MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 2019 EDITION arron ranason London, 2019First published in 2000 by the INTERNATIONAL MARITIME ORGANIZATION, 4 Albert Embankment, London SEI 7R wwviimo.ong Second edition: 2019 Printed by CPI Colour ISBN 978-92-801-1708-0 IMO PUBLICATION Sales number TBII9E ACKNOWLEDGEMENTS: The International Maritime Organization (IMO) wishes to express its sincere appreciation to the Government of the People’s Republic of China for the valuable assistance and cooperation in the revision of this course. Copyright © International Maritime Organization 2019 All rights reserved, No part ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without prior permission in writing from the Inteimational Maritime Organization, Reproduction andor translation rights may be available for this ttle. for further detail, please contact IMO Publishing at copyright@imo.org.Contents Page ee Be eee eee ae ee eee tee eee v Introduction......... Purpose of the model courses. Use of the model course. ...5- +++ Lesson plans... 662-0 0eees de : a Presentation Implementation ....... Training and the STCW Convention . Validation... .. Part A: Course Framework ........- act A Alm occ ee eee eeeee Sees Objectives... ee eee eee eee Entry standards... 0eveveees Course certificate or document Course intake limitations... +6. .+ ++ Staff requirements. «6... Training facilities and equipment. Teaching aids (A) eae Bibliography (B) .----- +++ IMO references (R). 0+ ++++ Textbooks (7)... Safety routines ... 20. ceeeeeeeeeeeeseretreseenaa scene eeee ano nuunnaseaae Part B: General Outline.......... leat ea Lectures ....e eee eee Course timetable ......-. Course outline NAAN Part C: Detailed Outline 0.0.2... 0.0020. 00re cesses eeeeeteee Introduction... Learning objectives. ..... References and teaching aids ......6.ssseseeeeeeeeeeeereeees oeae Part D: Instructor Manual. . Introduction... MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES iliContents Page Part E: Evaluation and Assessment ... 20 Initial/Diagnostic assessment. . 7 : 20 Formative assessment... . 20 Summative assessment 20 Assessment Planning. ... 7 ct a Validity. 0.00.06. cce cette i 4 a Reliability... ... pee : a STCW Convention 1978, as amended 2 Evaluation of competence.........eccccces 2 Multiple choice questions. : 2 Compiling tests. oo... : 2 Quality of estitems 0... B Use of rubrics. He ee 2B Scoring tests... ; stested Faieioasre 2B Guidance on the implementation of IMO model courses.......... pict eettioelett et 27 v MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESForeword iter the adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978, the International Maritime Organization (IMO) recognized the need to provide guidance to maritime academies and training institutes to develop model training courses that are in compliance with STCW Convention requirements for certification of seafarers and other IMO instruments. Hence the IMO model course programme was introduced to provide guidance with a view to supporting maritime training providers and t0 assist maritime acministrations responsible for the approval of STCW courses and maritime training, ‘The model course programme has been a long-time success and IMO has developed a number of model courses to help in effectively implementing the STCW Convention, the Knowledge, Understanding and Proficiency (KUP} requirements of the STCW ‘Code and other IMO instruments. | believe that the key to this success is adherence to the requirements of the Conventions while, atthe same time, these requirements are Supplemented with industry best practices so that seafarers can be confident in carrying out the duties on board, The success of a course depends on the skills and competence of individual course facilitators. As part of the model courses, IMO has also developed guidance on the implementation of the model course, which may help those less experienced facilitators to make each course a success. Whilst aiming to uniformly implement the requirements of the STCW Convention and Code and other IMO instruments, the model course programme is designed to provide flexibility so as to allow training providers to adjust the course programme to the needs of seafarers and trainees, based on their previous work experience and education. | reiterate that IMO model courses are for the purpose of guidance only, and not to be regarded as an official interpretation of IMO instruments. They can be of assistance to. administrations to facilitate the process of approval of STCW course programmes, and could be used by maritime academies and training providers in the development of courses that satisly the requirements set out in the STCW Convention and STCW Code, and other IMO instruments. ‘This model course was validated by the IMO Sub-Committee on Human Element, Training and Watchkeeping at its fifth session (16 to 20 July 2018) and | wish training providers and seafarers well, and hope that the course makes the navigation of ships safer. KITACK LIM Secretary-General MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES vIntroduction Purpose of the mode! courses The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing taining ‘material where the quality and effectiveness of the training courses may thereby be improved. It is not the intention of the model course programme fo present instructors with a rigid teaching package which they are expected to follow blindly. Nor is it the intention to substitute audiovisual or programmed material for the instructors’ presence. {As in all training endeavours, the knowledge, skills, competence and dedication of instructors are the key components in the transfer of knowledge and skills to those undertaking this training course. Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements land trainee target group for each course in universally applicable terms, and to specify clearly the technical Content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations. Use of the model course To use the model course effectively, instructors should review the course plan and detailed syllabus, taking into account the information on the entry standards specified in the course framework. The actual level of knowledge and skills and prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus that may cause difficulties because of differences between the ‘actual trainee entry level and the level assumed by the course developer should be identified. To compensate for such differences, instructors may delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. Instructors should also identify any academic knowledge, skills or technical training which the trainees may not have acquired prior to undertaking the course. By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area, instructors could develop an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course. ‘Adjustment of the course objectives, scope and content may also be necessary if in the national maritime industry the trainees completing the course are to undertake duties which may differ from the objectives specified. Within the General Outline, the course developers have indicated their assessment of the time that could be allotted to each learning area, However, it must be appreciated that these allocations assume that the trainees have fully met all the entry requirements of the course. Instructors should, therefore, review these assessments and re-allocate, as necessary, the time required to achieve each specific learning objective. Lesson plans Having adjusted the course contentto suit the trainee intake and adjustment of the course objectives, instructors should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains spectic references to the textbooks or teaching material proposed to be used in the course. An example of a lesson plan is included in the instructor manual in this model course. Where no adjustment has been found necessary in the learning objectives of the detailed syilabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assis instructors in the presentation of the material MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 1Proficiency in personal survival techniques Presentation The presentation of concepts and methodologies must be repeated in various ways, until instructors are satisfied that the trainee has attained each specific learning objective. The syllabus is laid out in learning Objective format and each objective specifies the performance required of the trainees to achieve the learning outcome. Implementation For the course to be effective, considerable attention must be paid to the availabilty and use of = properly qualified instructors; ~ relevant support staff ~ teaching and other spaces; ~ appropriate equipment and teaching aids; - videos and multi-media presentations; = textbooks, appropriate technical papers, ete; and ~ other relevant reference material. Thorough preparation is the key to effective and successful implementation ofthe course. IMO has produced Guidance on the implementation of IMO. model courses, which deals with this aspect in greater detail and appears at the end of this publication. Training and the STCW Convention The standards of competence that have to be met by seafarers are defined in part A of the STCW Code in the International Convention on Standards of Training, Certification ancl Watchkeeping for Seafarers (STCW Convention), (1978), as amencled. This IMO model course has been revised and updated to address the’ competences and the traning that is required to achieve the standards for the knowledge, understanding and proficiency (KUPS) set out in table AVI/i-1 of the STCW Code. Part A provides the framework for the course with its aims and objectives and notes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included, Part B provides an outline of lectures, demonstrations and exercises for the course. Also included in this section are guidance notes and additional explanations, A separate IMO model course addresses Assessment of Competence. This course explains the use of various methods for demonstrating competence and criteria for evaluating competence as tabulated in the STCW Code, Part C gives the Detailed Outline. This is based on the theoretical and practical knowledge specified in the STCW Code. It is written as a series of learning objectives, in other words what the trainee ic expected to be able to do as a result of the teaching and training. Each of the objectives is expanded to cetine a required performance of knowledge, understanding and proficiency. IMO references, textbook references and suggested teaching aids are included to assist instructors in designing lessons. The new training requirements for these competences are addressed in the appropriate parts ofthe detailed teaching syllabus. Part D gives guidance notes and additional explanations to instructors on the topics and learning outcomes listed in Part C, For the various topics, this part presents subject matter details, activities and recommended presentation and assessment techniques. Part E presents a generic guide for effective evaluation/assessment of trainees. Parts C and D of this model Course address the generic subject matter of Part E in greater detail. 2 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESIntroduction Validation The guidance contained in this document has been validated by the Sub-Committee on Human Element, Training and Watchkeeping for use by Administrations and training providers in developing relevant training programmes for the effective implementation of uniform minimum standards for training and certification 1 seafarers, Validation in this context means that the Sub-Committee has found no grounds to object to the contents of this model course, but has not granted its approval to the document, as the Sub-Committee does not consider any model course to be an official interpretation of IMO instruments. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 3Part A: Course Framework Aim The aim of this model course is to meet the mandatory minimum standards of competence for seafarers for safety familiarization, basic training and instruction in personal survival techniques in accordance with section A-VI/I as set out in table A-VI/I-1 of the STCW Code. Seafarers employed as part of a ship's complement, or engaged in any capacity on board ships or on the business of those ships, with designated safety or pollution-prevention duties in the operation of the ship shall, before being assigned to any shipboard duties, receive appropriate approved basic training or instruction in personal survival techniques as set out in table A-VI/1-1 of the STCW Code. Objective The objective is to provide trainees with guidance and information to gain knowledge, understanding and proficiency (KUP) required to achieve the objectives of the leaming outcomes to demonstrate their competence in personal survival techniques in accordance with section A-VV/1 as set out in table AVI/I-1 of the STCW Code, The course syllabus covers the KUPs in table A-VI/1-1 of the STCW Code, and trainees successfully completing this course will gain knowledge and skills to be able to survive at sea in the event of ship abandonment. Trainees should be able to demonstrate the ability to: = dona lifejacket; = don and use an immersion suit; — safely jump from a height into the water; ~ right an inverted Iiferait while wearing a lifejack = swim while wearing a lifejacket; keep afloat without a lifejacket; ~ board a survival crat rom the ship and water while wearing a lifejacket; ~ take inital actions on boarding survival crat to enhance chance of survival: — stream a drogue or sea-anchor; = operate survival craft equipment; and — operate location devices, including radio equipment. In view of the above objective, Blooms revised taxonomy was used in the model course with respect to the required performance of trainees. Entry standards Enty standards should be in accordance with the STCW Convention or other applicable IMO instruments, where such requirements are specified. if such requirements are not specified, it's left to the Administration to decide entry standards in accordance with national regulations and system of education. Course certificate or document ‘On successful completion of the course and demonstration of competence, a document may be issued certifying that the holder has met the standard of competence specified in table A-VI/I-1 of the STCW Code, This would facilitate the issuance by the Administration of a Certificate of Proficiency on completion of all the components of basic safety training. 4 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart A: Course Framework Course intake The maximum number of trainees attending each session will depend on the availability of adequate numbers of instructors, equipment and facilities available to conduct the training. The course intake js limited by the umber of trainees who can receive adequate individual attention from instructors. The maximum trainee instructor ratio may be up to 24 10 1 for classroom lectures and 8 10 1 for practical sessions. The number should not, at any time, exceed that which will allow sufficient opportunity for each trainee to have adequate practical instruction and the proper use of relevant equipment. Staff requirements Instructors, supervisorsand assessors are to be appropriately qualified in accordance with the STCW Convention or other applicable IMO instruments fr the particular types and leve's of training or assessment of competence ‘of the trainees, It is left to the Administration to decide staff requirements in accordance with their national regulations. Training facilities and equipment Suitable teaching spaces equipped with the relevant facilities should be provided to facilitate the effective delivery of training, which could be through lectures, group exercises and discussions, as appropriate, Where the use of multi-media and simulation is intended, it should be ensured that the appropriate multi-media equipment and simulators are made available. The practical lessons would require access to a source of water such as a swimming pool, a lake or the sea. ‘The following Items of equipment are recommended: lifejackets, course intah \mersion suits, thermal protective aids, anti-exposure suits sufficient for the = lifebuoys; rigid liferaft; — inflatable liferats for wet drills of suitable size for the class; hydrostatic release unit; davit-launched inflatable liferaft with launching davit; survival craft (lifeboat) to simulate boarding the craft from water and ship; - — SART/AIS SART; = liferaft equipments = lifeboat equipment; — emergency position-indicating radio beacon (EPIRB); ~ portable 2-way VHF approved for use in survival craft; and = safety/frstaid equipment. Teaching aids (A) Al Instructor manual (Part D of the course) A2 SOLAS training manual A Muster list ‘Ad llustrated table of life-saving signals. Note: Multimedia training aids such as videos, CD-ROMs, e-leaming materials and Computer Based ‘raining (CBT) may be used as deemed fit by instructors when presenting this course. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 5Proficiency in personal survival techniques Bibliography (B) Bt Sea Survival Handbook: The Complete Guide to Survival at Sea. June 23, 2009, by Keith Colwell, ISBN 978-1-60239-695-1 B2 Essentials of Sea Survival. Frank Golden, MD, PHD, ISBN 13 978-0-7360-0215-8 83 Survive the Savage Sea. Dougal Robertson, ISBN 0-924486-73-2 IMO references (R) RI International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978, as amended 2 International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended R3__AMSAR Manual — Volume Ill R4_— Guide for Cold Water Survival (MSC.1/Cir.1185/Rev.1) R5 IMO Life-Saving Appliances Code (LSA Code} R6 Symbols Related to Life-saving Appliances and Arrangements, as amended (IMO resolution A. 760(18)) R7 IMO Standard Marine Communication Phrases (SMCP) RB Pocket Guide to Recovery Techniques (MSC.1/Cire:1182/Rev:1) RO International Convention on Standards of Training, Certification and Watchkeeping for Fishing Vessel Personnel (STCW-F), 1995, as amended Textbooks (T) TI Brown's Guide to Survival at Sea, lem Attributes, published date: July 2015, ISBN 978-1-84927-053.3 TR Survival at Sea: The Lifeboat and Liferaft,C. H. Wright, Brian Davies: Brown, Son & Ferguson Lid; 3th revised edition (2000.8) Safety routines Safety precautions during drills are a major component ofthis course and affect the course structure. Trainees Must be protected from danger at all times whilst the course is in progress. Training providers should take into account he traning spaces, equipment and facilis available, and develop a safety instruction manual to ensute the safely of trainees at all ines. During the course, especially during Practical drills, trainees must strictly adhere tothe safety rules laid down by the training provider, Allthe equipment used for practical training should be properly maintained and approved by the Administration asi applicable. instructors and assisting staff must strictly supervise the trainees’ adherence to safety guidelines, Frstaid supplies, including a resuscitation kit, must be close at hand, and if dis are to take place in the sea, a roscue boat must be in attendance, at all times. 6 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES:Part B: General Outline Lectures As far as possible, lectures should be presented within a familiar context and should make use of practical examples. They should be well illustrated with diagrams, pictures and videos where appropriate, and must be related to those skis that will be necessary for the performance of duties on board ships. ‘An effective manner of presentation would be to develop techniques to transfer information and then to reinforce the information. For example, share with the trainees briefly what you are about to present to them; then cover the topic in detail; and, finally, summarize what you have shared with them. The use of audiovisual aids, handouts and notes will all contribute to the effectiveness of the learning process. Course timetable This model course has been developed providing a recommended 16 hours for lectures, demonstrations, laboratories, or simulator exercises and assessment ~ out of which 60% is recommended for practical training. No formal timetable is included in this model course. Instructors must develop their own timetable depending on: ~ level of skils of trainees; = numbers to be trained: — number of instructors; and simulator facilities and equipment available. and normal practices at the training establishment. Course outline Listed below are the competences and the knowledge, understanding and proficiency (KUPs) for this course in the sequence that they are listed in table A-VI/1-1 of the STCW Code. Competence: Survive at sea in the event of ship abandonment 1 Types of emergency situations 2 Types of life-saving appliances 3 Equipment in survival craft 4 Location of personal life-saving appliances 5 \ciples concerning survival 1 value of training and drills 2 personal protective clothing and equipment need to be ready for any emergency 4 actions to be taken when called to survival craft stations Ins to be taken when required to abandon ship 6 actions to be taken when in the water 7 actions to be taken when aboard a survival craft 8 main dangers to survivors MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 7Part C: Detailed Outline Introduction Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code, with the spect learning outcomes that the trainees must achieve. Each specific outcome is presented as a topic or sub-topic as a learning objective reflecting the knowledge, understanding and proficiency (KUP) in table AMV/1-1 Learning objectives The detailed teaching syllabus has been developed in learning objective format where the objective describes ‘what trainees must perform to demonstrate that knowledge and skill has been transferred, and the desired competence has also been achieved, References and teaching aids The material listed in the course framework has been used to structure the detailed teaching syllabus; in particular, Teaching aids (indicated by A) and IMO references (indicated by R} may provide valuable information to instructors. In order to assist instructors, references are shown against the learning objectives to denote IMO references and publications, textbooks, additional technical material and teaching aids which they may wish to use when preparing course material. They are denoted as follows: Teaching aids (indicated by A\; ~ Bibliography (indicated by By; ~ IMO references tindicated by Ry; and - Textbooks (indicated by T), and will provide valuable information to instructors. ‘The abbreviations used are: Ch. Chapter Pa. Paragraph PL part Reg. Regulation Tab, Table ‘App. Appendix Sec, Section The following are examples of the use of references: R2-Reg. IIV32 refers to Chapter Ill Reg. 32 of the SOLAS Convention; and TI-Ch. 10 refers to Chapter 10 of Brown’s Guide to Survival at Sea. Note: Throughout the course, instructors should clearly define, and emphasize, the application of safe working practices, taking into account references to applicable international and national requirements and regulations, as appropriate. Its expected that the national institutions implementing the training course will insert references, where appropriate, to national requirements and regulations, as necessary. 8 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart C: Detailed Outline Knowledge, understanding and proficiency IMO reference ‘Textbooks/ | Teaching Bibliography 7 Types of emergency situations 14 emergencies <1. list emergencies that could possibly lead to abandoning ship collision = stranding = adverse reaction of dangerous goods or hazardous bulk materials = shifting of cargo = ship fre or explosion = hull fale ~ foundering 1.2 muster ist and emergency signals. 41 state the posting location, structure and purpose of the suster list 2 ident emergency signals 3 describe appropriate action to be taken in case of emergency signals 13. SOLAS taining manual 1. siate that the SOLAS trait the ship ing manual i specific to 2. state the location of SOLAS taining manual 14 safety symbols 11 identify MO safety symbols used on board ship eelating to survival 2. identify escape route indicators on ship RI Tab. AUT R: Cha Regs R2- chs Reg 35 R6 T2Cht Al B2-Chi rich2 | ALAz Tich2 | A1,A3 TH-App.6 a “Types of life-saving appliances 21 list the main life-saving appliances normally carried on ships febuoys — ejackets = survival crafts = rescue boat = immersion sults/anti-exposuire suits (AES) = thermal protective aids = emergency radio equipment — locating devices (EPIRB, SART) 2.2. personal life-saving appliances A. ifebuoys = explain the purpose of ifebuoys = state the standard required features of lfebuoys = _ slate any additional equipment attached to lifebuoys Ri Tab. ANIA R2- Ch3 Regs, Chet Reg7 RS. R7 R2-Ch.3 Regs 7, 22, 32 R5-Ch2 Th-chs4,5 Al T2PL2 TH-Chs.4,5 al 2.P12 Cha MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SUR\ IVAL TECHNIQUES.Proficiency in personal survival techniques Knowledge, understanding and pro Textbooks’ | Teaching Bibliography | aid 2 lfejackets Th-Chs4,5 [AT ~ explain the purpose of lfejackets ie ~ state the standard required features of lejackets State that all persons on board are provided with a litejacket ~ state that there are acitionalliejackets on board at ‘ther locations state that there are different fejackets for chcren, adults and oversized persons 3. immersion suits/ant-exposure suits (AES) R2-Ch.3 Regs7, 22,32] Th-Chsa,5 | at ee R5-Ch2 T2Pt.2.Cht ~ explain the purpose of immersion suts/ant-exposure 2 suis state the standare! required features of immersion stits/anti-exposure suits ~ state that an immersion suivAES should be available to every person on board as required and also assigned to crew forthe rescue boat 4 thermal protective aids R2-Ch3 Regs, 22,32] THChs4,5 | AL explain the purpose of thermal protective aids 2 eee State the standard required features of thermal protective aids 3 Equipment in survival eraft 3.1_Iist the equipment normally cared in survival crafts R2, RS: 1,72 At [4 “Location of personal life-saving appliances RRS Te a 41 state thatthe location of various personal lifesaving appliances is in accordance with the LSA Code -2 stato thatthe information on the location of personal saving appliances can be obtained from fire and salety plans/LSA plans posted on board 3 describe how lifebuoys are distributed over the ship 4 state the location ofall liejackets on board 5 state the location of all immersion suitsanti-exposure suits on bare 6 _state the location of al thermal protective aids on board 10 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart C: Detailed Outline Knowledge, understanding and proficiency IMO Teaching reference aid [5 Principles concerning survival 5.1 value of training and dlls R2-Ch3, Tich2 | ALA Regs.19, 37 4 explain the importance of training and drills 2 state that personnel must familiarize themselves and acquire relevant knowledge as soon as possible ater joining a ship: = meaning of emergency signals = instructions on the muster ist and their duties = location and use of life-saving equipment — escape routes and equipment = means provided for survival on ship and survival craft 3 state the specific requirements of the SOLAS Convention ‘on training and drils relating to survival 5.2. personal protective clothing and equipment Rie Techs | ALA s Tab. AW B2ch9 41 list various personal protective clothing and equipment) R2-Ch.3 Regs.19, 37 available on board 2 dona lifejacket [3 don an immersion suitant-exposure sult 4. don a thermal protective aid 3.3 need to be ready for any emergency RE tiche | ALA Tab. AMIN Bch 11 state the need to be prepared to use personal survival | R2-Ch.3 Regs.19, 37, techniques at any time 2. recognize the duty allocated in the muster list 5.4 actions to be taken when called to survival craft stations RE ache | Ataz i Tab. AVIA B2.cho 41. list actions to be taken when called to survival R2-Ch Regs.19, 37 craft stations <2. camy out the actions when called to survival craft stations 5.5. actions to be taken when required to abandon ship RI T1-Ch6 Al : Tab. AVN RPL Ch? 41 list actions to be taken when required to abandon ship Bich? 2 board survival craft from the ship aoe 3 saiely jump from a height into the water ~ wearing a lifejacket = _ wearing an immersion sult MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES uProficiency in personal survival techniques Knowledge, understanding and proficiency imo Textbooks! reference Bibliography 56 actions to be taken when in the water Re Ti-cheé Tab. AMT Bch 1 list actions to be taken when in the water Re B2.Chs, 5, Ro 67 2 swim while wearing a liejacket ea .3 swim vile wearing an immersion sult A keep afloat without a Hejacket Fight an inverted ieraft while wearing a ejacket Fight an inverted liferafe while wearing an immersion suit 7 board survival raft fom the water while wearing a litjacket -8 boar survival craft from the water while wearing an Jmmersion suit 5.7 actions to be taken when aboard a survival craft RI Tithe ar Tab. Avint | B2-Chs9, 10 41 listactons to be taken when aboard a survival craft B3Pt -2 take initial actions on boarding survival craft to enhance chance of survival 3. stream a drogue or sea-anchor 4 operate survival craft equipment 55 operate location devices including the radio equipment 5.8 main dangers to survivors Rt Al Tab. AVIA 11 describes main dangers survivors face ater abandoning | ga\ch seg, 37 the ship and relevant precautions for a heat stroke, sun stroke, exposure to cold frostbite/ ne frosiip, cold shock and hypothermia B3-Ft2, 3 = effects of seasickness secondary drowning ~ failure t maintain body fluids correctly, ccausing dehydration = drinking seawater = fire or oil on water = dangerous marine organisms 2 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart D: Instructor Manual Introduction Based on knowledge, understanding and proficiency (KUPS) in Part C, the instructor manual is intended to provide guidance and more detailed information to instructors who use IMO model courses that is relevant to the organization and structuring of the learning objectives, sequence of lectures, possible problems and solutions during the course. The course is structured to reflect the KUPs as specified in table AVI/1-1 of the STCW Code. This manual provides information on teaching methodology and organization, and the areas that are considered appropriate and important to achieve the relevant learning outcomes. Instructors should adapt the course, as necessary, 0 suit the needs of the trainee intake. The detailed teaching syllabus must be scrutinized carefully, and lesson plans and lecture notes should be compiled as appropriate. ‘Adequate preparation is essential if the course is to be effective and successful. Evaluation covers practical ‘exercises and theoretical knowledge. Throughout the duration of the course, itis important to stress that on board ships, rules and regulations must be strictly observed and all precautions taken to maximize safety with minimum effect on the environment. Trainees should be advised on measures and actions to be taken for the avoidance of accidents on board. Risks should be cleatly stressed to trainees before commencement af the course, with emphasis on the safety elements of key operations, facilitating basic safety awareness among the trainees and ensuring their safety during the training course including training on water, which involves inherent risks and/or danger. During all training activities, instructors must emphasize the importance of compliance with the safety rules and the exercising of caution. 1 Types of emergency situations 14 Emergencies Instructors could use multi-media aids to ilustrate the various emergency situations that trainees may encounter ‘on board ships, which may lead to the abandonment of a ship. These may include, but not be limited to: collision; stranding; adverse reaction of dangerous goods or hazardous bulk materials; shifting of cargo; ship fires or explosions; hull failure; and foundering, 1.2 Muster list and emergency signals Instructors should explain the structure and purpose of the muster lst, exhibit an example of a muster list and they should organize a group discussion on the main contents of a muster list. Instructors could use multi- media aids to illustrate samples of muster lists, and the locations where they may be displayed or posted on board for the guidance of all. Instructors should introduce the types and purpose of emergency alarm signals on ships, and appropriate action to be taken by trainees when the alarm is sounded. They should also explain the linkage between alarm signals and a ship's muster list. Instructors may sound different emergency alarm signals with audio-visual ‘equipment to enable trainees to identify and understand alarm signals. 1.3. SOLAS training manual Instructors should inform trainees of the loc: teaching aids. n of the SOLAS training manual on a ship using appropriate Instructors should emphasize that the life-saving appliances listed in the SOLAS training manual should correctly reflect the life-saving appliances actually provided on the ship. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 3Proficiency in personal survival techniques 14 Safety symbols In the teaching process, instructors should inform trainees of the importance of identifying the safety symbols related to life-saving appliances, and emphasize that identifying the safety symbols aids the crew's safe evacuation, especially during a blackout, at night, ot in poor visibility. Instructors could use pictures or actual safety symbols to strengthen the trainees’ retention of knowledge. Instructors should explain the importance of identifying safety signs related to escape routes and emphasize that crew evacuation is assisted by escape route signs, especially during a blackout at night, or when smoke filled. Instructors should refer to the Escape route signs and equipment location markings (resolution A.111630)) for further details in this regard. Instructors could use pictures to show the actual escape routes on ships, especially the continuity of the ‘escape routes round comers. 2 Types of life-saving appliances 24 List the main life-saving appliances normally carried on ships Instructors could use multi-media aids to illustrate the main life-saving appliances carried on board ships to enable trainees to identify ships’ life-saving equipment. Instructors should obtain feedback from the trainees to ensure that they have clear understanding of the need for, and the use of, the following types of life-saving appliances: survival craft, rescue boat, lifebuoys, lfejackets, immersion suitslanti-exposure sult (AES), thermal protective aids and emergency radio equipment and locating device. Instructors should also inform the trainees regarding the location of line throwing appliances and pyrotechnics. 2.2 Personal life-saving appliances 2.24 Lifebuoys Instructors should explain the purpose of lifebuoys especially with regard to person overboard situation. Instructors should explain the purpose of different types of lifebuoys located in different parts of a ship. The explanation could be illustrated by following up with relevant videos of different life-saving appliance layouts. Instructors should especially emphasize the purpose and location of lifebuoys with seli-activating smoke signals Instructors should use actual lifebuoys to explain the fittings such as buoyant lines, selfignting lights and self-activating smoke signals, which are attached to the lifebuoy, and illustrate their uses in different situations 2.2.2 Lifejackets Instructors should explain the purpose, quantity and location of lifejackets consistent with the planned life-saving appliances layout on board and the provision of adequate lifejackets at fixed points on board relevant to the duties and work areas. Instructors should use different types of lifejackets to explain lifejacket buoyancy, and illustrate the different types of buoyancy materials and/or inflating mechanisms. Instructors should use the lifejackets to explain and demonstrate standard required features, methods for testing lfelacket whistles and lights. The trainees, once on board, should familiarize themselves as soon as possible with the methods of donning the type of lifejackets on board. The method of donning could be found in the ship's SOLAS Training Manual 0%, in other company or shipboard guidance that may be provided on board, 2.2.3 Immersion suits/anti-exposure suits (AES) Instructors should explain the purpose, number and lacation of immersion suits/anti-exposure suits consistent with the life-saving appliances layout on board, and emphasize the importance of the placement of adequate numbers of immersion suits in duty and work areas, and ensure that trainees understand these immersion suits are for use in case of emergency. 14 ‘MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart D: Instructor Manual Instructors should explain the purpose of equipping every person assigned to crew the rescue boat, or to operate the marine evacuation system, with immersion suits/anti-exposure suis, so that the trainees can better understand the relevant requirements. Instructors should use the immersion suits/anti-exposure suits (AES) to explain and demonstrate standard required features, methods for testing whistles and lights. 2.2.4 Thermal proiective aids Instructors should state that those personnel in passenger ship's lifeboats who are not equipped with immersion suits should be provided with thermal protective aids. Lifeboats on cargo ships are equipped with only two thermal protective aids, or 10% of crew’s quota, whichever is greater. Instructors should explain that wearing thermal protective aids in the water will hinder a survivor's ability to swim. Ifthe survivor is wearing thermal protective aids, they should take them off quickly. 3 Equipment in survival craft Instructors should refer to LSA Code and SOLAS training manual for the equipment in survival craft. 4 Location of personal life-saving appliances Instructors should introduce a sample of fite and safety plan/LSA plan and indicate the location of personal ife-saving appliances. 5 Principles concerning survival 5A Value of training and drills Instructors should emphasize that once on board, seafarers should familiarize themselves, as soon as possible, with the following: = distinguish various emergency signals; muster lists and their specified responsibilities; = location and use of life-saving appliances; = escape routes and apparatus (EEBD); = survival methods provided on the ship; and — survival craft. Instructors should refer to the ship’s SOLAS Training Manual and the ISM Code on seafarers’ familiarization and training requirements for their functions and emergency drills on board. Instructors should explain: the importance of training and drills and that they are based on the requirements of SOLAS and STCW Conventions and other national, flag or company requirements as applicable; and that regular and realistic on-board drills help to achieve correct and effective actions to ensure operational safety. 5.2. Personal protective clothing and equipment Instructor should ensure that the trainees wear proper prote before commencing any practical training. Instructors should explain and demonstrate how to don a lifejacket, and emphasize that improper or incorrect donning may cause danger. The assessment of proficiency in donning lifejackets can be reinforced by ensuring that each trainee «ions the lifejacket correctly, conducts a peer assessment, which should be followed by the instructors’ assessment and evaluation of individual trainees. Instructors should explain and demonstrate how to open and wear the immersion suits, being careful to check that the watertight zippers and the limiting zippers are in good condition, and highlight stressing the importance of limiting zippers. The taining for proficiency in the correct use of an immersion sult should be reinforced by ensuring that each trainee correctly dons the suit and conducis a peer assessment, which should be followed by the instructors’ assessment and evaluation of individual trainees. Instructors should also ‘explain and demonstrate the combined use of the inflatable immersion suit with lfejacket. Clothing such as boiler suit, safety shoes etc. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 6Proficiency in personal survival techniques Instructors should explain and demonstrate how to unpack and don thermal protective aids. The instructors should organize the trainees into groups for practical exercises, provide appropriate guidance, observe performance and comment on the learning outcame, Instructors should emphasize that wearing of personal protective clothing usually increases the chances of survival in case of an emergency situation. Instructors should ensure that trainees are able to properly don lfejacket, immersion suits/anti-exposure sults and thermal protective aids within a given time. 5.3 Need to be ready for any emergency Instructors should emphasize the importance of emergency preparedness Instructors should ensure that the trainees recognize their duties allocated in the muster list. 5.4 Actions to be taken when called to survival craft stations Instructors should drill the trainees with regards to emergency signals and location of muster point. Instructors should emphasize the action to be taken when called to survival craft station, Instructors should ensure that trainees are able to carry out their duties when called to survival craft stations, 5.5 Actions to be taken when required to abandon ship Instructors should explain the best practices during evacuation and boarding of lifeboats, especially the Particular safety measures when boarding free-fall lifeboats, in order to ensure the prevention of injuries ‘Trainees should be instructed and advised to strictly adhere to the operational instructions and procedures in accordance with the type of lifeboat. Instructors should explain and demonstrate the methods of boarding survival crafts including the use of embarkation ladder and evacuation systems. Instructors should highlight the precautions to be taken by crew and the importance of maintaining order to avoid endangering their safety and survival, and that of others, ring this operation, This training could cause risks, therefore instructors should emphasize and stress the importance of the safety Precautions, inform rescue personnel to standby on site, when training in a swimming pool. Ifthe training is Conducted in a lake or in the sea, the training area should be equipped with safety- and first-aid equipment including a high-speed rescue boat, with rescue personnel on standby. {tis necessary to explain that trainees should try to keep the body as dry as possible when in the water. In case of emergency and when jumping into water to get away from the endangered ship, trainees should choose a lower height, preferably from the windward side, taking precautions to avoid the damaged ship and water barriers, Itis also necessary to choose the direction for swimming away from the ship before jumping into the water. In organizing the training, instructors should explain and demonstrate the posture of jumping into the water from a certain height and ensuring the safety of the trainees to avoid injuring themselves, emphasizing the need to keep the body vertical when entering the walter. Instructors should organize the trainees to practise jumping safely into the water from a height. Instructors should explain the complications caused by certain situations when abandoning a ship; for example, some ofthe survival crafts not capable of being launched, absence of lighting, absence of personnel assigned! to certain duties, bad weatherfrough seas, the ship heavily listed, heavy ship movement, fire, excessive trim, injuries etc. 5.6 Actions to be taken when in the water Instructors should organize practical exercises, provide appropriate guidance and take timely action to rectify any incorrect acts. 16 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart D: Instructor Manual Instructors should explain that, after lowering the lifeboat to the water surface, they should use the painter and the boat engine or paddles to manoeuvre the lifeboat away from the ship. When in a liferaft, they should immediately cut off the painter and leave the vicinity of a ship, as soon as possible, by rowing or by operating the sea-anchor. Before the training starts, instructors should ensure that during practical training trainees, for their safety, correctly don lifejackets and immersion suits. Instructors should explain that they should move away from dangerous area as quickly as possible and assemble near the survival craft or groups of other survivors. Instructors should explain and demonstrate swimming in water while wearing lfejackets or immersion suits and assembling in the designated place. Instructors should explain and demonstrate the heat escape lessening posture (HELP posture). Instructors could initially guide the trainees to practise HELP posture and, if three or more trainees are in the water and are equipped with life preservers, then instruct them that they should wedge tightly together and lock arms to form a circle known as a HUDDLE posture. A casualty who is suffering from the effects of the cold can be placed within the huddle to be surrounded by warmer water. The best choice for avoiding heat loss isto crowd together, which is especially effective protection of the wounded. Instructors should demonstrate how to keep afloat without wearing alifejacket and highlight breathing rhythms in such conditions. At the beginning, instructors should help the trainees to familiarize themselves with the water conditions so as to keep afloat Instructors should explain that an inflatable lifeaft may not be in an upright coneition when in the water, and should therefore explain and demonstrate the method for safely righting the inverted liferaft while wearing a iifejacket and immersion suit, emphasizing thet it is necessary to make use of the forces of wave and wind. Instructors should explain and demonstrate the methods of boarding a survival craft from water wearing the lifejacket or immersion suit and remind trainees of the safety precautions to be taken during this process. Instructors should emphasize that it is necessary to choose from a variety of methods of boarding, such as from an embarkation platform, a rait ladder and a lifeboat embarkation ladder. Instructors should explain and demonstrate the methods of helping a petson overboard to board a survival craft and emphasize the safety precautions to be taken when boarding to avoid endangering the safety of other survivors. Instructors should drill the trainees for practice, provide guidance on the trainees’ operation and correct mistakes at the appropriate time. Instructors should ensure all trainees are able to: swim while wearing a lifejacket; = swim while wearing an immersion suit; ~ keep afloat without a lifejacket; = tight an inverted liferaft while wearing a lifejacket; tight an inverted liferaft while wearing an immersion suit; = board survival craft from the water while wearing a lifejacket; and = board survival craft from the water while wearing an immersion suit. Instructors should decide whether it becomes necessary 1o organize extra exercises based on the performance of the trainees during training, It is recommended to arrange special rescue personnel to be on standby in safe waters during the exercises. 5.7 Actions to be taken when aboard a survival craft Instructors should explain the purpose of survival craft. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES v7Proficiency in personal survival techniques Instructors should explain that in the process of abandoning ship and awaiting rescue, survivors may encounter 2 variety of complicated situations, such as high temperature, cold and severe weather, etc. and provide guidance on the measures to be taken to cope with the foregoing situations. Instructors should explain that survivors can cast the sea-anchor to make the survival craft head into the waves, alleviating the swing and reducing the drift speed of the survival craft. Instructors should explain and demonstrate the use of drogues and sea-anchors. instructors should emphasize the stress of the sea-anchor and recovery cables. Instructors should explain the allocation of fresh water and emergency rations provided on survival craft. The fresh water and rations in the survival craft should be managed and distributed by a designated person. If there is no water on the survival craft, survivors should not eat any food, s0 as to avoid loss of body fluid and prevent dehydration, Instructors should explain that, while awaiting rescue when in a survival craft, survivors should be organized with clear allocation of tasks and responsibilities, and to maintain a continuous lookout. Instructors should particularly highlight the duties of those responsible for lookout duties, Instructors should refer to the survival ‘manual provided in the equipment of the survival craft for guidance on the duties and responsibilities Instructors should emphasize the importance of, and then introduce, the means for maintaining the morale of survivors such as encouraging cach other, reasonable division of tasks, unity as a group, maintaining discipline, obeying instructions, etc. Instructors should explain the importance of the methods of detection of survivors by others. For example, 1 assemble in the survival craft, wat for rescue near the ship; 2 make use of position indicating equipment carried in the survival crafty start the emergency Position indicating radio beacon (EPIRB), attach the Search and Rescue Transponder (SART) and Start it when necessary; use the two-way VHF in sight of a ship or aircraft in the vicinity, +3 _se the position indicating equipment in the survival craft, including radar reflector, handheld red flame signals, red parachute signals, orange smoke signals, sun glasses, waterproof flashlight, etc; and -4 move to other locations where there may be greater chances to be rescued and await rescue, Instructors may demonstrate and explain the use of visual signals with the help of real or practice equipment and emphasize the impact of wind direction in the process of using them, and the safety precautions to be taken, Instructors should provide appropriate guidance to trainees so that they can demonstrate theit knowledge and competence in using these signals. Instructors should first explain ancl demonstrate the actions to be taken on survival and leaving the survival Craft, with emphasis placed on the safety precautions when leaving the survival craft to avoid endangering, the safety of other survivors. Instructors should organize the trainees for practice and provide guidance to the trainees on the related operations. Instructors should ensure that the trainees are able to operate survival craft equipment, location devices and radio equipment. Instructors should explain rescue procedures, e.g. by helicopter, any other vessel. 5.8 Main dangers to survivors Instructors should emphasize the main dangers to survivors. During the training, instructors should ensure that trainees are made aware of the main dangers for survival after abandoning a ship, such as: heat stroke, sun stroke, exposure to cold rostbite/rosinip, cold shock and hypothermia, effect of seasickness, secondary drowning, failure to maintain body fluids correctly, causing dehydration, drinking seawater, fire or oil on water, dangerous marine organisms. 18 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES.Part D: Instructor Manual Instructors should explain the symptoms of drowning, spasm, decrease of swimming ability and unconsciousness in cold water asa result of heat loss. Instructors should refer to the Guide for cold water survival (MSC.1Circ.1185/Rev.1). Instructors should explain the effects of seasickness, such as: excessive vomiting that causes loss of fluid, electrolyte disorder, dizziness, fatigue and loss of confidence in rescue efforts. In order to prevent seasickness, it is necessary that survivors: A take seasickness pills to prevent vomiting immediately after boarding the survival craft in accordance with the prescribed dosage; 2 cast the sea-anchor, keep proper ventilation and turn the craft heading towards waves to .3. keep quiet, have proper rest and save energy; 4 supply water as required; 5 breathe fresh air as far as possible if feeling seasick; and .6 encourage and help each other to keep up determination and confidence. Instructors should explain that there could be fires or oil on the water surface during abandonment of a ship. In this situation, survivors should pay attention to taking self-protection measures to avoid fire- or oil-related injuries when moving away from an endangered ship. Instructors should emphasize the special requirements for swimming and breathing under such circumstances. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 19Part E: Evaluation and Assessment The effectiveness of any evaluation depends to a great extent on the precision of the description of what is to be evaluated. The detailed teaching syllabus is thus designed to assist the instructors with descriptive verbs, mostly taken from the widely used Bloom’s Taxonomy. Evaluation/Assessment is a way of finding out if learning has taken place. It enables the assessor (Instructor), to ascertain if the learner has gained the required skills and knowledge needed at a given point towards a course or qualification. The purpose of evaluation/assessment is to: = assist trainees’ learning; — identify trainees’ strengths and weaknesses; ~ assess the effectiveness of a particular instructional strategy; ~ assess and improve the effectiveness of curriculum programmes; and — assess and improve teaching effectiveness. The different types of evaluation/assessment may be classified as follows: Initial/Diagnostic assessment Diagnostic assessment is an evaluation of a trainee’s skills, knowledge, strength and areas for development. This should take place before the trainee commences a course to ensure they ate on the right path, This can be carried out in an individual or group setting by the use of relevant tests. Formative assessment 's an integral part of the teaching/learning process and hence is a “continuous” assessment process. It provides information on a trainee’s progress and may also be used to encourage and motivate them. Purpose of formative assessment is to: = provide feedback to trainees; = motivate trainees; diagnose trainees’ strengths and weaknesses; and ~ help trainees to develop self-awareness. ‘Summative assessment Summative assessment is clesignedl to measure trainees’ achieverent against defined objectives and targets. tt ‘may take the form of an examination or an assignment and takes place at the end of a course. Purpose of summative assessment: ~ To assess if trainees are competent or not yet competent; and = Togade trainees. Evaluation for quality assurance Evaluation of the assessment process would be required for quality assurance purposes for compliance with the requirements of STCW Convention, regulation 1/8, 20 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart E: Evaluation and Assessment Purpose of assessment with respect to quality assurance = Toprovide feedback to instructors on a traince’s learning; = Toevaluate a module's strengths and weaknesses; and = To improve teaching and course outcomes. Assessment planning ‘Assessment planning should be specific, measurable, achievable, realistic and time-bound (SMART). Some methods of assessment that could be used depending upon the course/qualifi should be adapted to suit individual needs: = Observation (in oral examinati jon are as follows and , practical demonstration); Questions (written or oral = Tests; = Assignments, activities, projects, tasks and/or case studies; and = Practical exercises Validity The evaluation methods must be based on clearly defined objectives, and must truly represent what is meant to be assessed, for example only the relevant criteria and the syllabus or course guide. There must be a reasonable balance between the subject topics involved and also in the testing of trainees’ knowledge, understanding and proficiency of the concepts. Reliability ‘Assessments should be reliable (if the assessment was done again with a similar group/learner, would you receive similar results2). Instructors may have to deliver the same subject to different groups of learners at different times. If other assessors are also assessing the same course/qualification, it is to be ensured that all assessors make similar decisions. To be reliable, an evaluation procedure should produce reasonably consistent results no matter which set of question papers or version of the testis used. If instructors are to assess their own trainees, they need to clearly understand what they are to assess and then decide how to do this, bearing in mind that, for the award of Certificates of Competency (CoC) or Certificates of Proficiency (CoP) instructors may not assess their trainees to be in compliance with the requirements of the Convention. The “what” will come from the standards/learning outcomes of the course/qualification they will deliver. The “how” may already be decided for them if it is an assignment, test or examination The instructors need to consider the best way to assess the skills, knowledge and attitudes of learners, whether this will be formative and/or summative, and how the assessment will be valid and reliable. All work assessed should be valid, authenti “valid assessments create standard results": current, sufficient and reliable; this is often known as VACSR — = Valid ~ the work is relevant to the standardscriteria being assessed; Authentic - the work has been produced solely by the learner; Current ~ the work is still relevant at the time of assessment; = Sufficient - the work covers all the standards/criteria; and = Reliable ~ the work is consistent across all learners, over time and at the required level. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES: 2Proficiency in personal survival techniques Its important to note that no single method can satisfactorily measure knowledge and skill over the entice spectrum of subjects to be tested for the assessment of competence. Care should therefore be taken to select the method most appropriate to the particular aspect of competence to be tested, bearing in mind the need to irame questions which relate as realistically as possible to the requirements of the tasks on board. STCW Convention 1978, as amended The training and assessment of seafarers, as required by the Convention, are administered, supervised and monitored in accordance with the provisions of section A-l/6 of the STCW Code. The knowledge, understanding and proficiency in column 2, methods for demonstrating competence in column 3 and criteria for evaluating competence in column 4 of table A-VI/-1 of the STCW Code set out the methods and criteria for evaluation, Instructors should refer to the competence table when designing assessments, Evaluation of competence The arrangements for evaluating competence should be designed to take account of different methods of assessment which can provide different types of evidence about candidates’ campetence, «.g = direct observation of practical exercises; — _skills/proficiency/competency tests; and = written, oral and computer-based questioning techniques. One or more of the above methods listed could be used to obiain evidence of ability, in addition to appropriate questioning techniques to provide evidence of supporting knowledge and understanding. For detailed guidance on assessments, instructors should refer to IMO model course 3.12 on Assessment, examination and certification of seafarers; however, to assist instructors, some extracts from the model course 3.12 are used to explain assessments in this section. Multiple choice questions Marking or scoring would be easier when multiple-choice test items are used, but in some cases difficulties may arise in creating plausible distracters, Detailed sampling allows immediate identification of errors of principle and those of a clerical nature. it must be emphasized that this holds true, in general, only if the test item is based on a single step in the overall calculation. Multiple-choice items involving more than one step may, in some cases, have to be resorted to in order to allow the creation of a sufficient number of plausible distracters, but care must be exercised to censure that distracters are not plausible for more than one reason if the nature of the error made {and hence the distracter chosen) isto affect the scoring ofthe test item. Compiling tests Whilst each examining authority may establish its own rules, the length of time which can be devoted to assessing the competence of candidates for certificates of competency is limited by practical, economic and other constraints, Therefore, a prime objective of those responsible for the organization and administration of the examination system is to find the most efficient, effective and economical method of assessing the competency of candidates. ‘An examination system should effectively test the breadth of a trainee’s knowledge, understanding and proficiency of the subject areas pertinent to the tasks the trainee is expected to undertake. It is not possible to examine candidates fully in all areas. In effect, the examination samples a candidate's knowledge, understanding and proficiency by covering as wide a scope as is possible, within the time constraints and testing the trainee’s depth of knowledge, understanding and proficiency in selected areas. 22 MODEL COURSE 1.19 PROFI ENCY IN PERSONAL SURVIVAL TECHNIQUESPart E: Evaluation and Assessment The examination as a whole should assess each candidate's comprehension of principles, concepts and methodology; the trainee’s ability to apply principles, concepts and methodology; organize facts, ideas and arguments; and the trainee’s abilities and skills in carrying out those tasks the trainee will be called upon to perform in the duties to be certificated to undertake. All evaluation and testing techniques have their advantages and disadvantages. An examining authority should carefully analyse precisely what should and can be tested. A careful selection of test and evaluation methods should then be made to ensure that the best ofthe 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 tests used, its essential that all questions or test items should be as brief as possible, since the time taken to read the questions themselves lengthens the examination. Questions must also be clear and complete. To ensure this, itis necessary that they be reviewed by a person other than the originator. No ‘extraneous information should be incorporated into questions. In all cases, the questions should be checked to ensure that they measure an objective which is essential to the task concerned. Use of rubrics The assessor may consider the use of a rubric which describes the criteria that will be used to evaluate a specific task or operation. Rubrics allow assessors to communicate their expectations to the student being tested and allow students to self-check themselves on their progress as they progress towards the completion of their task or project. For the assessor, this increases the reliability of scores and increases the consistency of an assessor's assessment from student to student. in addition, when multiple assessors are grading students, rubrics also help improve the consistency of scoring of all of the assessors. Rubrics are usually written as an outline or a table that includes: ~ A description of the task or project; = A description of the criteria that is being used for the evaluation; = A description of what constitutes particular performance level for each criterion; = Examples of performance levels are Pass/Fail or Excellenv/Good/Poor/Not Attempted; = Adetailed description of each performance level for each criterion. Scoring tests Scoring subjective tests ‘Assessment of seafarers is carried out to evaluate whether they have met specified learning objectives to be ‘competent to perform the tasks for which they will take responsibility on board. They should be assessed against predetermined assessment criteria and in accordance with criteria for evaluation set out in the tables ‘of competence in the STCW Code. ‘To achieve this in subjective tests, an analytical scoring scheme and complete model answers and relevant mark schemes should be produced for each question. The model answer should then be analysed for the definitions, facts, explanations, formulae, calculations, etc., contained in it and marks allocated to each item, the aim being to make the scoring as objective as possible. A subjective element will still exist in the original allocation of marks to the various sections and, to some extent, in the scoring of incomplete or partially correct sections. Either credit scoring or deductive scoring may be used. In credit scoring, marks are awarded, in accordance with the scoring scheme, for each correctly completed part of the answer, no marks being credited for incorrect parts or omissions. With deductive scoring, marks are deducted for errors and omissions from the total mark for the question or part question (where a question has been divided into two or more sections). When applied to essay questions, the wo methods should produce virtually the same score. Deductive sc usually confined to the marking of calculations. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 23Proficiency in personal survival techniques Deductive scoring can be weighted to take account of the relative seriousness of different types of error. Erors are commonly classed and weighted as follows: ~ errors of principle: for example, using the formula for righting moment in a calculation of list; deduct 50% of the mark for the question or part question; — major errors: for example, extracting data for the wrong day or time from the nautical Almanac; deduct 30% of the mark for the question or part question; and ~ clerical ertors: for example, transposition of numbers from tables or question paper, careless arithmetic; deduct 10% of the mark for the question or part question for each error. In the case of clerical errors, only one deduction for a single error should be made. No deductions are made for incorrect answers which follow through from the original etror. If deductions exceed the total mark for a {question or part question itis given a zero score; negative scores are not carried over to other parts. The different types of error can be taken into account in credit scoring schemes by suitably weighting the marks allocated to method, to the extraction of data and to clerical accuracy at each step of the calculation, The steps need to be smaller and more detailed than the division into parts used in deductive marking, As a result, the marks lost for ertors of principle tend to be smaller in credit scoring than in deductive scoring, ‘A small percentage of the total mark, to be credited only for the correct final answer, is sometimes included in a credit scoring scheme. The answer must lie within stated accuracy limits to qualify for that credit. In deductive schemes, an answer that has otherwise been correctly calculated but which falls outside the accuracy limits is treated as a clerical error, Where tests are to be marked locally at more than one test centre, a well-defined scoring scheme, which will give the same score when applied to the same paper by different markers, is essential for the uniform and fair treatment of candidates. To aid in any subsequent review of marks, possibly resulting from an appeal, the marker should make brief marginal notes on the paper to indicate the reasons for deductions. Guidance on the treatment of answers produced using calculators is needed Examination rules usually warn candidates that all working must be shown to gain full marks for questions. The marks to be deducted when insufficient working is shown but a correct answer is produced, or when all working is correctly shown but the answer is wrong, need to be known by the marker. Jn papers in which all questions are to be answered, the marks may be weighted to reflect the importance oF difficulty of individual questions or the length of time which will be needed to answer them. When this is done, itis usual to indicate the mark for each question on the question paper. Optional questions should all be of similar standard and carry equal marks, so that the standard of the complete test is the same regardless of the questions chosen, Use can be made of a compulsory and an optional section in the same paper. Questions on which it is felt that all candidates should be tested can be placed in the compulsory section and suitably weighted, while the remainder of the paper offers a choice of questions each of similar standards. ‘A problem that arises with optional papers is how to deal with cases where more than the required number of questions is answered. Various solutions are adopted by different examining boards, Many mark all questions and discard the lowest marked question or questions, although that fact is not generally advertised as it may encourage candidates to attempt extra questions. Others take the requisite number of answers in the order in which they are on the question paper and ignore the remainder. A similar problem arises in papers in which candidates are required to answer a given number of questions and including at least some stated number from each of several sections. The pass mark should be set at the lowest score for which sufficient skills and knowledge Is demonstrated for ‘competency in each subject. In practice, that score is difficult to determine exactly for an individual paper and could vary slightly from one examination to another. Such an arrangement would be difficult to administer and would be considered unfair by candidates, so the pass mark is fixed and published in the examination 4 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESPart E: Evaluation and Assessment regulations. itis, therefore, essential when preparing papers to maintain as constant a standard as possible, suich that the pass mark is an appropriate measure of competency. The following instructions are typical of those produced for guidance of examiners on the marking of examinations: In order to achieve uniformity in marking between the examiners in various centres and to facilitate the review of papers, the following guidelines are to be used at all centres: A When several candidates write the same examination, papers, other than multiple choice, should be marked question by question, that is to say, question 1 of paper 1 should be marked for all applicants before proceeding to question 2, etc. This gives more uniform marking. .2 All questions shauld be marked even if it becomes apparent that the candidate cannot achieve the pass mark. .3Neatness and orderly layout of work: Where work is not properly laid out or is not neat, marks should be deducted without regard to correctness of the answer. The number of marks deducted should vary according to the quality ‘of the work up to a maximum of 10% where the correct answer is obtained. 4 Typesoferror: Errors can be divided into three types: @)_P—error in principle; 50% of marks allotted for the whole or part of the question should be deducted; (b) C—clerical error; 10% of the marks allotted should be deducted for each such estor; and (© M= major error; be deducted, 10% of the marks allotted for the question or part of the question should Note: Large mark questions should be considered in their main sections and percentages of the sections deducted. Candidates should be given the benefit of any doubt which may exist, <5 Drawings: ‘Too much importance should not be attached to elaborate drawings. Often a simple sketch with captions is very explanatory and indicative of a good understanding. 6 Incomplete answers: Where a problem or distinct section of a large problem Is only partly worked and a step of principle remains to be made, marks allotted should not exceed 50% of the total marks or the split marks allotied, as the case may be. 7 Marking papers: When marking papers, examiners should enter appropriate marginal notes in briei, showing why marks have been deducted, using abbreviations in paragraph 5. The actual error should be ringed and marked with a brief statement of the reason for the error, e.g. ‘wrong day’. A paper should be so marked that any reviewing examiner can see at a glance just what happened, including a marginal note to indicate award of a ‘benefit of doubt. 1B Inthe case of marginal failure, the paper concerned should be carefully reviewed This review is not to be regarded as having the purpose of passing the candidate; it is to ensure that the foregoing marking standards have been correctly applied and are consistent with those of other responses to the same examination. It may result in either an increase or a decrease in ‘marks assigned. This review having been completed, the examiner should issue a fall result if it is still below the pass mark, MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 25Proficiency in personal survival techniques The evaluation could consist of oral and practical tests which many topics may require as per the table A-VI/I-1 of the STCW Code, column 2 on knowledge, understanding and proficiency. In such cases, the following should be taken into consideration: 1 Advantages and disadvantages of oral and practical tests It is generally considered advisable that candidates for certificates of competency should also be examined orally. Some aspects of competency can only be properly judged by having the candidate demonstrate the ability to perform specific tasks in a safe and efficient manner. The safety of the ship and the protection of the marine environment are heavily dependent on the human element. The ability of candidates to react in an organized, systematic and prudent way can be more easily and reliably judged through an oralpractical test incorporating the use of models or simulators than by any other form of test. One disadvantage of oraVpractical tests is that they can be time-consuming, as each test may take up about ‘one to two hours if ts to comprehensively cover the topics concerned. Relevant equipment would also need {0 be made available for the competences that are to be tested, Some items of equipment could be dedicated solely for use in examinations. 2 Feedback In order to keep the training programme up to date in the future, it is essential for users to provide feedback. Objective and positive critical comments and new information would facilitate the enhancement ofthe quality of the model course, and would promote better training in safety and security at sea, and protection of the marine environment. Such feedback, information, comments and suggestions should be sent to the Head, Maritime Training and Human Element, IMO. 26 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESGuidance on the implementation of IMO model coursesContents Page Part 1 Preparation... EERE es tietee ea eet ee eee ar : 31 Part 2 Notes on teaching techniques... ... : 35 Part3 Curriculum development .....2.220eeeeeeeee 2 Tfass iste 37 Annex At Preparation checklist ........0-++ eet : ee 39 ‘Annex A2 Example of a model course syllabus in a subject area Eee eee a ‘Annex A3_— Example of a lesson plan for annex AZ... 2202 0eecvee svete eeeeeeeneeees 46 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES. 29Part 1: Preparation 1 Introduction 14 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, itis nonetheless vital that sufficient time and resources ate devoted to preparation. Preparation not only involves matters concerning administration or organization, but also includes the preparation of any course notes, rawings, sketches, overhead transparencies, etc., which may be necessary. 2 General considerations 24 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 checklst, 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 mect deadlines. It will be necessary to hold meetings of all those concerned in presenting the course from time to time in order to assess the status of the preparation and troubleshoot any difficulties. 2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and their views received on the particular parts they are to present. A study of the syllabus will determine whether the incoming trainees need preparatory work to meet the entry standard, The detailed teaching syllabus is constructed in training outcome format. Each specific outcome states precisely what the trainee must do to show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part 3 deals with curriculum development and explains how a syllabus is constructed and used. 2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve these outcomes, A sample lesson plan for one of the areas of the sample syllabus is provided in annex A3. 2.5 _Itisimportant that the staff who present the course convey, to the person in charge of the course, thelr ‘assessment of the course as it progresses. 3 Specific considerations 34 Scope of course In reviewing the scope of the course, the instructor should determine whether it needs any adjustment in order to meet additional local or national requirements (see Part 3). 3.2 Course objective 1 The course objective, as stated in the course material, should be very carefully considered so that its meaning is fully understood. Does the course objective require expansion to encompass any additional task that national or local requirements will impose upon those who successfully complete the course? Conversely, are there elements included which are not validated by national industry requirements? 2. tis important that any subsequent assessment made of the course should include a review of the course objectives. 3.3 Entry standards 1 Ifthe 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. MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES, xProficiency in personal survival techniques 34 lithe 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. Study the course material with the above questions in mind and with a view to assessing whether (oF 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 mode! 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 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 35 3.6 37 Course intake limitations a 2 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. Itmay 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 Staff requirements 4 It is important that an experienced person, preferably someone with experience in course and Curriculum development, is given the responsibility of implementing the course. Such a person is often termed a course coordinator or course director. Other staff, such as lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed to implement the course effectively. Staff involved in presenting the course will need to be properly briefed about the course work they will be dealing with, and a system must be set up for checking the material they may be required to prepare. To do this, it will be essential to make a thorough study of the syllabus and apportion the parts of the course work according to the abilities of the staff called upan to present the work. 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, Teaching facilities and equipment 4 Rooms and other services It is important to make reservations as soon as is practicable for the use of lecture rooms, laboratories, workshops and other spaces. Equipment Arrangements must be made at an early stage for the use of equipment needed in the spaces mentioned in 3.71 to support and carty through the work of the course. For example: = writing boards and materials — apparatus in laboratories for any associated demonstrations and experiments 32 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUESGuidance on the implementation of IMO model courses machinery and related equipment in workshops = equipment and materials in other spaces (eg. for demonstrating firefighting, personal survival, etc.) 3.8 Teaching aids ‘Any training aids specified as being essential to the course should be constructed, or checked for availability and working order. 3.9 Audiovisual aids ‘Audiovisual aids (AVA) may be recommended in order to reinforce the learning process in some parts of the ‘course. Such recommendations will be identified in Part A of the model course. The following points should be borne in mind: A 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 testrun 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 maich the tape. Check also that the TV raster format used in the tapes (ie. number of lines, framesssecond, scanning order, etc) is appropriate to the TV ‘equipment available. (Specialist advice may have to be sought on this aspect.) All video tapes should be test-run prior to their use on the course. 5 Computer equipment IF computer-based aids are used, check their compatibility with the projector and the available software. 6 General note The electricity supply must be checked for correct voltage, and every precaution must be taken to ensure that the equipment operates properly and safely, Its 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 its to be shown, and properly identified and cross-referenced in the course timetable and lesson plans where appropriate. 3.10 IMO references The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO international conventions and the provisions of other instruments as indicated in the model course. The relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES 33Proficiency in personal survival techniques ‘hose involved in presenting the course, ifthe indicated extracts are not included in a compendium supplied with the course. 3.1 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 ita 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. 3.2 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, 343. Timetable Model courses are developed praviding a recommended range in duration of time for lectures, demonstrations, laboratories or simulator exercises and assessment. No formal timetable is included in model courses. Instructors should develop their own timetable depending on: 1 the level of skills of trainees; -2 the numbers to be traine 3 the number of instructors; 4 simulator facilities and equipment available, and 5 normal practices at the training establishment, 34 MODEL COURSE 1.19 PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES