) to be added to ensure full compliance of standards, and (ii) to be
excluded as they should be provided in other training programmes more
appropriate for their respective competence.

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Activity 6.2.6 Develop competence for special training requirements (1.0 hour)
Objective To analyse how standards regarding special training requirements on certain

types of ships can be referred to the appropriate competence for the
personnel.
Action
Relate the standards specified in section A-V/1-1 or section A-V/1-2 of STCW Code to
competence requirements by cross-referencing the standards to any one of the following
tables of competency, as appropriate –
For Deck Officers:
Table A-II/1
Table A-II/2
Table A-II/3
Table A-II/4
For Engineer Officers:
Table A-III/1
Table A-III/2
Table A-III/4
Be prepared to make presentation to the class for comments.
Activity 6.3.4 Perform a task analysis (1.0 hour)
Objective To define a specific competence of a ship's officer in terms of the tasks which
must be carried out in order to perform that function satisfactorily.
Function Fire prevention and fire fighting
Action
For the above competence, draw up a list of the various tasks which the officer
concerned must undertake in its performance. Using your list, produce a statement of
general training outcomes to cover the tasks you have identified and be prepared to
present these outcomes to the class.

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Activity 6.3.5 Perform a knowledge and skills analysis (1.0 hour)
Objective To analyse tasks that have been identified as part of a given function, to
identify the knowledge and skills required for the performance.
Action
1. For a selection of the tasks identified in activity 6.3.4 above, make a list of the
knowledge and skills required by the relevant officer in order to carry them out.
2. Compare your list of the knowledge and skills required with those of Table A-VI/1-2
of the STCW Code
3. In view of action 2 above, if necessary, fine-tune the list of various tasks drawn in
activity 6.3.4.
Activity 6.3.18 Write detailed learning outcomes to demonstrate competence

(1.0 hour)
Objective To gain an insight into how to express the knowledge and skill requirements
for a given task in detailed learning outcomes which describe how a trainee
will demonstrate attainment of the requisite learning.
Action
1. Write a set of detailed learning outcomes to cover the required knowledge and
skills specified in activity 6.3.5. Include in the outcomes any constraints or
performance standards which you consider necessary. Where achievement of an
outcome requires the use of information which trainees are not expected to
memorize, the provision of such information should be stated as part of the
learning outcome.
2. Be prepared to comment on the adequacy of the learning outcomes presented for

defining the requisite knowledge and skills and on their suitability as the basis for
assessment.
3. Compare the learning outcomes with the criteria for evaluating competence
specified in Table A-VI/1-2 of STCW Code, and identify any mismatch.
Activity 6.4.8 Draw up a table of specifications (1.25 hour)
Objective To examine a given syllabus, written in learning-outcome format, and produce

an analysis of the contents, showing the quantities and levels of learning, as
well as the methods and proportions of the total evaluation to be attributed to
each level.
An example of the kind of table of specifications to be produced in this activity

is shown below:

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Learning outcomes
Total
Subject area/content Knowledge Understanding Proficiency number of
items
Specific topic area 1 2 1 3 6
Total number of items 16 14 20 50

Percentage of
32% 28% 40% 100%
evaluation
Action
1. Construct an assessment and examination specification for selected learning

outcomes of an existing Model Courses as appropriate2, in the form of a table
showing for each subject area the proportion of items in the various levels of
learning, as well as the methods and proportion of the total evaluation to be applied
to each level and to each area.
2. Prepare a presentation to the whole class to justify the reasons for the decision
taken.
2
Instructors should select relevant portions of existing IMO Model Courses suitable for the course participants
and the time given for this activity. For example, learning outcomes from IMO Model Courses 7.01 and 7.02
may be considered where the assessment of Masters/Chief Mate and Chief Engineer Officer/Second
Engineer Officer respectively is in view and IMO Model Course 1.21 for the assessment of all seafarers.

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Appendix F
Activities for Section 7 – Developing written tests
Activity 7.3.6 Generate subjective-type questions (0.5 hour)
Objective To provide trainees with an insight into the writing of subjective questions
which will test a number of given learning outcomes.
Action
Write subjective questions to test the achievement of appropriate learning outcomes taken in
any order from an existing IMO Model Course as appropriate3. Indicate which outcomes each
question is intended to cover. Take care to ensure that the questions give adequate guidance
towards the required outcome.
Activity 7.4.5 Generate supply-type questions (0.25 hour)
Objective To provide experience of constructing supply-type tests in which the person

being assessed has to provide missing words.
Action
Construct a supply-type items in which one or two words are omitted for a selection of learning
outcomes from an existing IMO Model course as appropriate3. The addition of the correct
words by trainees should indicate their achievement of learning outcomes. Prepare an
argument for discussion in plenary on the application and limitation of this testing technique.
Activity 7.5.6 Generate true/false questions (0.25 hour)
Objective To gain experience of the application and writing of true/false test items and
to learn of their advantages and disadvantages.
Action
Construct true/false test items for each of the outcomes used in Activity 7.4.5 and prepare an
argument for discussion with other trainees in the class about the suitability of such tests to
these and to other applications.
3
and the time given for this activity.

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Activity 7.5.10 Generate matching questions (0.25 hour)
Objective To gain experience in the identification of areas of learning suitable for the
application of matching tests and in the writing of matching questions to test
learning outcomes.
Action
1. Identify an area of learning within your expertise which is suitable for testing by
means of matching questions and write a question or questions to test that
learning.
2. Be prepared to present and explain your choice and discuss whether matching
questions are the most appropriate form of testing for your chosen area.
Activity 7.5.19 Generate multiple-choice-type questions (0.5 hour)
Objective To afford practice in the writing of multiple-choice questions.
Action
1. Chosen any suitable topic with which you are familiar and write out some facts and
principles which you wish you test. Following this, draft multiple-choice questions,
containing:
 clear instructions to the candidates;

 a stem; and
 four responses, one being the only correct response, the others being
plausible distracters.
2. Prepare these items for presentation to the other members of the class. Be
prepared to justify your choice of questions and comment on those of others in
discussion.
Activity 7.5.20 Generate items to satisfy test specifications (0.75 hour)
Objective To gain experience of producing a multiple-choice test of a given subject

area, taking account of the weighting given to the various levels of learning
in a table of specifications for that subject as indicated in the table below.
Total number
Subject area Knowledge Understanding Proficiency
of items
Specific topic area 2 1 3 6
Action
Write a multiple-choice test of the learning outcomes for a topic in a selected IMO Model
Course4 that satisfies the table of specifications above and be prepared to present your
test to the class and to comment on other presentations.
4
and the time given for this activity.

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Activity 7.5.21 Generate coded and illustrated multiple-choice items (0.5 hour)
Objective To provide an insight into the task of selecting subjects suitable for coded
and illustrated multiple-choice items which and practice in writing them.
Action
1. Choose familiar topics suitable for the purpose and write coded multiple-choice
items which would test a candidate's knowledge of the topic.
2. Be prepared to discuss the merits and limitations of this technique
3. From the areas of work with which you are familiar, make a list (for presentation
to the class) of the topics which you consider could most effectively be tested by
the use of illustrated multiple-choice questions.
4. Select from the list one subject area and construct an illustrated multiple-choice
question to test some aspect of the subject.
Activity 7.6.7 Convert a gross sampling item into detailed sampling items (0.5 hour)
Objective To provide experience of designing detailed sampling tests to cover all

possible produces and steps in a gross sampling test.
Action
Using one of the gross sampling test questions given below, produce solutions
containing all possible procedures and steps; from these solutions, construct a series of
detailed sampling tests to cover the same topic.
1. A reservoir for compressed air has a volume of 2.0 m3. A pressure gauge on the
reservoir indicates a pressure of 40 bar when the barometric pressure is 1030
millibar. The temperature of the air in reservoir is 30℃
Find the mass of air in the reservoir and the volume it would occupy at a pressure
of 10 bar at 20℃. Take the gas constant for air to be 0.287 kJ/kg K.
2. Two coils are connected in series in an electrical circuit. If d.c. of 20 amp is passed
through the circuit, voltage drop across the coils is 20 V and 30 V, respectively.
When 2 amp a.c. is supplied at 40 Hz the voltage drop across the same coils is
140 V and 100 V, respectively. Find the current flow if these two coils are
connected to a 230 V, 50 Hz supply.
3. From the following information, calculate a quantity of cargo which may be loaded
so that the ship will leave at the maximum permitted draught for a summer zone.
Present draught Forward 8.62 m Aft 9.10 m
Relative density of dock water 1.010
Cargo to be discharged 650 tonnes
Bunkers to be taken 840 tonnes
Fresh water allowance 210 mm
Summer draught in salt water 9.05 m
Mean TPC 58

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4. During the afternoon of 1 November, in D.R. position 32°15'S, 028°52'W, sextant

attitude of the sun's lower limb was observed to be 33°52'.3. Index error 2'.8 on
the arc; height of the eye 11.5 metres. A chronometer which was 1m 32s slow on
GMT showed 5h 32m 47s. Find the direction of the position line and position
through which it passes.
Activity 7.7.14 Generate subjective-test for a subject area (0.5 hour)
Objective To provide experience in writing subjective questions to test parts of a

syllabus.
Action
Write a subjective-type examination paper to assess competence in the area of work

covered by one of learning outcomes of the topic used in Activity 7.5.20. Be prepared to
present your question paper and explain the choice of questions to the class.
Activity 7.7.15 Generate an efficient test for a subject area (1.0 hour)
Objective To give an insight into the task of designing and writing a test of competence
in a given subject that is efficient and effective and also economical to use.
Action
Using the same learning outcomes as in Activity 7.7.14, write a test of competence for
the area of work indicated, using whichever testing techniques you consider appropriate.
The test should assess efficiently and effectively and yet occupy a minimum of the
candidate's and the marker's time. Be prepared to present and explain your test to the
class.

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Appendix G
Activity for Section 8 – Invigilation of tests
Activity 8.3.3 Draw up administrative arrangements for examination (0.5 hour)
Objective To consider the administrative arrangements and instructions necessary for

the conduct of examinations and to draft suitable instructions.
Situation
Examinations for each grade of certificate are conducted externally four times per year
at several regional centres. Examinations include essay-type tests, multiple-choice
tests, practical chartwork, engineering drawing and an oral test. (Signals tests are
conducted by maritime academies under a separate arrangement). All test papers are
prepared and distributed by a central examination department.
Papers are marked locally with the exception of the essay-type tests, which are dealt
with by a central marking board. Oral tests are conducted locally.
Candidates are required to provide their own drawing instruments and calculators; all
other equipment and necessary publications are provided by the examination centres.
Invigilation may be carried out by employees at the regional examination centres who
are not fully conversant with the examination system and therefore require full
instructions on their duties.
Action
Draft the administrative arrangements and instructions which you consider necessary to
operate the system described above and be prepared to present them to the class and
to discuss the presentation of others.

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Appendix H
Activity for Section 9 – Scoring tests
Activity 9.1.13 Produce a scoring scheme for an essay-type question (0.5 hour)
Objective To produce a detailed model answer to an essay question with a scoring

scheme which could be followed by different markers to produce a uniform
treatment of answers.
Situation
1. The following question5 is intended for candidates for certification as master of

chief mate.
Describe the classes of harmful substances covered by the reporting requirements

for incidents involving the discharge or probable discharge of harmful substances
into the sea and state the contents of an initial report and how it should be made.
Give two examples of circumstances in which a report of a probable discharge
should be made.
2. The following question5 is intended for candidates for certification as chief

engineer officer.
Explain the possible reasons for checking the crankshaft deflections of a

slow-speed direct-drive propulsion diesel engine. Give examples of what you
would consider to be excessive deflections and describe the checks that you would
make to ascertain the cause.
Action
1. For one of the above questions, prepare a model answer or checklist and the
following scoring schemes:
- a credit scoring scheme, showing the marks to be awarded for each

component of the answer; and
- a deductive scoring scheme, showing the marks to be deducted for errors

and omissions in a candidate's work.
2. Compare the two techniques and be prepared to discuss them with other members
of the class.
5
Instructors are advised to use other questions as necessary, where those questions better reflect the
expertise of course participants.

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Appendix I
Activity for Section 10 – Oral and practical tests
Activity 10.8 Draw up a test specification and scoring scheme for a practical test
(1.0 hour)
Objective To provide practice in drawing up a test specification and scoring scheme

for a practical examination to produce a comprehensive and consistent test
of candidates' skills.
Situation
Trainees are required to satisfy the Administration that they possess the ability to carry
out the following practical operations, which are taken from the syllabus of a fire
prevention and fire-fighting course.
Fire-fighting Drill and Rescue Exercise

(to be conducted under truly realistic training conditions)
Small fires
1. demonstrate the correct use of various types of portable fire extinguishers,

suitable, respectively, for the following types of fire:
- materials such as wood;

- oil;
- fat;
- plastic;
- propane; and
- electrical.
2. demonstrate how to extinguish fire by using a hose with water jet and spray
nozzles and with a form applicator.
Extensive fires
3. demonstrate the extinguishing of extensive fires of various types, including an oil

fire, using as appropriate:
- water (jet, spray and fog application);

- foams, including aqueous-film-forming foam (AFFF);
- powder or other suitable chemical agent; and
- CO2.
4. using a lifeline, but without breathing apparatus, demonstrates entering and

passing through a compartment into which high-expansion form has been injected.
Drill in smoke-filled spaces
5. demonstrate how to check and use the following breathing apparatus:
- smoke helmet type with air pump and hose; and

- self-contained or compressed-air breathing apparatus (CABA).

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6. demonstrate entering a small room using CABA when the room is filled with non-
toxic artificial smoke.
7. demonstrate how to search for persons (using dummies) to effect rescue in a

smoke-filled space while wearing breathing apparatus
8. take part in team exercises, communicating with other team members, while
wearing CABA in a smoke-filled space
9. demonstrate the use of various types of portable fire extinguishers on fires in

smoked-filled enclosed space while wearing CABA
10. demonstrate extinguishing an extensive fire when wearing CABA in smoke-filled

enclosed spaces, including an accommodation room, or a simulated engine-room
with fire and heavy smoke, and using , as appropriate:
- water fog
- water (jet or spray)
- foam
- powder
Action
Draw up a test specification and scoring scheme for a practical test of the intended
learning outcomes in the syllabus above to be used by the instructors of the fire-fighting
school in their assessment of candidates. Your test should take account of the time
required and the fact that up to sixteen candidates may need to be examined in groups
of four persons at a time.

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Appendix J
Activities for Section 12 – Maintenance of standards
Activity 12.1.5 Calculate and use examination statistics (0.75 hour)
Objective To illustrate the analysis of test results for the calculation of P-values and D-
values for responses to multiple-choice questions and to provide the
examples which can be used for considering the significance of those
measures.
Situation 1
One hundred candidates have taken an established multiple-choice test to which three
new questions have been added for purposes of their validation. The following
summarises the responses made by the upper and lower halves of the population, based
on achievement in the established test.
New Upper half response Lower half response

question choice choice
A B C D A B C D
1 43* 2 3 2 39* 2 5 4
2 0 2 45* 3 0 11 23* 16
3 5 23* 16 6 12 15* 14 9
* Correct response
Action
Calculate the P-values and D-values of the individual test items and be prepared to
discuss the significance of the results.
Situation 2
In an examination, nine candidates out of a total of fifteen correctly answered

question (1).
Action
Calculate the difficulty index of question (1) and comment on its value.
Situation 3
In subsequent examinations, the same question (1) as in situation 2 was completed as

follows.
Total number of Number of successes in

candidates question (1)
Exam No. 2 12 8
Exam No. 3 18 15
Exam No. 4 15 13

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Action
If 50% of the candidates were thought to be competent, comment on the status of

question (1).
Situation 4
A multiple-choice question has the following P-values, based on a population of 100:
Response P-value
A 0.070
B 0.190
C 0.120
D* 0.620
* Correct response
The question is used in a test of a further 20 candidates, who make the following
responses:
Response Number
A 3
B 4
C 3
D* 10
Action
Calculate composite P-value for each response.
Situation 5
The following shows the number of candidates who obtained percentages in the given
intervals on two tests. In each case there were 200 candidates.
Number in interval
Interval %
Test 1 Test 2
0-9 0 0
10-19 0 3
20-29 5 6
30-39 8 12
40-49 22 22
50-59 40 32
60-69 64 46
70-79 44 40
80-89 16 28
90-100 1 11

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Action
1. Plot the frequency distributions for the two tests;

2. Compare the two distributions and be prepared to comment on the discrimination
performance of the tests
Activity 12.1.12 Correct flawed test items (0.75 hour)
Objective To give experience of identifying poor test items and improving them by
amending or rewriting as appropriate.
Test item 1
Good combustion in a boiler furnace can be checked by observation and seeing:
A fuel particles at the outer edges of the flame
B carbon dioxide content of the funnel gases
C a bright flame surrounded by a clear atmosphere
D no unburnt fuel on the furnace floor
Candidates should select the correct answer, either A, B, C or D

Out of table of 84 candidates the selections were as follows:
Response High achievers Low achievers

A 0 2
B 0 4
C 36 20
D 6 16
Action
1. Identify and correct the weakness(es) in this question. Obtain D-values for each
response of the question and comment on their relevance.
2. Comment on any weakness you see in the following questions6 and correct them
as appropriate:
Test item 2
In a vapour-compression refrigeration system, where does the cooling take place?
A in the condenser
B in the evaporator
C in the drier
D in the cold chamber
Please tick against the correct answer
Test item 3
Complete the following statement:
A) The must be applied to bearings

B) Dry powder is suitable medium for extinguishing fires.
6
Instructors should consider using other questions that reflect the competence of the course participants and
address the same issues raised by the activity.

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Test item 4
If in a two-stage reciprocating air compressor the first stage suction valve is held open:
A the compressor will not deliver
B the first stage will not do any work on the air
C the second stage will do more work
D the second stage relief valve will lift
Indicate which is the correct response.
Test item 5
A cofferdam –
A is heavy athwartship beam under the deck
B is the space between the main deck and the next deck
C separates the engine-room from the shaft tunnel
D consists of two closely spaced bulkheads
Test item 6
The ratio of the difference between the speed of a propeller and the speed of the ship
over the ground in still water to the speed of the propeller is termed the
A apparent slip
B true slip
C pitch
D sterntube
Test item 7
Which of the following statements is true concerning buoyant smoke signals?
A their casings are painted red
B they must emit smoke of highly visible colour at a uniform rate for a period
of not less than 3 minutes when floating in calm water
C they are required to float free if the ship sinks
D they must be replaced annually
Activity 12.1.13 Appraise various methods and ranges for evaluating competence
(0.5 hour)
Objective To illustrate and gain insight in determining the effectiveness of the various
methods and ranges in evaluating competence.
Situation
1. A deck cadet officer and an engineering cadet officer are serving sea time on
board a chemical tanker of 5,000 Gross Tonnage with a 3,500 kW propulsion
power. Both of them are undergoing courses in a maritime training institution in
their respective discipline, which include a 12-month cadetship onboard.
2. The chief mate and second engineer on board the tanker are holding the relevant
certificates of competency for their duties and responsibilities and both have
attended shipboard assessment courses organized by their company. All other
officers have not yet attended any shipboard assessment.
3. The company superintendent has requested the master of the chemical tanker to
provide as much shipboard assessment to the cadets as is possible, while they
are sailing with the tanker.

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4. The master replies officially to the superintendent that the chief mate and second
engineer have tested the cadets as follows:
Deck cadet
Item assessed Duration of Method of Outcome of Remarks
assessment assessment assessment
Found
Fixing vessel's competent after Needs further
15 minutes Questioning
position some guidance
prompting
Maintaining and Actual
correcting errors performance
35 minutes Competent
in magnetic and with vessel's
gyro-compass equipment
Correctly
Maintaining a
Over a 3-month Second mate's follows
safe navigation Competent
period observation instructions of
watch
second mate
Test paper set
Characteristics Score 65% of and
1 hour Written test
of chemicals marks administered by
second mate
Observed
during fire drills
Fire fighting 1 hour Observation Competent
(no fire was
simulated)
Engine cadet
Duration of Method of Outcome of
Item assessed Remarks
assessment assessment assessment
Assessors
Welding include third
1 hour Questioning Competent
technology engineer and
fitter
Overhauling Actual Argue with
Not yet
auxiliary cooling 4 hours performance on third engineer
competent
water pump board over tools
Chief engineer
kept watch
Watchkeeping Over a 3-month Chief engineer's with the engine
Competent
duties period observation cadet twice in
the engine
period
Test paper set
Safe working Multiple-choice
1 hour Competent by second
practices test
engineer
Written and oral Tests set by
Cargo operation 2 hours Competent
tests third mate

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Action
Critically comment on the above methods and ranges in evaluating the competence of
either the deck cadet or engine cadet in performing the tasks indicated. Prepare for
comments in class

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Activity 12.4.2 Determine the equivalence of a foreign certificate (0.5 hour)
Objective To provide an insight into the matters to be taken into account when
considering certificates issued by a foreign Administration with a view to
recognizing their certificates for service in national ships in compliance with
regulation I/10 of the STCW Convention, as amended.
Situation
Because of a shortage of nationally qualified masters and officers for your expanding
fleet, shipowners wish to employ personal holding foreign certificates.
Your own certificate structure provides for certification as follows:
Unrestricted voyages – all tonnages and propulsion powers
Master Chief engineer officer

Chief mate Second engineer officer
Officer in charge of navigational watch Engineer officer in charge of a watch
Near-coastal voyages
Master, >3,000 GT Chief engineer officer, 4,500 kW

Chief mate, >3,000 GT Second engineer officer, 4,500 kW
Officer in charge of navigational watch, >500GT
Master, <3,000 GT Chief engineer officer, < 3,500 kW

Chief mate, <3,000 GT Second engineer officer, < 3,500 kW
Officer in charge of navigational watch, < 500GT
Engineer officer in charge of a watch, <3,000kW
The certificates of masters and chief mates whose qualifying seagoing service was in
ships of less than 500 GT are endorsed as valid only for service in such ships.
Action
1. List the criteria you would apply when considering the recognition of a foreign
certificate for service in your ships and state what information you would seek from
the issuing State. Indicate the areas in which differences in certificate structures
and requirements are most likely to cause difficulties for recognition.
2. If your equivalent STCW certificates are to be issued, suggest ways in which the
difficulties you have identified can be resolved.
Activity 12.5.2 Generate examples of circumstances of exceptional necessity

(0.25 hour)
Objective To provide an opportunity for consideration of the circumstances in which

dispensations might be issued.
Action
Produce examples which would warrant the issue of dispensations in accordance with
Article VIII of the STCW Convention, as amended. Include examples of force majeure
in which dispensations might be issued to a master or chief engineer officer.

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Activity 12.5.7 Generate a dispensation document (0.25 hour)
Objective To draft a dispensation document, taking into account the appropriate

Assembly resolution, thereby giving further consideration to the implications
of the procedure.
Action
Prepare documents suitable for issue as dispensation to sail as:
1. Chief engineer officer

2. Second engineer officer
3. Engineer officer in charge of a watch
OR
4. Master
5. Chief mate
6. Officer in charge of a navigational watch
Activity 12.7.3 Identify factors which should result in revocation or suspension of a

certificate (0.5 hour)
Objective To identify, from an inquiry or investigation of an accident or other incident,

factors indicative of incompetence, misconduct or negligence which should
result in revocation or suspension of a certificate and to draw up specific
charges and recommendations concerning revocation or suspension for
presentation at a formal inquiry.
Case study Trainees should study extracts from a suitable Report of Accident
Investigation7 given to them earlier in the course.
Action
1. Identify factors which indicate incompetence, misconduct or negligence on the part

of any person which should result in revocation or suspension of a certificate.
2. Draw up specific charges to lay before a formal inquiry relating to the alleged
incompetence, misconduct or negligence of any person or persons identified in 1.
3. Make recommendations concerning the revocation or suspension of the

certificate(s) involved.
7
The accident reports on the grounding of the container ship MV Rena on 5 October, 2011 available from
the New Zealand Transport Accident Investigation Commission (TAIC) or on the capsize of the Costa
Concordia on 13 January, 2012 from the Italian Ministry of Infrastructure and Transport (See W5 and W6)
may be considered.

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Appendix K
Activities for Section 13 – Administration
Activity 13.1.2 Draw up an efficient record-keeping information system (0.75 hour)
Objective To gain insight into keeping a central record of certificates issued and the
status thereof, under the provisions of regulation I/2 paragraph 14 of the
STCW Convention.
Action
List the basic information to be recorded and the possible types and forms of inquiries.
Activity 13.1.5 Complete STCW endorsements (0.5 hour)
Objective To gain experience in granting endorsements of certificates as required by

the STCW Convention, taking account of limitations as to service which must
be included where advantage has been taken of permitted variations in
examinations for certain grades and classes of certificates.
Action
Complete endorsements of certificates, within your area of competence, issued to

masters and officers who have qualified as follows:
Deck officers
1. Qualified in accordance with regulation II/1;

2. Qualified in accordance with regulation II/3, paragraph 5; and
3. Qualified in accordance with regulation II/2, paragraph 2.1.2.
Engineer officers
4. Qualified in accordance with regulation III/3, paragraph 2.1.2 (examination

confined to marine diesel engines) and with regulation V/1-1 paragraph 4.3;
5. Qualified in accordance with regulation III/2, paragraph 2.1.1 (examination

confined to marine diesel engines) and has served as an engineer officer in charge
of a watch for 12 months; and
6. Qualified in accordance with regulation III/2, paragraph 2.1.1 and 2.2 (examined
on marine diesel engines and marine steam propulsion plant).
Activity 13.2.4 Define measures in enforcing standards (0.75 hour)
Objective To gain insight into the issuing of administrative procedures which may be
adopted to assist Port State Control officers to apply the control procedures
under the provisions of Article X and regulations I/4 of the STCW
Convention.
Action
List the criteria you would apply when considering the detention of a ship under the
STCW Convention, as amended.

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Activity 13.3.3 Deliberate on appropriateness, given a watchkeeping schedule (0.75

hour)
Objective To provide an insight into preparation of watchkeeping schedules taking into

account the provisions of regulations VIII/1 and VIII/2 of the STCW
Convention and other international regulations.
Situation
1. A vessel is trading on a 1-week cycle around 7 ports as shown in the table:
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

0000 A – Port
| A – Port III D – Port A – Port
At sea D – Port II At sea
0800 I D – Port IV VII
III
0800
D– A – Port D – Port
| At sea At sea At sea A – Port V
Port I VI VII
1600
1600
A – Port A – Port D – Port D – Port
| At sea At sea At sea
II IV V VI
2400
A = Arrival D = departure
2. The officer crew complement is as follows:

Deck - Master; Chief mate; Deck officer I; Deck officer II
Engine - Chief engineer; Second engineer; Engineer I; Engineer II.
3. For either arrival or departure, of duration 3 hours each, the officer requirement is:
Deck - Master and either Chief mate or one other deck officer
Engine - Chief engineer and either Second engineer or one other engineer officer.
4. In port, the officer requirement is:

Deck - Chief mate and one deck officer, for 8 hours
Master, for 2 hours
Engine - Second engineer or one other engineer, for 8 hours
Chief engineer, for 2 hours
Action
Determine whether the above watchkeeping schedule is suitable.

Be prepared to present your case to the class.
Activity 13.3.7 Generate administrative arrangements in upholding responsibilities of

companies (1.0 hour)
Objective To gain experience on the issuing of administrative procedures which may

be adopted to hold companies responsible for the assignment of seafarers
in their ships under the provisions of the STCW Convention 1978 as
amended, and other international regulations.
Action
List the requirements which shipping companies must comply with, and the type of
evidence required.

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Appendix L
Activity for Section 14 – Course review and practical evaluation activity
Objective To provide experience in the preparation, from a detailed teaching syllabus,

of a series of tests to evaluate a course outcome, in the field of testing of
such a test series and in the evaluation of the tests against specified criteria.
Action
The exercise will use the syllabus of this model course, "Assessment, Examination and
Certification of Seafarers".
1. Each group appoints one member to act as co-ordinator for the preparation and writing
of test questions or tasks to be performed and assembling into test/assignment papers.
2. Time should be given initially to drawing up a table of specifications for testing the whole
course, deciding which outcomes are to be tested and the types of tests to be used.
Because of the limited time available, the complete test series should not require too
much time to answer.
3. After deciding which outcomes are to be tested, the co-ordinator will arrange the division
of the writing of questions between the members of the group who will prepare them,
taking into account the weighting for knowledge, comprehension and application shown
in the test specification. Marking schemes for essay-type questions or performance
criteria will also need to be prepared. Finally, the questions/tasks will be assembled to
form test/assignment papers, which should include full instructions to candidates
4. Each group will conduct a field test of their test series by setting it for the other group to
answer or do.
5. Mark the completed tests and examine the results to identify any question/task which
has proved to be unsatisfactory
6. Discuss the evaluation exercise. Be prepared to comment on your own test and on that
of the other group, particularly with reference to:
 the content validity;
 the item validity of individual questions/tasks;
 the efficiency of the tests from the point of view of their administration and marking;
 additional or alternative tests which you would have used if more time had been
available for preparation;
 whether the results show any unsatisfactory questions/tasks; and
 evaluation against specified criteria.

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Part E: Evaluation and Assessment

The effectiveness of any evaluation depends to a great extent on the precision of the
description of what is to be evaluated. Generally, in order to select the proper assessment
methods and measures, the instructor should first be aware of the expected learning outcomes
in terms of the scope of knowledge, understanding and competence required. Thus, to assist
the instructors, the detailed teaching syllabus uses descriptive verbs for the specific learning
outcomes, mostly taken from the widely used revised Bloom's taxonomy. These learning
outcomes provide a sound basis for the construction of suitable tests for evaluating participant
progress. Even though this course is not aimed at developing measurable skills for seafarers'
qualifications as per the requirements of the STCW Convention 1978 as amended, the
principles of a more formal evaluation are included in this section, as is standard for most IMO
model courses.
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.
Evaluation/assessment can also be used:
 To assist trainee learning;

 To identify trainees' strengths and weaknesses;
 To assess the effectiveness of a particular instructional strategy;
 To assess and improve the effectiveness of curriculum programs; and
 To assess and improve teaching effectiveness.
The ideal types of evaluation/assessment for a specific subject or topic depend on various
aspects including internal and external conditions. The internal conditions may include the
outcome of the subject, the number and kind of trainees, the availability of staff and teaching
facilities. The external conditions and influential factors include the impact of legislation and
administrative requirements. Given these influencing factors, the best practice is to balance
these conditions in order to reach practical evaluation and assessment measures.
The different types of evaluation/assessment can be classified as:
Initial/Diagnostic assessment
Diagnostic assessment is an evaluation of a course participant or trainee's skills, knowledge,

strength and areas for development, which aims to generate a general view of the trainee's
knowledge and skill level for the planning of the course. This should take place before the
trainee commences a course/qualification to ensure that instructors understand trainees'
needs and their entry levels. Depending on the available resources in the training institution,
this assessment could be conducted individually and/or collectively.
Formative assessment
Formative assessment - where the instructor conducts on-going, in-process evaluation - is an

integral part of the teaching/learning process. The result of this assessment provides
information on a trainee's progress and may also be used to encourage and motivate the
trainee during the learning process.

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Formative assessment is a basic assessment skill that should be mastered by course

instructors. The proper use of this form of assessment, not only gives instructors a clear view
of the impact of their own teaching as well as the need to possibly adapt their teaching
methods, it also provides feedback to course participants, motivating them and serving as a
continuous basis for identifying their own strengths and weaknesses and helping them develop
self-awareness.
Summative assessment
Summative assessment is a final assessment which aims to check the performance of the
trainee where the result could be used to qualify or certify the trainee. It is designed to measure
the trainee's achievement against defined learning outcomes and targets. Therefore, one of
the purposes of summative assessment is to pass/fail or grade a candidate. It may take a
number of forms including written or oral examinations and/or practical exercises which usually
take place at the end of a course.
Evaluation for Quality Assurance
Evaluation can also be required for quality assurance reasons. Results of assessments can
serve as valuable feedback into quality management systems. Such results should be
examined carefully by instructors, supervisors and assessors in order to identify deficiencies
in the teaching and learning methods, teaching content, equipment used and entry
requirements for trainees. This should be with a view to ensure the attainment of desired
learning goals and continual improvement of teaching and learning processes.
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 (e.g. in oral examinations, simulation exercises, practical

demonstrations).
 Written assessments (objective tests, essays etc.)
 Assignments, activities, projects, tasks and/or case studies.
 Simulations (also refer to section A-I/12 of the STCW Code).
 Computer-based tests.
The different methods should be adapted to suit the context and individual needs
Validity
The evaluation methods should be based on clearly defined objectives, and truly represent
what is meant to be assessed, for example the relevant criteria and the specific learning
outcomes of the course. There should be a reasonable balance between the subject topics
involved and also in the testing of a trainee's KNOWLEDGE and UNDERSTANDING of the
concepts and his/her PROFICIENCY in their application.
Reliability
Assessments should also be reliable. In other words, if the assessment was done again with
a similar group/learner the evaluator would receive similar results. The same subject may have
to be delivered to different groups of learners at different times. If other assessors are

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assessing the same course/qualification, then the outcomes should be the same or similar
depending on the task.
To be reliable, an evaluation procedure should produce reasonably consistent results no

matter which set of papers or version of the test is being 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 use is to be made of assignments, tests or examinations.
Instructors need to consider the best way to assess the skills, knowledge and attitudes of their
learners, whether this is formative and/or summative, as well as how the assessment ensures
validity and reliability. All assessments should be valid, authentic, current, sufficient and
reliable (VACSR), where
 Valid implies the assessment is relevant to the standards/criteria being assessed;

 Authentic implies the assessment result has been produced solely by the learner;
 Current implies the assessment is still relevant at the time it is taken;
 Sufficient implies the assessment covers all of the relevant scope of
standards/criteria;
 Reliable implies the assessment is consistent across all learners, over time and at
the required level.
It is important to note that no single method can satisfactorily measure knowledge and skill
over the entire range 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 such that they relate
as realistically as possible to the intended learning outcomes. In the case for seafarer training
courses this would, for example, relate to an officer's job at sea.
STCW§§
The training and assessment of seafarers, as required under the STCW 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) of the competence tables of STCW Code set out the methods and criteria for
evaluation of trainee seafarers and with respect to the competence standards set by the
Convention as amended. In the case of STCW Courses, instructors should refer to these
tables when designing assessments. It should be noted that this column distinguishes
where/how competence can be evaluated by examination, by demonstration and in many
cases has requirements for both. The reason for this is that while knowledge and
understanding can generally be assessed with some validity using examinations, actual or
simulated demonstrations are a far more valid method for evaluating proficiency. Assessment
approaches for certification are covered in detail in this Model Course (3.12) and in the
associated Model Course 1.30 on Shipboard Assessment.
§§
This particular Model Course 3.12 is not assessed in reference to the competence tables of the
STCW Code, as its subject matter governs the assessment and certification of seafarers.

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When evaluation consists of calculations, the following should be taken into consideration:
Calculations
The ability to perform calculations and to resolve such problems can be tested by having the
candidates carry out all calculations in their entirety. However, since a large variety of
technical calculations may be involved, and the time necessary to complete all the solutions
could be considerable, it is seldom possible to test all the abilities of candidates within a
reasonable examination time. One solution to this is to use some form of sampling technique.
In examinations conducted on a traditional essay-type basis, one common sampling technique

applied in respect of calculation-type assessments is to attempt to cover as much of the
subject area as possible within the examination time available. This is frequently done by using
questions involving shorter responses and testing in depth on one or two topics by requiring
the completion of more complex answers. The employment of this 'gross sampling' technique
reduces the reliability of the examination when compared to what is achievable with a more
detailed sampling technique.
A greater breadth of sampling can be achieved by breaking down calculations into the various
computational steps involved in their solution. This technique can only be applied to
calculations in which the methodology is standardized. Fortunately, most calculations follow a
standard format; where alternative methods of solution exist, the examination can be
developed so as to allow candidates an appropriate freedom of choice. Such freedom of
choice must be a feature of examinations of all types, in any event.
In order to develop a series of 'step test items', covering an entire answer in a detailed
sampling approach, it is necessary to identify each intermediate step in each calculation which
can be accepted as being correct in principle. These questions, after they have been reviewed
for clarity and brevity, form the standard 'step test items' in that calculation topic. This approach
allows questions to be posed which sample the candidate's knowledge and ability to perform
parts of various calculations, which takes less time than having the candidate perform entire
calculations. The assumption is made that if the candidate can or cannot correctly complete a
calculation step leading to the solution, then they can or cannot successfully carry out the
entire calculation. Such detailed sampling allows a larger number of questions to be answered
by the candidate within the time allotted for the examination, thus allowing a broader sampling
of the candidate's knowledge and abilities, and thereby increasing the reliability of the
examination.
It should be pointed out that because of the greater number of test items used, more time will
be spent by candidates in reading the questions and in appreciating the precise steps involved
in answering each question.
However, the ability to correctly answer questions that are based on each intermediate step
leading to the solution does not necessarily indicate competence in the application of the
calculation methodology or in the interpretation of the intermediate or final results. To test for
such competence, further questions must be developed which relate more to application
procedures and to the related underlying principles of the calculations. Such test items may
be drawn up as essay-type items, supply type items or multiple-choice items. 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 can allow 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

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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
While each examining authority establishes its own rules, the length of time that can be
devoted to assessing the competence of candidates for certificates of competency is limited
by practical, economic and sociological constraints. Therefore, a prime objective of those
responsible for the organization and administration of the examination system is to find the
most efficient, effective and economical method of assessing the competency of candidates.
An examination system should effectively test the breadth of a 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; their ability to apply principles, concepts and methodology; their
ability to organize facts, ideas and arguments and their abilities and skills in carrying out those
tasks they will be called upon to perform in the duties they are to be certificated to undertake.
All evaluation and testing techniques have their advantages and disadvantages. An examining
authority should carefully analyse 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 will reduce the available
time for the assessed trainee. 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 additions can waste the time of
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 that is essential to the
job concerned.
Scoring subjective tests
The assessment of seafarers*** is concerned with judging whether they are competent, in terms
of meeting sufficient specified learning outcomes, and to perform the tasks required by the
qualifications they are seeking. In other words, they should be tested against predetermined
criteria rather than against the performance of other examinees or the norm for the group as
a whole, as may be the case in many examinations.
To achieve that end in subjective testing, an analytical scoring scheme should be drawn up
where a model answer that attracts full marks is produced for each question. This model
answer is then critically reviewed for the definitions, facts, explanations, formulae, and
***
Or in the case of this model course, the assessors and supervisors of the assessment and
certification process of seafarers.

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calculations it contains and marks are allocated to each item, the aim being to make the
scoring as objective as possible. A subjective element is still likely to exist in the original
allocation of marks to the various sections and, to some extent, in the scoring of incomplete
or partially correct sections.
In addition, either credit scoring or deductive scoring may be used. In credit scoring, marks
are awarded in accordance with the scoring scheme for each correctly completed part of the
answer. However, no marks are credited for incorrect parts or omissions. With deductive
scoring, marks are deducted for errors and omissions from the total mark for the question or
part question (where a question has been divided into two or more sections). When applied to
essay questions, the two methods should produce virtually the same score. Deductive scoring
is usually confined to the marking of calculations.
Deductive scoring can be weighted to take account of the relative seriousness of different
types of error. Errors are commonly classed and weighted as follows:
.1 errors of principle: for example, using the formula for righting moment in a
calculation of list; deduct 50% of the mark for the question or part question;
.2 major errors: for example, extracting data for the wrong day or time from a
publication; deduct 30% of the marks for the question or part question; and
.3 clerical errors: for example, the transposition of numbers from tables or the
question paper, careless arithmetic; deduct 10% of the marks for the question or
part question for each error.
In the case of clerical errors, only one deduction for a single error should be made. No
deductions should be made for incorrect answers that follow through from the original error.
If deductions exceed the total mark for a question or part question, a zero score is given;
negative scores are not carried over to other parts.
The different types of error can be taken into account in credit scoring schemes by suitably
weighting the marks allocated to the method, to the extraction of data and to clerical accuracy
at each step of the calculation. The steps need to be smaller and more detailed than the
division into parts used in deductive marking. As a result, marks lost for errors of principle tend
to be smaller in credit scoring than in deductive scoring.
A small percentage of the total mark, to be credited only for the correct final answer, is
sometimes included in a credit scoring scheme. The answer must lie within the stated
accuracy limits to qualify for that credit. In deductive schemes, an answer that has otherwise
been correctly calculated, but which falls outside the accuracy limits, is treated as a clerical
error.
Where tests are to be marked locally at more than one test centre, a well-defined scoring
scheme that gives the same score when applied to the same paper by different markers, is
essential for the uniform and fair treatment of candidates. To aid in any subsequent review of
marks, possibly resulting from an appeal, the marker should make brief marginal notes on the
paper to indicate the reasons for deductions.
Guidance on the treatment of answers produced by pocket calculators is required.

Examination rules usually warn candidates that all working must be shown to gain full marks
for a question. The marks to deduct when insufficient working is shown but a correct answer
is produced, or when all working is correctly shown but the answer is wrong, need to be known
by the marker.

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In papers in which all questions are to be answered, the marks may be weighted to reflect the
importance or difficulty of individual questions or the length of time that will be needed to
answer them. Where this is done, it is usual to indicate the mark for each question on the
question paper. Optional questions should all be of similar standard and carry equal marks,
so that the standard of the complete test is the same regardless of the questions chosen.
Use can be made of compulsory and optional sections in the same paper. Here, questions
where it is felt that all candidates should be tested, can be placed in the compulsory section
and suitably weighted. The remainder of the paper would then offer a choice of questions,
each of a similar standard.
A problem that arises with optional papers is how to deal with cases where more than the
required numbers of questions is answered. Different examining boards adopt various
solutions. Many mark all questions and discard the lowest marked question or questions
although this approach is not generally advertised as it is not an efficient use of assessors'
time and may motivate candidates to not follow the explicit instructions in examinations. Others
take the requisite number of answers in the order in which they appear on the question paper
and ignore the remainder.
A similar problem arises in papers in which candidates are required to answer a given number
of questions and include at least some stated number from each of several sections.
The pass mark should be set at the lowest score for which sufficient skills and knowledge are
demonstrated for competency in each subject. In practice, that score is difficult to determine
exactly for any individual paper and could vary slightly from one examination to another. Such
an arrangement is difficult to administer and would be considered unfair by candidates, so the
pass mark is fixed and published in the examination regulations. It is therefore essential when
preparing exam/test papers to maintain as consistent a standard as is possible, and to ensure
that the pass mark is an appropriate measure of competency.
The following instructions are typical of those produced as guidance for examiners on the
marking of examinations:
In order to achieve uniformity in marking among examiners in various centres, and to facilitate
the review of papers, the following guidelines are to be used at all centres:
1. When several candidates write the same examination, papers (other than multiple-
choice) should be marked question by question. That is to say, question 1 of paper 1
should be marked for all applicants before proceeding to question 2 etc. This provides
for more uniformity in the marking.
2. All questions should be marked even if it becomes apparent that the candidate cannot
achieve the pass mark.
3. Neatness and orderly layout of work:
Where work is not properly laid out or is not neat, marks should be deducted without
regard to the correctness of the answer. The number of marks deducted should vary
according to the quality of the work up to a maximum of 10% where the correct answer
is obtained.

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4. Important engineering and technical terms:
Where, in general calculations or general questions, an incorrect term is used and such
a term is incidental to the work, the examiners should exercise their judgment as to
whether or not marks should be deducted, but in any case, a deduction should not
exceed 10% of the allotted marks. This does not apply to direct answers involving
definitions or to answers involving the naming of parts.
5. Types of Errors:
Errors can be divided into 3 types
(a) P - error in principle; 50% of the marks allotted for the whole or part of the question
should be deducted.
(b) M - major error; 30% of the marks allotted for the question or part of the question
should be deducted.
(c) C - clerical error; 10% of the marks allocated should be deducted for each such
error.
NOTE: Large mark questions should be considered in their main sections and
percentages of the sections deducted. Candidates should be given the benefit of
any doubt that may exist.
6. Drawings:
Too much importance should not be attached to elaborate drawings. Often a simple
sketch with captions is sufficient and indicative of a good understanding.
7. Incomplete Answers:
Where a problem or distinct section of a large problem is only partly worked, (for example
when a step of principle is missing), it is recommended that marks allotted should not
exceed 50% of the total marks or the split marks allotted, as the case may be.
Marking papers
8. When marking papers, examiners should enter appropriate and brief marginal notes
showing why marks have been deducted, using the abbreviations in paragraph 5 of this
section. The actual error should be ringed and marked with a brief statement of the
reason for the error, e.g. "wrong answer". A paper should be so marked that any
reviewing examiner can see at a glance what has happened, and include a marginal
note to indicate the verdict of a "benefit of doubt".
9. In the case of marginal failure, the paper concerned should be carefully reviewed. This
review is not to be regarded as having the purpose of passing the candidate; it is to
ensure that the foregoing marking standards have been correctly applied and are
consistent with those of other responses to the same examination. It may result in either
an increase or a decrease in the marks assigned. This review having been completed,
the examiner should issue a fail result if it is still below the pass mark.

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10. Use of Calculators
When a non-programmable calculator is used by a candidate in an examination all the

necessary formulae and transpositions must be shown for a full mark to be allotted. In
the case of a correctly set out answer, or partial answer, which has an incorrect final
result, 30% of the whole or part should be deducted on the major error rule.
When the evaluation consists of oral and practical tests the following should be taken
into consideration.
Advantages and disadvantages of oral and practical tests
Some aspects of competency can only be properly judged by having candidates demonstrate
their 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. In
general, all proficiencies require a practical demonstration, which in some cases can be
performed either within training or in service. It is important that any practical testing used to
evaluate competence is valid. This means that where this is to be conducted during a training
course, the assessor needs to create an environment that has the key features of the work
environment on ship present.
The advantage of an oral/practical test is that this checks the performance of the trainee in a
distinct and interactive way. In this respect, 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.
One disadvantage of oral/practical tests is that they can be time-consuming and require
expensive equipment and facilities. Each test should take 1 to 2 hours if it is to
comprehensively cover the topics concerned. Equipment must also be available in
accordance with the knowledge, understanding and abilities/proficiencies that are to be
tested.

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ATTACHMENT 1
Examples of Competence-Based Assessment for Seafarers
1 The following pages provide examples of STCW competency with test objectives,
performance measures, and performance standards. The examples (1-5) are for hypothetical
assessments of shipboard tasks associated with various functions and competences. The
respective areas of knowledge, understanding and proficiency are identified in the appropriate
standards of competence of the STCW Code.
2 The first step in the process is to generate the tasks for the specific competences to
be assessed. Two samples (A and B) of the tasks generated for the various competences
required in STCW Code are provided in this attachment.
Sample A is for competence specified in Table A-ll/1 of the STCW Code and
Sample B is for competence specified in Table A-lll/1 of the STCW Code.
These are the mandatory minimum requirements for certification of officers in charge
of (a) a navigational watch on ships of 500 gross tonnage or more, and (b) an engineering
watch in a manned engine-room or as designated duty engineers in a periodically unmanned
engine-room.
3 The next step is to expand on the tasks, define the performance measures and then,
the performance standards for each of the tasks. As mentioned in paragraph 1 above, the
attachment provides the examples of these in tabulated form (Examples 1 to 5). The
usefulness of developing these types of tabulation is that they can serve as checklists for
conducting practical tests or for conducting assessments on board.
4 Also included in the attachment are two examples of the format that can be used to
design and develop Training Record Books. The 'Tasks" and "Criteria for Satisfactory
Performance" are similarly generated and defined as above.
5 The instructor should use the samples/examples appropriately throughout the

course. In particular, they are suitable for Sections 6, 10 and 11 of the course.
The instructor should note that the examples are for illustrative purposes only.

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Sample A: Defining the tasks for competence in Table A-II/1 of STCW Code
Function 1: Navigation at the operational level
Competence 1: Plan and conduct a passage and determine position

Task 1. Plan a passage
1.1. Consult nautical charts and publications.

The information obtained from nautical charts and navigational publications is
relevant, interpreted correctly and properly applied. All potential navigational hazards
are accurately identified.
1.2. Select charts of adequate scale.

The charts selected are the largest scale suitable for the area of navigation and charts
and publications are corrected in accordance with the latest Information available.
 
1.3. Set courses.
The courses are suitably set in respect of the ship's size, draft and manoeuvrability,
and set with sufficient distance off shallow waters, banks and other dangers to
navigation. Due consideration is given to current ice, prevailing meteorological
conditions and routing and traffic separation schemes.
 
1.4. Calculate Estimated Time of Arrival (ETA).
The total distance is correctly calculated and ETA given within acceptable time limits.
 
Task 2. Conduct a passage and determine position
2.1. Determine and correctly apply compass error to courses and compass bearings.
Errors in magnetic and gyro compasses are determined and correctly applied to
courses and bearings.
2.2. Recognize conspicuous objects and other terrestrial aids to navigation in daylight and
at night.
The information obtained from navigational charts and publications is relevant,
interpreted correctly and properly applied. All potential navigational hazards are
accurately identified.
2.3. Establish position by terrestrial observations i.e. lighthouses, buoys and beacons.
The position is determined within the limits of acceptable instrument/system errors.
2.4. Establish position by use of electronic navigational equipment.

The position is determined within the limits of acceptable instrument/system errors.  
2.5. Determine ship's position by dead reckoning.

The position is determined within acceptable limits.  
2.6. Operate electronic position-fixing and navigational equipment.

Performance checks and tests to navigation systems comply with manufacturer's
recommendations and good navigational practice.
 
2.7. Use celestial bodies to determine the ship's position.
The fix is within acceptable accuracy, due regard taken to possible errors of the
position lines and the meteorological conditions.  

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2.8. Steer the ship and comply with helm orders in the English language.
A steady course is steered within acceptable limits having regard to the area of
navigation and prevailing sea state. Alterations of course are smooth and controlled.
Communications are clear and concise at all times and orders are acknowledged in
a seaman-like manner.
2.9. Operate the steering control systems. Know the operational procedures and
change-over from manual to automatic control and vice-versa. Adjust the controls for
optimum performance.
The selection of mode of steering is the most suitable for the prevailing weather, sea
and traffic conditions and intended manoeuvres.  
2.10. Able to use and interpret information obtained from shipborne meteorological
instruments.
Measurements and observations of weather conditions are accurate.
2.11. Able to apply the meteorological information available.  
Meteorological information is correctly interpreted and applied.  
Competence 2: Maintain a safe navigational watch
Task 3: Maintain a safe navigational watch
3.1. On preparing for sea, check ship's draught, and check that the necessary equipment
on the bridge is operational and proper sailing information is available.
All navigational and communication equipment is operational and all appropriate
charts, tidal and weather information is available.
3.2. On leaving or entering port notify the master/engine control room as appropriate.
The master/engine control room is notified as appropriate.
3.3. Assist in carrying out the master's/pilot's order/directions.
Master's/pilot's instructions are verified and essential information recorded and
relevant information given to those concerned.
3.4. Monitor the course, speed and position.
Course, speed and positions are constantly monitored and the candidate shows that
he/she is vigilant and alert, especially when transiting confined waters.
3.5. Display/sound correct lights, flags, shapes and sound signals.
Correct lights, flags, shapes and sound signals are displayed/sounded.
3.6. Properly monitor the pilot's safety when boarding and disembarking.
The pilot's safety is ensured when boarding and disembarking
3.7. On leaving or entering port notify the crew as appropriate.
The crew is available for handling moorings/anchors when needed.
3.8. At the commencement of the watch ascertain ship's position, course and speed and
appraise the traffic situation and any danger to the ship.
All checks are promptly and correctly carried out. A clear statement is given that the
situation is under full control when the watch is formally taken over.
3.9. Keep a proper lookout by sight and hearing.
Sound signals, lights and other objects are properly detected and their appropriate
bearing in degrees or points is reported to the officer of the watch.

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3.10. Fix the ship's position regularly, assess risks of collision and/or grounding and take
appropriate actions.
Apply properly the International Regulations for Preventing Collisions at Sea.
3.11. Check the reliability of the information obtained from primary method of position fixing
at appropriate intervals.
The reliability of the information obtained from the primary method of position fixing
is checked at appropriate intervals.
3.12. Adjust the ship's course and speed to the traffic, the waters and the meteorological
condition.
The speed and mode of steering is suitable for the prevailing conditions.  
3.13. Monitor and control navigational instruments and record relevant activities and
incidents.  
Compasses are regularly checked and errors are correctly applied. All movements
and activities related to the navigation of the ship are properly recorded.  
3.14. Allocate and assign resources as needed in correct priority to perform necessary
tasks
Resources are allocated and assigned as needed in correct priority to perform
necessary tasks.
3.15. Communicate effectively.

Communication is clearly and unambiguously given and received.
3.16. Demonstrate assertiveness and leadership.
Questionable decisions and/or actions result in appropriate challenge and response.
Effective leadership behaviours are identified.
3.17. Obtain and maintain situational awareness.
The information obtained from the all sources in respect of the prevailing internal and
external circumstances and conditions is correctly interpreted and applied with due
regard to the prevailing circumstances and condition.
3.18. Consider team experience

Team member(s) share accurate understanding of the current and predicted vessel
state, navigation path and external environment.
Competence 3: Use radar and ARPA to maintain safety of navigation
Task 4: Use radar and ARPA
4.1. Carry out operational checks and adjust the equipment to proper performance.
The equipment is functioning properly and in accordance with the manufacturers
specifications.
4.2. Able to operate and to interpret and analyse information obtained from radar and
ARPA, as applicable.
The information obtained from the equipment is correctly interpreted and applied with
due regards to the limitations of the equipment and prevailing circumstances and
conditions.
4.3. Interpret and analyse factors affecting performance and accuracy.

conditions.

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4.4. Set up and maintain displays.

The displays are properly set up and maintained.
4.5. Detect and be aware of the possibility of misinterpretation of information, false

echoes, sea returns, etc.
conditions.
4.6. Interpret and analyse information obtained from racons and SARTs.
conditions.
4.7. Detect and calculate range and bearing, and speed of other ships, time and distance
of closest approach of crossing, meeting and overtaking ships.
conditions. The course and speed of other ships, as well as time and distance of
assumed closest approach to other ships, are ascertained with sufficient accuracy to
take appropriate actions.
4.8. Identify critical echoes, detect course and speed changes of other ships, take into
account the effect of changes in own ship's course or speed or both.
conditions.
4.9. Apply the International Regulations for Preventing Collisions at Sea.

Action taken to avoid close encounter or collision with other vessels is in accordance
with the International Regulations for Preventing Collisions at Sea.
4.10. Use plotting techniques and relative and true motion concepts.
conditions.
4.11. Use parallel indexing techniques.

conditions.
4.12. Interpret and analyse information related to system performance and accuracy,
tracking capabilities and limitations, and processing delays.  
conditions. The course and speed of other ships as well as time and distance of
assumed closest approach to other ships are ascertained with sufficient accuracy to
take appropriate actions.  
4.13. Use operational warnings and systems tests.  

conditions.  

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4.14. Use of the target acquisition and its limitations.  

conditions.  
4.15. Use true and relative vectors, graphic representation of target information and danger
areas.
conditions. The course and speed of other ships as well as time and distance of
assumed closest approach to other ships are ascertained with sufficient accuracy to
take appropriate actions.  
4.16. Derive and analyse information, critical echoes, exclusion areas and trial
manoeuvres.  
The information obtained from the equipment is correctly interpreted and applied with due
regards to the limitations of the equipment and prevailing circumstances and conditions.
The course and speed of other ships as well as time and distance of closest approach to
other ships are ascertained with sufficient accuracy to take appropriate actions.  
4.17. Take appropriate to avoid accidents.  

Action taken to avoid a close encounter or collision with other vessels is in
accordance with the International Regulations for Preventing Collisions at Sea.
Decisions to amend course and/or speed are both timely and in accordance with
accepted navigation practice. Adjustments made to the ship's course and speed
maintain safety of navigation. Manoeuvring signals are made at the appropriate time
and are in accordance with the International Regulations for Preventing Collisions at
Sea.  
Competence 4: Use ECDIS to maintain the safety of navigation

Task 5: Navigate using ECDIS
5.1. Carry out operational checks and adjust the equipment to proper performance.
The equipment is functioning properly and in accordance with the manufacturer's
specifications.
5.2. Monitor and adjust the display of information, including own position, sea area
displays, mode and orientation, chart data displayed, route monitoring, user-
created information layers, contacts (when interfaced with AIS and /or radar tracking)
and radar overlay functions (when interfaced).
The information obtained from ECDIS is appropriately monitored and adjusted in a
manner that contributes to safe navigation.
5.3. Interpret and analyse information obtained during operation of ECDIS and exhibit
situational awareness including of the proximity of hazards, set and drift, chart data
and scale selection, suitability of route, contact detection and management, and the
integrity of sensors. ECDIS-derived vessel position is confirmed with alternative
means
The information obtained from ECDIS (including radar, overlay and/or radar tracking
functions, when fitted) is correctly interpreted and analysed, taking into account the
limitations of the equipment, all connected sensors (including radar and AIS where
interfaced), and prevailing circumstances and conditions.

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5.4. Use functions that are integrated with other navigation systems in various
installations, including proper functioning and adjustment to desired settings.
Safety of navigation is maintained through adjustments made to the ship's course
and speed through ECDIS-controlled track-keeping functions (when fitted).
5.5. Communicate clearly

Communication is clear, concise and acknowledged at all times in a seamanlike
manner.
Competence 5: Respond to emergencies

Task 6: Respond to emergencies
6.1. During relevant drills demonstrate ability to take precautions for the protection and
safety of passengers and crew in emergency situations.
The type and scale of the emergency is promptly identified. Initial actions are in
accordance with contingency plans and are appropriate to the urgency of the situation
and nature of the emergency.
6.2. During relevant drills demonstrate ability to take initial actions following a collision or
grounding, initial damage assessment and control.
The type and scale of the emergency is promptly identified. Initial actions and, if
appropriate, manoeuvring of the ship are in accordance with contingency plans and
are appropriate to the urgency of the situation and nature of the emergency.
6.3. During relevant drills demonstrate ability to act correctly when rescuing persons from
the sea, assisting a ship in distress, responding to emergencies which arise in port.
The type and scale o f the emergency is promptly identified. Initial actions and, if
appropriate, manoeuvring of the ship are in accordance with contingency plans and
are appropriate to the urgency of the situation and nature of the emergency.
Competence 6: Respond to a distress signal at sea

Task 7: Respond to a distress signal at sea
7.1. During relevant drills establish the position of a unit in distress in relation to own
position.
The distress or emergency signal is immediately recognized. The positions are
correctly plotted in suitable charts and the contents of the International Aeronautical
and Maritime Search and Rescue (IAMSAR) Manual are correctly applied.
7.2. During relevant drills make a preliminary assessment of the situation and inform the
master.
Contingency plans and instructions in standing orders are implemented and complied
with. 
Competence 7: Use the IMO Standard Marine Communication Phrases and use English
in written and oral form
Task 8: Use the IMO Standard Marine Communication Phrases and write and speak English
8.1. Use IMO Standard Marine Communication Phrases.

Navigation and Safety communication is satisfactorily conducted with persons unable
to understand the officer's national language
8.2. Understand Meteorological and Marine Safety messages.

The messages relevant to the safety of the ship are correctly interpreted or drafted.

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8.3. Fill in standard English nautical reports and forms.

All reports and forms relevant to the duties of an officer in charge of a navigational
watch are correctly fulfilled.
8.4. Communicate with other ships, coast stations and VTS centres.
Communications are clear and understood.
8.5. Perform the officer's duties also with multi-lingual crew.

Communications are clear and understood.
Competence 8: Transmit and receive information by visual signalling

Task 9: Transmit and receive visual signals
9.1. Transmit and receive, by Morse light, distress signal SOS as specified in Annex IV of
the International Regulations for Preventing Collisions at Sea, 1972, as amended,
and appendix 1 of the International Code of Signals, and visual signalling of
single-letter signals as also specified in the International Code of Signals.  
Communication within the operator's area of responsibility are consistently successful
 
9.2. Use the International Code of Signals to interpret messages given by flags and
pendants.
Communication within the operator's area of responsibility are consistently successful
 
Competence 9: Manoeuver the ship

Task 10: Manoeuver the ship
10.1. Use available information as to the ship's turning circles and stopping distances when
manoeuvring taking into account the effects of deadweight, draught, trim, speed and
under-keel clearance on turning circles and stopping distances.
The information is adequately used during normal situations while taking note of
draught and trim. Safe operating limits of ship propulsion, steering and power
systems are not exceeded in normal manoeuvres. Adjustments made to the ship's
course and speed maintain safety of navigation.
manoeuvring taking into account the effects of wind and current on ship handling.
The information is adequately used during normal situations while taking due regards
to wind and current. Safe operating limits of ship propulsion, steering and power
systems are not exceeded in normal manoeuvres. Adjustments made to the ship's
course and speed maintain safety of navigation.
manoeuvring taking into account the effects of squat, shallow water and similar
effects.
The information is adequately used during normal situations while taking due regards
to squat, shallow water and similar effects. Safe operating limits of ship propulsion,
steering and power systems are not exceeded in normal manoeuvres. Adjustments
made to the ship's course and speed maintain safety of navigation.
10.4. Demonstrate proper mooring procedures.  

Perform mooring operations as ordered. Ship is safely moored without undue delay.
 

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10.5. Demonstrate proper anchoring procedures.  

Anchors are lowered/heaved and secured as ordered. Ship is safely anchored without
undue delay.
10.6. Manoeuvre to rescue a person overboard.  

The actions taken are as generally recommended and the turning manoeuvre brings
the ship into its wake.  
Function 2: Cargo handling and stowage at the operational level
Competence 1: Monitor loading, stowage, securing and unloading of cargoes and their
care during the voyage
Task 1: Monitor loading of cargoes
1.1. Supervise the preparation of holds and deep tanks for loading.  
Precautions are taken before entering holds or confined spaces to ensure safe
atmosphere. The holds and deep tanks are in good order and condition, sufficiently
cleaned and adequately dunned for the new cargo. Any heating arrangement is
functioning. The bilges are dry and there is free drainage to the suctions.  
1.2. Supervise the operation of the ship's cargo gear.

The gear is safely operated and the safe working load never exceeded. Damaged or
worn out ropes, wires or parts of the gear are detected and replaced.  
1.3. Supervise the loading. Take into account the effect of cargo including heavy lifts on
the seaworthiness and stability of the ship.
The cargo is loaded in accordance with the cargo plan while maintaining proper trim
and stability at all times. Dangerous goods are identified and handled in accordance
with international regulations and recognized standards and codes of safe practice.
Any incidents or accidents during loading are reported immediately and proper
actions taken.
Task 2: Stowage and securing of cargoes
2.1. Ensure a solid stow and securing of all cargoes in packaged form.
Cargoes liable to slide during rolling or pitching are adequately stowed and secured
to avoid damage to ship and cargo. Special attention is paid to dangerous goods,
heavy loads and vehicles.  
2.2. Ensure separation between bulk cargoes or packaged goods if required.

The cargoes are not mixed or contaminated and all cargoes are delivered at the due
port.  
2.3. Supervise that adequate precautions are taken to ensure ventilation and facilitate
inspections during the voyage.
The ventilation is sufficient to avoid sweat from cargo and ship and harmful gases are
let out.
2.4. Ensure stowage and securing of dangerous, hazardous and harmful cargoes is
appropriate and their effect on the safety of life and of the ship considered.
The handling of dangerous, hazardous and harmful cargoes complies with
international regulations and recognized standards and codes of safe practice.

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Task 3: Taking care of cargoes during voyage
3.1. Inspect the cargo at regular intervals.

Routine inspections are carried out, taking into account the condition of the cargo and
the weather.  
3.2. Record all inspections and the conditions found

The results of the inspections are properly recorded and any need for actions
reported immediately.  
3.3. Take actions to avoid damage to the ship or cargo.

Correct actions are taken to adjust ventilation, temperature or to carry out any other
operation to avoid damage to ship or cargo.  
Task 4: Taking care of cargoes during voyages
4.1 Inspect hatch gear and cargoes before and during discharging.
Any damage is immediately reported and properly recorded. Appropriate actions are
taken to avoid accidents or further damage.  
4.2 Ensure that all cargoes are discharged in good condition.

Cargo operations are carried out in accordance with the cargo plan or other
documents and established safety rules/regulations, equipment operating
instructions and shipboard limitations. Improper handling of gear or cargo is
immediately stopped or reported.  
4.3 Ensure satisfactory trim, stability, avoid excessive stresses causing hogging and
sagging at all times.
Factors influencing the safety of the ship are constantly monitored and kept within
stated acceptable limits.
4.4 Identify any damage to ship or cargo after discharging and establish possible causes.
Any damage is detected, immediately reported and causes established or suggested
depending on the circumstances.  
Function 3: Controlling the operation of the ship and care for persons on board at the
operational level
Competence 1: Ensure compliance with pollution prevention requirements

Task 1: Take actions to prevent pollution
1.1. Ensure that procedures are agreed and observed and all scuppers are blocked before
bunkering.
The operations are fully observed, all scuppers are blocked and pipes and hoses
inspected before bunkering takes place.
1.2. During relevant drills initiate immediate investigation to detect the source of pollution.
All available resources are utilized to detect the source and the master or appropriate
authorities are informed.  

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1.3. During relevant drills stop or prevent leakages and spills of harmful liquids and solid
substances.
The situation is thoroughly assessed and the actions taken are effectively organized
and exercised with due consideration for the extent of the pollution.  
1.4. Have all tanks and compartments sounded if any damage is suspected.
The soundings are readily available and the results immediately reported to the
master.  
1.5. Carry out bilge, ballast and bunkering operations.

All operations are carried out in accordance with MARPOL and due regard paid to
Shipboard Oil Pollution Emergency Plan (SOPEP).  
1.6. Initiate proactive measures to protect the marine environment

Actions are taken to ensure that a positive environmental reputation is maintained.
Competence 2: Maintain seaworthiness of the ship

Task 2: Monitor stowage and securing of cargoes
2.1. Inspect hull and hull openings, compartments, hatch covers, equipment and
complement and take action if any defects are detected.
The inspection is properly carried out, due regard paid to the prevailing circumstances
and areas where defects are most likely to occur. Any defect is immediately reported
and recorded and the suggested or executed action adequate for the situation.
2.2. Ensure that all loose objects are securely fastened to avoid damage.
Inspection is carried out at regular intervals and more frequently in heavy weather or
if other incidents occur. Heavy or otherwise dangerous objects are given the highest
priority and good seamanship exercised.
2.3. Arrange for regular control measures to ensure watertight integrity.

Peaks, bilges, tanks and other compartments are sounded regularly, the results
recorded and any irregularities reported and examined further.
2.4. Calculate stability, trim and stresses using stability trim, and stress tables, diagrams
and stress calculating equipment.
Ensure that stability conditions comply with the IMO intact stability criteria under all
conditions of loading.
2.5. During relevant drills take actions to ensure and maintain the watertight integrity of
the ship.
Actions to ensure and maintain the watertight integrity of the ship are in accordance
with accepted practice.
Competence 3: Prevent, control and fight fires on board

Task 3: Prevent fires on board
3.1. Test fire and smoke detecting equipment.

The equipment is tested and operated in accordance with manufacturer's manuals
and ship-specific instructions.

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3.2. Ensure that all persons on watch are able to detect and correct hazardous situations
and actions and keep the ship clean and tidy.
Watch personnel make regular inspections in areas exposed to ignition. Easily
inflammable material is put in safe places and the watch demonstrate an attitude of
alertness and readiness to respond to fires.
3.3. Make the watch locate and use fire-fighting appliances and emergency escape routes
and sound alarm.
Every person on watch can use portable or otherwise adequate fire extinguishers for
small fires, demonstrate ability to find emergency escape routes and raise the alarm.
Task 4: Fight fires on board
4.1. Locate fire stations and demonstrate proper use of fixed installations and other
fire-fighting appliances and agents.
All stations are located and the most suitable one selected in the event of a fire.
Proper equipment and extinguishing agents selected for the various materials on fire.
4.2. Locate and use fire protective equipment (fireman's outfit, including breathing
apparatus).
The equipment is quickly donned and used in a way that no accidents are likely to
occur.
4.3. Demonstrate ability to act in accordance with the fire-fighting plan during fire drills.
During debriefing after an exercise or a real fire, the reasons for each action taken,
including the priority in which they were taken, are explained and accepted as the
most appropriate.
4.4. During relevant drills carry out rescue operations wearing breathing apparatus.
The breathing apparatus is tested and used in accordance with manufacturers
manual and the rescue operation is successful.
Competence 4: Operate life-saving appliances

Task 5: Operate life-saving appliances
5.1. Organize abandon ship drills.

On sounding the alarm all persons meet at the designated life-boat station wearing
life Jackets or immersion suits and carry out their duties on request.
5.2. Demonstrate the ability to organize and supervise the launching, handling and
recovery of life-boat.
Correct orders for embarkation, launching, immediately clearing the ship's side,
safely handling the boat under motor, oars or sail as appropriate, and safe boat
recovery.
5.3. Demonstrate the ability to organize and supervise the launching or throwing
overboard of a life-raft, and manoeuvre it clear off ship.
The duties for the persons designated for the raft are clearly allocated and orders
efficiently executed.
5.4. Demonstrate proper use of radio lifesaving appliances, satellite, EPIRBs and SARTs.
Equipment is operated in accordance with manufacturer's instruction

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5.5. Ensure that all survival craft and launching equipment are in good working order.
Equipment is maintained in accordance with manufacturer's instructions and
regulatory requirements
5.6. Ensure rations on board survival craft are adequate.

Food and water are sufficient for the survival craft designated complement.
5.7. Ensure that equipment on board survival craft is adequate.

Equipment such as pyrotechnics, signalling equipment, all meet regulatory
requirements.
Competence 5: Apply medical first aid on board

Task 6: Apply medical first aid on board
6.1. Demonstrate knowledge and skill on how to stop excessive bleeding, ensure
breathing and put injured persons in proper position.
The actions demonstrated are in compliance with accepted recommendations given
in international medical first aid guides.
6.2. Demonstrate knowledge and skill on how to detect signs of shock and heat stroke
and act accordingly.
The treatment recommended or given is adequate. Ability to request Radio Medico
for advice is demonstrated.
6.3. Demonstrate knowledge and skill on how to treat burns, scalds, fractures and
hypothermia.
Recommended guidelines for proper actions are explained and the basic principles
for avoiding hypothermia are demonstrated.
6.4. Locate and access shipboard medicine and equipment.

Ability to access the medical cabinet in a timely way.
Competence 6: Monitor compliance with legal requirements

Task 7: Monitor compliance with legislation
7.1. State what laws, rules and regulations govern ship operation and pollution prevention
and where they are available on board.
The statement given is correct and includes relevant bodies or organizations which
may be contacted to obtain special information or guidance which is not easily
accessible.
7.2. Use legislation to ascertain appropriate approach to solve questions encountered

during on board operations.
Legislative requirements relating to safety of life at sea and protection of the marine
environment are correctly identified.  
Competence 7: Application of leadership and teamworking skills

Task 8: Apply leadership and teamworking skills
8.1. Inform the crew of expected standards of work and inter-personal behaviour.
The crew are allocated duties and informed of expected standards of work and
behaviour in a manner appropriate to the individuals concerned.

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8.2. Apply task and workload management techniques, including planning and
co-ordination, personnel assignment, time and resource constraints and prioritization.
Training outcomes and activities are based on assessment of current competencies
and capabilities and operational requirements. Operations are demonstrated to be in
accordance with applicable rules.
8.3. Allocate, assign and prioritize resources.

Operations are planned and resources are allocated as needed in correct priority to
perform necessary tasks.
8.4. Communicate effectively onboard and ashore

8.5. Make decisions reflecting consideration of team experience

Effective leadership behaviours are demonstrated.
8.6. Demonstrate assertiveness and leadership including motivation.

Necessary team member(s) share accurate understanding of current and predicted
vessel status and operational status and external environment.
8.7. Apply decision-making techniques including situation and risk assessment, identify
and consider generated opinions, selecting course of action and evaluation of
outcome effectiveness.
Decisions are most effective for the situation.
Competence 8: Contribute to the safety of personnel and ship

Task 9: Contribute to the safety of personnel and ship
9.1. Contribute to the fire prevention and fire fighting

Appropriate safety and protective equipment is correctly used. Procedures and safe
working practices designated to safeguard personnel and the ship are observed at
all time.
9.2. Contribute to elementary first aid.

all time.
9.3. Ensures personal safety and demonstrates social responsibility

Procedures designed to safeguard the environment are observed at all times. Initial
and follow-up actions on becoming aware of an emergency conform with established
emergency response procedures.

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Sample B - Defining the tasks for competence in Table A-lll/1 of STCW Code
Function 1: Marine engineering at the operational level

Competence 1: Maintain a safe engineering watch
1.1. List or orally explain the reasons an officer in charge of the engineering watch shall
not hand over the watch to the relieving officer
Explanation is consistent with requirements in section A-VIII/2, paragraph 56, of the
STCW Code
1.2. Explain the starting orders and special instructions of the chief engineer officer
relating to the operation of the ships systems and machinery
Explanation is satisfactory to the assessor
1.3. Explain the nature of all work being performed on machinery and systems, the
personnel involved, and potential hazards
Explanation is satisfactory to the assessor
1.4. Determine the level and, where applicable, the condition of water or residues in bilge,
ballast tanks, slop tanks, reserve tanks, fresh water tanks, sewage tanks and any
special requirements for use or disposal of the contents thereof
Determinations are correct
1.5. Determine the condition and level of fuel in the reserve tanks, settling tank, day tank,
and other fuel storage facilities
1.6. Determine any special requirements relating to sewage system disposals and the
acceptable alternative for such disposals for the duration of the voyage
Ability to correctly explain acceptable alternatives for sewage system disposals
1.7. Determine the condition and mode of operation of the various main and auxiliary
systems, including the electrical power distribution system
1.8. Determine, where applicable, the condition of monitoring and control console
equipment, and which equipment is being operated manually
1.9. Describe potential adverse conditions that could result from bad weather, ice,
contaminated water, or shallow water
Descriptions are complete and accurate
1.10. Determine, where applicable, the condition and mode of operation of automatic boiler
controls such as flame safeguard control system, limit control system, combustion
control system, fuel supply control system, and other equipment related to the
operation of steam boilers and explain the function of each
Correct determination and satisfactory explanation
1.11. Determine any special modes of operation dictated by equipment failure or adverse
ships conditions and describe how various how various equipment failures or adverse
ship condition could potentially dictate special modes of operation
Correct determination and satisfactory explanation

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1.12. Identify all escape routes from the machinery spaces

All escape routes are properly identified
1.13. Describe the various engine-room alarm systems and distinguish between the
various alarms,especially the fire-extinguishing media alarm
Description is accurate
1.14. Operate the propulsion equipment in response to needs for changes in direction or
speed
Capability for operation is satisfactory
1.15. Determine and describe all preventive maintenance, damage control, or repair
operations to beperformed during the engineering watch. Describe how all machinery
to be worked on is isolated, bypassed, or adjusted. Record all work carried out during
the watch
Determinations are complete; descriptions are satisfactory; and work performed is
properly recorded
1.16. Inspect the machinery and describe the condition of all such machinery
Condition is accurately described
1.17. Make rounds of the machinery and steering-gear spaces for the purpose of observing
and reporting equipment malfunctions or breakdowns and performing under direction
routine adjustments, required upkeep, and other necessary tasks. Describe potential
malfunctions and breakdowns
Performance and description are satisfactory and accurate
1.18. Describe actions to be taken in case of damage resulting from equipment

breakdown, fire, flooding, rupture, collision, grounding, or other causes in order to
contain the effects
Descriptions are satisfactory
1.19. Record all events related to the main and auxiliary machinery which have occurred
during the engineering watch
Records are suitable
1.20. Describe special watchkeeper precautions to be taken under adverse conditions in

rough seas, restricted visibility, coastal and congested waters, and at anchor
Descriptions are satisfactory
1.21. Describe the procedures for taking over the engineering watch in port
Description includes the requirements of section A-VIII/2, part 4-2, of the STCW Code
1.22. Describe the procedures for performing the engineering watch in port
Description includes the requirements of section A-VIII/2, part 4-4, of the STCW Code
1.23. Allocate and assign resources as needed in correct priority to perform necessary
tasks
Resources are allocated and assigned as needed in correct priority to perform
necessary tasks.
1.24. Communicate effectively.


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1.25. Demonstrate assertiveness and leadership.

Questionable decisions and/or actions result in appropriate challenge and response.
Effective leadership behaviours are identified.
1.26. Obtain and maintain situational awareness.

The information obtained from the all sources in respect of the prevailing internal and
external circumstances and conditions is correctly interpreted and applied with due
regard to the prevailing circumstances and condition.
1.27. Consider team experience

Team member(s) share accurate understanding of the current and predicted vessel
state, navigation path and external environment.
Competence 2: Use of English in written and oral form
2.1. Use engineering publications, operational manuals and fault finding instructions
written in English
The publications and manuals relevant to the engineering duties are correctly
interpreted
2.2. Fill in standard engineering reports and forms in English
All reports and forms relevant to the engineering duties are correctly filled
2.3. Communicate with members of the watch, in a multilingual crew, in safety related
duties
All orders and information related to Watchkeeping duties are correctly understood
and acted upon those concerned
Competence 3: Use internal communication systems
3.1. Operate all internal communication systems onboard

Transmission and reception of messages are consistently successful.
Communication records are complete, accurate and comply with statutory
requirements.
Competence 4: Operate main and auxiliary machinery and associated control systems
4.1. Interpret basic construction and operation principles of machinery systems, including:
1. marine diesel engine
2. marine steam turbine
3. marine gas turbine
4. marine boiler
5. shafting installations, including propeller
6. other auxiliaries, including various pumps, air compressors, purifiers, fresh
water generators, heat exchangers, refrigeration units, air-conditioning and
ventilation systems
7. steering gear
8. automatic control systems
9. fluid flow and characteristics of lubricating oil, fuel oil and cooling systems
10. deck machinery
Construction and operating mechanisms can be understood and explained with

drawings/instructions.

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4.2. Interpret safety and emergency procedures for operation of propulsion plant
machinery, including control systems.
Construction and operating mechanisms can be understood and explained with
drawings/instructions.
4.3. Prepare main machinery

Preparation, operation, fault detection and necessary measures to prevent damage
for main machinery are planned and carried out in accordance with operating
manuals, established rules and procedures to ensure safety of operations and avoid
pollution of the marine environment and all auxiliary and control systems are
functioning properly. All relevant checks and actions are appropriately recorded
4.4. Prepare and test the steering gear

for steering gear are planned and carried out in accordance with operating manuals,
established rules and procedures to ensure safety of operations and avoid pollution
of the marine environment and all auxiliary and control systems are functioning
properly. All relevant checks and actions are appropriately recorded
4.5. Prepare auxiliary machinery for operation

for auxiliary machinery are planned and carried out in accordance with operating
manuals, established rules and procedures to ensure safety of operations and avoid
pollution of the marine environment and all auxiliary and control systems are
functioning properly. All relevant checks and actions are appropriately recorded
4.6. Operate steam boilers, including combustion control and burner management
systems
for steam boilers are planned and carried out in accordance with operating manuals,
established rules and procedures to ensure safety of operations and avoid pollution
of the marine environment and all auxiliary and control systems are functioning
properly. All relevant checks and actions are appropriately recorded
4.7. Check steam boiler water level

Water level is checked in accordance with instruction manual and good practice and
necessary action is taken when water level is abnormal
4.8. Locate common faults in machinery and plants, in engine room, boiler room and
steering flat and take action necessary to prevent damage
The causes of machinery malfunctions are promptly identified and action is taken to
ensure the overall safety of the ship and the plant having regard to the prevailing
circumstances and conditions
Competence 5: Operate fuel, lubrication, ballast and other pumping systems and
associated control systems
5.1. Operate bilge and ballast pumping systems

The operations are carried out in accordance with established rules and procedures.
The marine environment is in no way polluted by improper operation or negligence

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5.2. Operate fuel pumping systems

5.3. Operate cargo pumping systems (liquid cargo ship)

5.4. Perform routine pumping operations

Operations are planned and carried out in accordance with established procedures
to ensure safety of operations and avoid pollution of the marine environment
5.5. Operate oily-water separators (or similar equipment) requirements and operation
Deviations from the norm are promptly identified and appropriate action is taken.
Function 2: Electrical, electronic and control engineering at the operational level

Competence 1: Operate electrical, electronic and control system
1.1. Interpret basic configuration and operation principles of the following electrical
equipment.
a. generator and distribution system
b. synchronizing and changing over generators
c. electrical motors including starting methodologies
d. high-voltage installations
e. sequential control circuits and associated system device
Operations are planned and carried out in accordance with operating manuals,
established rules and procedures to ensure safety of operations. Electric systems
can be understood and explained with drawings/instructions.
1.2. Interpret basic configuration and operation principles of the following electronic
equipment.
a. characteristics of basic electronic circuit elements

b. flowchart for automatic and control system
c. functions, characteristics and futures of control systems for machinery items,
including main propulsion plant operation control and steam boiler automatic
controls
established rules and procedures to ensure safety of operations. Electronic systems
can be understood and explained with drawings/instructions.
1.3. Interpret basic configuration and operation principles of the following control
equipment.
a. various automatic control methodologies and characteristics

b. Proportional-Integral-Derivative (PID) control characteristics and associated
system device for process control.
established rules and procedures to ensure safety of operations. Control systems can
be understood and explained with drawings/instructions.

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Competence 2: Maintenance and repair of electrical, electronic equipment
2.1. Interpret safety requirements for working on shipboard electrical systems, including
the safe isolation of electrical equipment required before personnel are permitted to
work on such equipment.
Safety measures for working are appropriate.
2.2. Maintain and repair of electrical system equipment, switchboards, electric motors,
generator and DC electrical systems and equipment.
Selection and use of hand tools, measuring instruments, and testing equipment are
appropriate and interpretation of results is accurate. Dismantling, inspecting,
repairing, reassembling and performance testing are in accordance with manuals and
good practice
2.3. Detect electric malfunction, location of faults and measures to prevent damage.
appropriate and interpretation of results is accurate. Dismantling, inspecting,
repairing, reassembling and performance testing are in accordance with manuals and
good practice
2.4. Interpret construction and operation of electrical testing and measuring equipment.
appropriate and interpretation of results is accurate. Reassembling and performance
testing are in accordance with manuals and good practice.
2.5. Interpret the function and performance tests of the following equipment and their
configuration:
a. monitoring system
b. automatic control devices
c. protective devices
The interpretation of function, performance tests and configuration of each equipment

is appropriate in accordance with manuals and good practice.
2.6. Interpret electrical and simple electronic diagrams

The interpretation of electrical and simple electronic diagrams is appropriate.
Function 3: Maintenance and repair at the operational level

Competence 1: Appropriate use of hand tools, machine tools and measuring
instruments for fabrication and repair onboard
1.1. Identify characteristics and limitations of materials used in construction and repair
onboard
Identification of important parameters for fabrication of ship-related components is
appropriate.
1.2. Explain characteristics and limitations of process used for fabrication and repair.
Explanation of important parameters for fabrication of ship-related components is
appropriate. Selection of material is appropriate.

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1.3. Explain properties and parameters considered in the fabrication and repair of systems
and components.
Explanation of properties and parameters to be considered is appropriate. Selection
of material is appropriate. Fabrication is to designated tolerance.
1.4. Identify and use methods for carrying out safe emergency/temporary repairs
Use of equipment and hand tools, machine tools and measuring instruments is appropriate
and safe.
1.5. Identify and put in place safety measures to be taken to ensure a safe working
environment and for using hand tools, machine tools and measuring instruments
Use of equipment and hand tools, machine tools and measuring instruments is
appropriate and safe.
1.6. Select and use various types of sealants and packings.

Use of various types of sealants and packings is appropriate and safe
Competence 2: Maintenance and repair of shipboard machinery and equipment
2.1. Implement safety measures to be taken for repair and maintenance, including the
safe isolation of shipboard machinery and equipment required before personnel are
permitted to work on such machinery or equipment.
Safety procedures followed are appropriate. Selection of tools and spare gear is
appropriate.
2.2. Interpret appropriate basic mechanical knowledge and skills.

Interpretation of basic mechanical knowledge and skills is appropriate.
2.3. Use correct maintenance and repair procedures for dismantling, adjustment and
reassembling of machinery and equipment.
Dismantling, inspecting, repairing and reassembling equipment is in accordance with
manuals and good practice.
2.4. Use appropriate specialized tools and measuring instruments.

Re-commissioning and performance testing is in accordance with manuals and good
practice.
2.5. Interpret design characteristics and selection of materials in construction of

equipment.
Selection of materials and parts is appropriate.
2.6. Interpret machinery drawings and handbooks.

Interpretation of machinery drawings and handbooks.
2.7. Interpret piping, hydraulic and pneumatic diagrams.

The interpretation of piping, hydraulic and pneumatic diagrams

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Function 4: Controlling the operation of the ship and care for persons on board at the
operational level
Competence 1: Ensure compliance with pollution prevention requirements
1.1. Ensure that procedures are agreed and observed and all scuppers are blocked before
bunkering.
The operations are fully observed, all scuppers are blocked and pipes and hoses
inspected before bunkering takes place.
1.2. During relevant drills initiate immediate investigation to detect the source of pollution.
All available resources are utilized to detect the source and the master or appropriate
authorities are informed.  
1.3. During relevant drills stop or prevent leakages and spills of harmful liquids and solid
substances.
The situation is thoroughly assessed and the actions taken are effectively organized
and exercised with due consideration for the extent of the pollution.  
1.4. Have tanks and compartments sounded if any damage is suspected.

The soundings are accurate, readily available and the results immediately reported
to the master.
1.5. Carry out bilge, ballast and bunkering operations.

All operations are carried out in accordance with MARPOL and, after a spill, in line
with the Shipboard Oil Pollution Emergency Plan (SOPEP).  
1.6. Initiate proactive measures to protect the marine environment taking into account the
latest amendments to the relevant amendments to MARPOL
Actions are taken to ensure that a positive environmental reputation is maintained.
Competence 2: Maintain seaworthiness of the ship
2.1. Inspect hull and hull openings, compartments, hatch covers, equipment and
complement and take action if any defects are detected.
The inspection is properly carried out, due regard paid to the prevailing circumstances
and areas where defects are most likely to occur. Any defect is immediately reported
and recorded and the suggested or executed action adequate for the situation.
2.2. Ensure that all loose objects are securely fastened to avoid damage.
Inspection is carried out at regular intervals and more frequently in heavy weather or
if other incidents occur. Heavy or otherwise dangerous objects are given the highest
priority and good seamanship exercised.
2.3. Arrange for regular control measures to ensure watertight integrity.

Peaks, bilges, tanks and other compartments are sounded regularly, the results
recorded and any irregularities reported and examined further. Watertight doors are
closed under appropriate circumstances.
2.4. Calculate stability, trim and stresses using stability trim, and stress tables, diagrams
and stress calculating equipment.
Ensure that stability conditions comply with the IMO intact stability criteria under all
conditions of loading.

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2.5. During relevant drills take actions to ensure and maintain the watertight integrity of
the ship.
Actions to ensure and maintain the watertight integrity of the ship are in accordance
with accepted practice.
Competence 3: Prevent, control and fight fires on board
FIRE PREVENTION
3.1. Test fire and smoke detecting equipment.

The equipment is tested and operated in accordance with manufacturer's manuals
and ship-specific instructions.
3.2. Ensure that all persons on watch are able to detect and correct hazardous situations
and actions and keep the ship clean and tidy.
Watch personnel make regular inspections in areas exposed to ignition. Easily
inflammable material is put in safe places and the watch demonstrate an attitude of
alertness and readiness to respond to fires.
3.3. Make the watch locate and use fire-fighting appliances and emergency escape routes
and sound alarm.
Every person on watch can use portable or otherwise adequate fire extinguishers for
small fires, demonstrate ability to find emergency escape routes and raise the alarm.
CONTROL AND FIGHT FIRES
3.4. Locate fire stations and demonstrate proper use of fixed installations and other fire-
fighting appliances and agents.
All stations are located and the most suitable one selected in the event of a fire.
Proper equipment and extinguishing agents selected for the various materials on fire.
3.5. Locate and use fire protective equipment (fireman's outfit, including breathing
apparatus).
The equipment is quickly donned and used in a way that no accidents are likely to
occur.
3.6. Demonstrate ability to act in accordance with the fire-fighting plan during fire drills.
During debriefing after an exercise or a real fire extinguishing action the reasons for
each action taken, including the priority in which they were taken, are explained and
accepted as the most appropriate.
3.7. During relevant drills carry out rescue operations wearing breathing apparatus.
The breathing apparatus is tested and used in accordance with manufacturers
manual and the rescue operation is successful.
Competence 4: Operate life-saving appliances
4.1. Respond to instructions in abandon ship drills.

On sounding the alarm all persons meet at the designated life-boat station wearing
life Jackets or immersion suits and carry out their duties on request.

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4.2. Demonstrate the ability to organize and supervise the launching, handling and
recovery of life-boat.
Correct orders for embarkation, launching, immediately clearing the ship's side,
safely handling the boat under motor, oars or sail as appropriate, and safe boat
recovery.
4.3. Demonstrate the ability to organize and supervise the launching or throwing
overboard a life raft, and manoeuvre it clear off the ship.
The duties for the persons designated for the raft are clearly allocated and orders
efficiently executed.
4.4. Demonstrate proper use of radio lifesaving appliances, satellite, EPIRBs and SARTs.
Equipment is operated in accordance with manufacturer's instruction
4.5. Ensure that all survival craft launching equipment on board is functioning.
Equipment is maintained in accordance with manufacturer's instructions and
regulatory requirements
4.6. Ensure rations on board survival craft are adequate.

Food and water are sufficient for the survival craft designated complement.
4.7. Ensure that equipment on board survival craft is adequate.

Equipment such as pyrotechnics, signalling equipment, all meet regulatory
requirements.
Competence 5: Apply medical first aid on board
5.1. Demonstrate knowledge and skill on how to stop excessive bleeding, ensure
breathing and put injured persons in proper position.
The actions demonstrated are in compliance with accepted recommendations given
in international medical first aid guidance.
5.2. Demonstrate knowledge and skill on how to detect signs of shock and heat stroke
and act accordingly.
The treatment recommended or given is adequate. Ability to request Radio Medico
for advice is demonstrated.
5.3. Demonstrate knowledge and skill on how to treat burns, scalds, fractures and
hypothermia.
Recommended guidelines for proper actions are explained and the basic principles
for avoiding hypothermia are demonstrated.
5.4. Locate and access shipboard medicine and equipment.

Ability to access the medical cabinet in a timely way.
Competence 6: Monitor compliance with legislation requirements
6.1. State what laws, rules and regulations govern ship operation and pollution prevention
and where they are available on board.
The statement given is correct and includes relevant bodies or organizations which
may be contacted to obtain special information or guidance which is not easily
accessible.  

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6.2. Use legislation to ascertain appropriate approach to solve questions encountered

during on board operations.
Legislative requirements relating to safety of life at sea and protection of the marine
environment are correctly identified.
Competence 7: Application of leadership and teamworking skills
Task 7: Apply leadership and teamworking skills
7.1. Inform the crew about the expected standards of work and inter-personal behaviour.
The crew are allocated duties and informed of expected standards of work and
behaviour in a manner appropriate to the individuals concerned.
7.2. Apply task and workload management techniques, including planning and co-
ordination, personnel assignment, time and resource constraints and prioritization.
Training outcomes and activities are based on assessment of current competencies
and capabilities and operational requirements. Operations are demonstrated to be in
accordance with applicable rules.
7.3. Allocate, assign and prioritize resources.

Operations are planned and resources are allocated as needed in correct priority to
perform necessary tasks.
7.4. Communicate effectively onboard and ashore

7.5. Make decisions reflecting consideration of team experience

Effective leadership behaviours are demonstrated.
7.6. Demonstrate assertiveness and leadership including motivation.

Necessary team member(s) share accurate understanding of current and predicted
vessel status and operational status and external environment.
7.7. Apply decision-making techniques including situation and risk assessment, identify
and consider generated opinions, selecting course of action and evaluation of
outcome effectiveness.
Decisions are most effective for the situation.
Competence 8: Contribute to the safety of personnel and ship

Task 8: Contribute to the safety of personnel and ship
8.1. Contribute to the fire prevention and fire fighting

all time.
8.2. Contribute to elementary first aid.
all time.
8.3. Ensure personal safety and demonstrate social responsibility
Procedures designed to safeguard the environment are observed at all times. Initial
and follow-up actions on becoming aware of an emergency conform with established
emergency response procedures.

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Example 1 – Start a diesel generator for putting on load-sharing

FUNCTION Electrical, Electronic and Control Engineering at the Operational
Level
COMPETENCE Operate electrical, electronic and control systems
STCW Performance Performance Measures Performance

Competence Objective Standards
Operate Prepares diesel Carries out essential Operations are

electrical, generator for checks and prepares planned and carried
electronic and starting and generators for out in accordance
control connecting to the connecting to busbars with established
systems busbars rules and
procedures to
ensure safety
Pre-start inspection –
diesel engine and
alternator:
1. Inspects alternator for 1. Checks and

loose cable connections removes items that
fouls the rotating
parts
2. Inspects couplings 2. Fasteners are

between diesel engine and secured
alternator
3. Inspects engine to 3. Checks and

ensure nothing fouls the removes items that
moving parts obstruct moving parts
4. Checks gauges for 4. Ability to ascertain

correct indication gauges are in
working order
5. Check lub. oil level in: 5. Appropriately tops

up level if necessary
i) turbocharger
ii) governor
iii) rocker arm tank
iv) sump

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Inspection – Auxiliary
cooling water system:
1. Inspects auxiliary 1. Checks and

cooling pump and piping rectifies leaks, if any
for leakages
2. Checks and opens 2. Correct valves are

required valves to: open for cooling
system
i) lub. oil cooler
ii) fresh water cooler
iii) charge air cooler
3. Inspects controller for 3. Knows how to

auxiliary cooling pump change position of
motor controller
Prepares diesel engine for

start-up
1. Opens required valves 1. Correct valves are
for: opened
i) cooling water
system
ii) lub. oil system
2. Using turning bar, 2. At least 2 cranks.

crank engine with Checks for leakages
indicator cocks open. from indicator cocks
3. Blows through and 3. Executes blow

close indicator cocks. through appropriately
4. Opens required valves 4. Correct valves are

in fuel oil system. opened
5. Checks generator air 5. Checks and

circuit breaker ascertains circuit
breaker in open
position
6. Checks and switches 6. Switches from

starting control to local remote if required
position
7. Starts engine 7. Releases starter
as soon as the engine
"fires"

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8. On running the engine, 8. Parameter

checks readings are normal.
No abnormal noise
i) for leakages
ii) readings on
gauges
iii) abnormal sounds
Parallel alternators
1. Allows engine to warm 1. Allows engine to

up run up to correct
speed. Checks and
reports that all
parameter readings
are normal
2. Adjust voltage 2..440V
3. Turns on synchroscope 3. Able to adjust

and observes direction synchroscope to slow
and speed of rotation. speed and in
Adjusts as required clockwise direction
4. Closes incoming 4. Closing of circuit

generator breaker to stop breaker is planned
synchroscope at 11' o'clock and properly
executed
5. Switches off 5. Switches off the

synchroscope synchroscope after
operation
6. Divides the load evenly 6. Manipulates

between the two governor switches to
generators achieve equal
loading

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Example 2 – Checking water level in steam boiler

FUNCTION Marine Engineering at the Operational Level
COMPETENCE Operate main and auxiliary machinery and associated control

systems

Operate main Demonstrates Carry out the correct Operations are

and auxiliary methods of sequence of blowing planned and carried
machinery and checking water the gauge glass out in accordance
associated level in steam with established
control boilers rules and
systems procedures to
ensure safety of
operations
Demonstrate Proper sequence of Gauge glass blowing

procedure of blowing the gauge glass is carried out in
blowing water is demonstrated as in a accordance with
gauge glass routine operation of an accepted practice
auxiliary boiler: and procedure to
ensure safety.
Explanation is given
before or after
executing each step.
Observes the precautions

before blowing gauge
glass
Checks: Checks and ensures

the following:
i) water level in glass i) water level in glass

is about half glass
ii) protective glass plates ii) protective glass
in place plates in place
iii) no personnel in vicinity iii) no personnel in
of drain outlet vicinity
Carries of the following

procedure:
1. Closes the steam and 1. Executes closing

water cocks of steam cock

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2. Opens the drain cock 2. Drain cock is

to clear content in glass opened. Draining of
content is noted
3. Opens the steam cock 3. Steam cock is

to blow; clear strong correctly opened.
sound through the drain Ability to explain the
indications of a clear
passage
4. Closes the steam cock 4. Executes closing

of steam cock
5 Opens the water cock 5. Correctly opens

to blow water line; close the water cock. Able
the water cock to explain the
indications of a clear
water passage
6. Closes the drain cock 6. Appropriately

closes the drain cock
7. Opens the water cock 7. The water cock is

fully opened.
Observes water filling
up the glass
8. Opens the steam cock, 8. Steam cock is fully

water level drops to the opened. Level
level appropriate to what should be between
is inside the boiler one-quarter to three-
quarters of glass

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Example 3 – Using self-contained breathing apparatus

SPECIFICATION OF TABLE A-VI/1-2
MINIMUM STANDARD
COMPETENCE Fire Prevention and Fire Fighting
As Part of Respective Performance Measures Performance

Required Performance Standards
Competence Objectives/Tasks
Fight and Fire-fighting Locates and identifies Correctly locates

extinguish equipment and its different types of and identifies
fires location on board breathing apparatus breathing apparatus
and all equipment and equipment
necessary for fighting used for fighting
fires and effecting fires and effecting
rescues rescue operations
Use of breathing Inspects, dons and Procedures and
apparatus for uses the breathing techniques comply
fighting fires and apparatus in fire with accepted
effecting rescue fighting and rescue practices
drills under truly
Taken from item .8 realistic training
under "Knowledge, conditions
understanding and
proficiency" of
STCW Code Table
A-VI/1-2
Inspection -
1. Identifies breathing 1. Breathing

apparatus for intended apparatus identified
purpose is appropriate for
intended purpose
2. Identifies the main 2. Correctly identifies

components of the the following
breathing apparatus components and their
functions:
a) cylinder
b) face mask
c) features of face
mask
d) harness and straps
e) warning whistle
f) pressure gauge
g) positive pressure
feature
3. Checks air capacity 3. Air capacity and

and estimates duration usage duration
for use correctly calculated
Donning and Testing -

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1. Dons the breathing 1. The breathing

apparatus apparatus is donned
in accordance with
the manufacturer's
instruction
2. Performs the following 2. The tests are

tests on the breathing carried out in
apparatus: accordance with the
a) gauge and capacity of manufacturer's
air supply instruction and any
b) low pressure audible unsatisfactory
alarm outcome arising from
c) face mask – under the tests is reported.
positive pressure and not For example, the
leaking incorrect setting of
the low pressure
alarm should be
reported immediately
Preparation for assigned Performance

task - standards for this
section are to be set
in conjunction with
the Performance
Standards of other
Competence)
1. Establishes means of 1. Show awareness

communication and understanding in
the means of
communication
established with other
members of the team,
and with other
team(s)
2. Understands the 2. Shows ability to

emergency signals apply or act on any
agreed with team agreed emergency
members and with other signals
team members
3. Identifies all the other 3. Is able to list other

equipment required for equipment necessary
the intended task(s) for the task(s) at hand
and report any items
not

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available
4. Takes instructions 4. Show

understanding in the
instructions issued.
Using the breathing

apparatus –
1. Uses the breathing 1. The breathing

apparatus for the apparatus is used in
assigned task(s), accordance with the
including fighting fire in manufacturer's
smoke-filled enclosed instruction, taking into
spaces account:
a) the behaviour and

action of the trainee
over the duration of
the task(s)
b) safety
considerations on the
part of the trainee
c) the ability of the

trainee in coping with
the environment in
which the breathing
apparatus is used

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Example 4 – Operation of survival craft engine, understanding its associated

accessories and use of fire extinguisher provided
SPECIFICATION OF TABLE A-VI/2-1
MINIMUM STANDARD
COMPETENCE Survival Craft and Rescue Boats other than Fast Rescue
Boats
As part of Respective Performance Performance

required Performance Measure standards
competence objectives/Task
Operate a Methods of starting Demonstrate ability Propulsion is
survival craft and operating a to start and operate available and
engine survival craft engine an inboard engine maintained as
and its accessories fitted in an open or required for
together with the use enclosed lifeboat manoeuvring
of the fire ----------------------------- -----------------------------
extinguisher ------------- -------
provided Demonstrate Knowledge of the
understanding of accessories assists
the functions of the in ensuring
accessories availability and
associated with the maintenance of
survival craft engine propulsion
Demonstrate ability Able to extinguish

to use the fire oil fire using a
extinguisher similar type of fire
provided extinguisher
Starting the survival
craft engine –
1. Check levels of 1. Correctly check
fuel and the levels and
lubricating oil report any
abnormal
2. Check that gear 2. Shift the gear
lever is in neutral levers to "Ahead",
"Astern" and
"Neutral" position
before engaging it
to "Neutral"
3. Prepare the
3. Controls are set
engine for starting
in accordance
with the
manufacturer's
instruction, and
the fuel system
4. Start engine and primed as
adjust throttle necessary
4. Engine is started
in accordance
with
manufacturer's
instruction, and

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fuel throttle
adjusted as
5. Perform the desired.
following checks
and tests, if
applicable: 5. Show ability to
a) oil pressure carry out the
b) water cooling applicable checks
c) "Ahead" and and tests with
"Astern" minimum delay
propulsion
6. Stop engine
6. Engine is stooped
in accordance
with procedures
laid out, if any,
including:
a. shutting off
fuel
b. engaging gear
to "Neutral"
Understanding the
functions of the
accessories –
1. Show an
1. Explain the understanding of
function of cooling the cooling
system and the system
cooling medium
used
2. Show an
2. Explain the use of understanding in
anti-freeze the use of anti-
protection for freeze and
fresh water circumstances for
cooling system, if its use
appropriate
3. Show knowledge
in the
requirements /
3. Explain the limitation,
requirements and including as a
limitation, if any, minimum:
of starting the
engine out of a) the capacity
water of the engine
of operating

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for not less
than 5
minutes after
starting from
cold with the
lifeboat out of
the water
b) any
limitation(s)
specified by
the
manufacturer
4. Knowledge on the 4. Able to identify

source of power the source(s) of
to start engine power and any
recharging
mechanism
Using the fire
extinguisher provided
–
1. Show ability in
1. Use the fire using of the fire
extinguisher extinguisher to
provided in the put out oil fire.
boat (The ability may
be demonstrated
in Fire Prevention
and fire fighting
training where fire
extinguishers are
used to assess
competence)

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Example 5 – Complying with pollution-prevention requirements onboard tankers

SPECIFICATION OF TABLE A-II/1 –
MINIMUM STANDARD FUNCTION: Controlling the operation of the tanker and care
for persons on board at the operational level
COMPETENCE Ensure compliance with pollution-prevention requirements
Competence Performance Performance Measure Performance

objectives/Task standards
Ensure Prevention of Demonstrate Procedures for
compliance with pollution of the competence during monitoring
pollution marine environment approved in-service shipboard
prevention and anti-pollution and/or approved operations and
requirements procedures training ship ensuring
experience compliance with
MARPOL
requirements are
fully observed
Knowledge of the Pollution Prevention
precautions to be –
taken to prevent
pollution of the 1. Demonstrate 1. The main sources
marine environment awareness of and causes of
causes of marine marine pollution
pollution are correctly
identified
2. Demonstrate 2. The various

knowledge of methods ad
methods and procedures in
procedures to preventing marine
prevent marine pollution are
pollution correctly identified
during the
following
operations:
a) loading
b) unloading
c) cargo
transferring
d) tank
cleaning/tank
washing
e) bunkering
f) pumping out
bilge

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3. Demonstrate a 3. The relevant IMO

basic working requirements
knowledge of IMO necessary to
requirements on ensure
safety and compliance are
environmental identified
protection
Response –
Anti-pollution
procedures and all 1. Demonstrate 1. The measures to
associated equipment awareness of the be taken in the
measures to be event of sillage
taken in the event are correctly
of spillage identified,
including the
need to:
a) immediately
report all
relevant
information to
appropriate
officials
b) promptly
notify shore-
based
response
personnel
c) promptly
implement
shipboard
spill-
containment
procedures
2. Demonstrate 2. Able to clearly
ability to abide by explain the
the Shipboard Oil concept and
Pollution contents of the
Emergency Plan Shipboard oil
(SOPEP) Pollution
Emergency Plan
and where
necessary,
execute the
procedures
therein
3. Understand the 3. Able to effectively

requirements of complete the
the ship/shore requirements in
safety and the checklists, or

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pollution- at least ensure its
prevention completeness
checklists
4. Demonstrate 4. Environment
onboard use of protection
equipment to equipment carried
protect the onboard are used
environment for practice or in
actual operation,
in accordance
with the
manufacturer's
instructions

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Function: Navigation at the operational level

Competence: Plan and conduct a passage and determine position
Assignment completed
Ship
TASKS: CRITERIA FOR SATISFACTORY
No. Ref.
Plan a passage PERFORMANCE Confirmed by Confirmed
No. Type of
Date qualified Date by qualified Remarks
assessment
instructor assessor
1.1 Consult nautical The information obtained from
charts and nautical charts and navigational
publications publications is relevant, interpreted
correctly and properly applied. All
potential navigational hazards are
accurately identified.
1.2 Select charts of The charts selected are the largest

adequate scale scale suitable for the area of
navigation and charts and
publications are corrected in
accordance with the latest
information available.
1.3 Set courses The courses are suitably set in

respect of the ship's size, draft and
manoeuvrability, and set with
sufficient distance off shallow
waters, banks and other dangers to
navigation. Due consideration is
given to current, ice, prevailing
meteorological conditions and
routing and traffic separation
schemes
1.4 Calculate The total distance is correctly

Estimated Time calculated and ETA given within
of Arrival (ETA) acceptable time limits.

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Function: Maintenance and repair at the operational level

Competence: Appropriate use of hand tools, machine tools and measuring instruments for fabrication and repair onboard
(STCW Code, Table A-III/1)
Assignment completed
Ship
CRITERIA FOR SATISFACTORY
No. TASKS Ref.
PERFORMANCE Confirmed Confirmed by
No. Type of
Date by qualified Date qualified Remarks
assessment
instructor assessor
1.1 Identify characteristics and limitations Identification of important
of materials used in construction and parameters for fabrication of ship-
repair onboard related components is appropriate.
1.2 Explain characteristics and limitations Explanation of important

of process used for fabrication and parameters for fabrication of ship-
repair related components is appropriate.
Selection of material is appropriate.
1.3 Explain properties and parameters Explanation of properties and
considered in the fabrication and parameters to be considered is
repair of systems and components appropriate. Selection of material is
appropriate. Fabrication is to
designated tolerance.
1.4 Identify and use methods for carrying Use of equipment and hand tools
out safe emergency/temporary repairs and measuring instruments is
appropriate and safe.
1.5 Identify and put in place safety Use of equipment and hand tools
measures to be taken to ensure a safe and measuring instruments is
working environment and for using appropriate and safe.
hand tools, machine tools and
measuring instruments
1.6 Select and use various types of Use of various type of sealants and
sealants and packings packing is appropriate and safe

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APPENDIX I
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES
Contents
Part 1 Preparation
Part 2 Notes on Teaching Technique
Part 3 Curriculum Development
Annex A1 Preparation checklist

Annex A2 Example of a Model course syllabus in a subject area
Annex A3 Example of a lesson plan for annex A2

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Part 1 – Preparation
1. Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course "package" has been made as comprehensive as
possible, it is nonetheless vital that sufficient time and resources are devoted to
preparation. Preparation not only involves matters concerning administration or
organization, but also includes the preparation of any course notes, drawings,
sketches, overhead transparencies, etc., which may be necessary.
2. General considerations
2.1 The course "package" should be studied carefully; in particular, the course syllabus
and associated material must be attentively and thoroughly studied. This is vital if a
clear understanding is to be obtained of what is required, in terms of resources
necessary to successfully implement the course.
2.2 A "checklist", such as that set out in annex Al, 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 "trouble-shoot" 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).

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3.2 Course objective
3.2.1 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?
3.2.2 It is important that any subsequent assessment made of the course should
include a review of the course objectives.
3.3 Entry standards

3.4
3.3.1 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.
3.3.2 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.
3.3.3 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.
3.5 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.
3.6 Course intake limitations
3.5.1 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.
3.5.2 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.

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3.7 Staff requirements
3.6.1 It is important that an experienced person, preferably someone with experience

in course and curriculum development, is given the responsibility of implementing the
course.
3.6.2 Such a person is often termed a "course co-ordinator" 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.
3.6.3 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.
3.8 Teaching facilities and equipment
Rooms and other services
3.7.1 It is important to make reservations as soon as is practicable for the use of

lecture rooms, laboratories, workshops and other spaces.
Equipment
3.7.2 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:
.1 blackboards and writing materials

.2 apparatus in laboratories for any associated demonstrations and experiments
.3 machinery and related equipment in workshops
.4 equipment and materials in other spaces (e.g. for demonstrating fire fighting,
personal survival, etc.).
3.9 Teaching aids
Any training aids specified as being essential to the course should be constructed, or
checked for availability and working order.
3.10 Audio-visual aids
Audio-visual 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:

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.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 voltage and whether it is AC or DC,
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.
3.11 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.

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3.12 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.
3.13 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.
3.14 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.

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Part 2 – Notes on Teaching Technique
1. Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to
be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary for
its operation.
1.5 It is essential to use a "lesson plan", which can provide a simplified format for co-
ordinating 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 audio-visual
material should be indexed at the correct point in the lecture with an appropriate
allowance of time. The audio-visual 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
straightforward 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
outcomes 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).

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2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer 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 audio-visual 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.

HTW 4/3/4/Add.1
Annex, page 171
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, thence
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 outcomes 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
time scales; 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
outcome; 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 though 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.

HTW 4/3/4/Add.1
Annex, page 172
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 lecturer 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.

HTW 4/3/4/Add.1
Annex, page 173
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 judgments of the examiner. Objective testing or evaluation provides a
sound base on which to make reliable judgments concerning the levels of
understanding and knowledge achieved, thus allowing an effective evaluation to be
made of the progress of trainees in a course.

HTW 4/3/4/Add.1
Annex, page 174
Annex A1
Preparation checklist
Electricity
Ref. Component Identified Reserved Purchases Tested Accepted Started Finished Status OK
supply
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry standard
Preparatory
7
course
Course
8
certificate
Participant
9
numbers
10 Staffing
Co-ordinator
Lecturers
Instructors
Technicians
Other

HTW 4/3/4/Add.1
Annex, page 175
Annex A1
Preparation checklist (continued)
Electricity
Ref. Component Identified Reserved Purchases Tested Accepted Started Finished Status OK
supply
11 Facilities
(a) Rooms
Lab
Workshop
Other
Class
(b) Equipment
Lab
Workshop
Other
AVA Equipment
12
and materials
OHP
Slide
Cine
Video
13 IMO reference
14 Textbooks
15 Bibliography

HTW 4/3/4/Add.1
Annex, page 176
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)

HTW 4/3/4/Add.1
Annex, page 177
COURSE OUTLINE
Total hours
for each
Knowledge, understanding and proficiency Total hours for
subject area
each topic
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 Bulkhead 4
.4 Watertight and weather tight door 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102

HTW 4/3/4/Add.1
Annex, page 178
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
teaching 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. For example, the Function 3, Controlling the
Operation of the Ship and Care for Persons on board at the Management Level,
comprises a number of COMPETENCES. Each competence is uniquely and
consistently numbered in 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.

HTW 4/3/4/Add.1
Annex, page 179
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 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
thetype and amounts of alloying materials used
- state that the specifications of shipbuilding steels are laid down by
classification societies
- state that shipbuilding steel is tested and graded by classification
society surveyors who stamp it with approval 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 ship building 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.

HTW 4/3/4/Add.1
Annex, page 180
FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
IMO
COMPETENCE 3.1 Control trim, stability and stress
reference
3.1.1 FUNDAMENTAL PRINCIPLES OF
SHIP
CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: Al, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours) R1
- states that steels are alloys of iron, with properties dependent

upon the type and amounts of alloying materials used
- states that the specifications of shipbuilding steels are laid down
by classification societies
- states that shipbuilding steel is tested and graded by
classification society surveyors, who stamp it with approval
marks
- explains that mild steel, graded A to 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 a 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 aluminum alloys in the
construction of superstructures
- states that aluminum alloys are tested and graded by
classification society surveyors

HTW 4/3/4/Add.1
Annex, page 181
- explains how strength is preserved in aluminum superstructures

in the event of fire
- describes the special precautions against corrosion that are
needed where aluminum alloy is connected to steelwork

HTW 4/3/4/Add.1
Annex, page 182
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
Specific
training
Teaching IMO A/V Instructor Lecture Time
outcome in Textbook
method reference aid guidelines notes (minutes)
teaching
sequence,
with memory
keys
1.1
Shipbuilding
materials (3
hours)
States that
steels are
alloys of iron,
with
properties STCW V5 Compiled
dependent Lecture T12, T58 II/2, A- to A1 by the 10
upon the type 11/2 V7 lecturer
and amounts
of alloying
materials
used
States that
the
specifications
of STCW V5 Compiled
shipbuilding Lecture T12, T58 II/2, A- to A1 by the 20
steels are 11/2 V7 lecturer
laid down by
classification
societies
Explains that
mild steel,
STCW V5 Compiled
graded A to
Lecture T12, T58 II/2, A- to A1 by the 15
E, is used for
11/2 V7 lecturer
most parts of
the ship
States why
higher tensile
STCW V5 Compiled
steel may be
used in areas
11/2 V7 lecturer
of high
stress, such

HTW 4/3/4/Add.1
Annex, page 183
Main
element
Specific
training
Teaching IMO A/V Instructor Lecture Time
outcome in Textbook
method reference aid guidelines notes (minutes)
teaching
sequence,
with memory
keys
as the sheer
strake
Explains that
use of higher
tensile steel
in place of
STCW V5 Compiled
mild steel
results in a
11/2 V7 lecturer
saving of
weight for the
same
strength

HTW 4/3/1/Add.1
Annex, page 184
APPENDIX II
Instructor Feedback on Model Course
In order to keep the training programme up to date in future, it is essential that users provide
feedback. New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO.
The International Maritime Organization

Albert Embankment, London SE1 7SR, United Kingdom
Tel: +44 (0) 20 7735 7611 Fax: +44 (0) 20 7587 3210 Email: htw@imo.org
Feedback on Model Course 3.12: Assessment, Examination and Certification of

Seafarers
Information, comments and suggestions regarding the model course and its implementation
(please give your feedback below, indicating which Part or page of the model course you are
commenting on).
Contact information
Nation:
Organization:
Title and Name:
Address:
Tel: Fax:
Email:
___________

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E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 4/3/4/Add.1

VALIDATED MODEL TRAINING COURSES

Revised draft model course 3.12 on Assessment, examination

Note by the Secretariat

Strategic direction: 5.2

High-level action: 5.2.2

Action to be taken: Paragraph 2

Related document: HTW 4/3/4

Action requested of the Sub-Committee

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

DRAFT REVISED IMO MODEL COURSE 3.12 ON

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

First published in 1992

Revised edition 201X

IMO expresses its sincere appreciation to the International Association of Maritime

Copyright © International Maritime Organization 201X

All rights reserved

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

Part A: Course framework 9

Part B: General Outline 13

Part C: Detailed Outline 18

Part D: Instructor Manual 59

Part E: Evaluation and Assessment 113

Attachment 1: Examples of Competence-Based Assessment for Seafarers 122

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

[Text to be inserted by IMO Secretariat]

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

Because educational systems and the cultural backgrounds of participants in maritime

 Use of the model course

 Evaluation or assessment of participants' progress

 properly qualified instructors;

 textbooks, technical papers; and

Part E presents a generic guide for effective evaluation/assessment of course participants.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

Part A: Course framework

On successful completion of the course, the participants should be able to:

 apply the international provisions concerning the training, assessment,

 analyse national assessment, examination and certification process needs;

 determine appropriate assessment methods;

 organize, administer and conduct assessments/examinations; and

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

 Course intake limitations

 Teaching facilities and equipment

 Teaching aids (A)

Videotel films are available from: Videotel Marine International Limited

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

 IMO references (R)

 Internet website references (W)

W1 IMO Maritime Knowledge Centre (MKC)

W4 ILO Database of International Labour Standards https://www.ilo.org/ilolex/english/

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

Part B: General Outline

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

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

Course Lecture Practical

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

8 Invigilation of Tests 1.5 1.0 0.5

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Period/Day Day 6 Day 7 Day 8 Day 9 Day 10

12.6 Revalidation of certificates 13 Administration

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