IMO Model Course 1.21 Personal Safety and Social Responsibilities, 2016 Edition

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This electronic edition is licensed to

Sekolah Tinggi Ilmu Pelayaran Jakarta
for 1 copy.
© International Maritime Organization
MODEL COURSE 1.21
PERSONAL SAFETY AND
SOCIAL RESPONSIBILITIES
2016 EDITION
Electronic edition
London, 2016
Licensed to Sekolah Tinggi Ilmu Pelayaran Jakarta for 1 copy. © IMO

Print edition (ISBN 978-92-801-1649-6)
Published in 2016 bypublished
the in 2016 by the
INTERNATIONAL MARITIME ORGANIZATION
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www.imo.org
Printed by Wheatons Exeter Ltd, Exeter, EX2 8RP
Electronic edition 2016
ISBN 978-92-801-1649-6
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Contents
Page
Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of the model courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Use of the model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Training and the STCW Convention 1978, as amended. . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Responsibilities of Administrations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Validation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Aims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Objective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Entry standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course intake limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Staff requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching facilities and equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
IMO references (R). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Textbooks (T). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Bibliography (B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Videos (V) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Internet website references. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Part B: Course Outline and Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Lectures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Course Outline and Course Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Course Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES iii

Contents
Page
Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Guidance Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Appendix 1: Example Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Appendix 2: Sample Enclosed Space Entry Permit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Appendix 3: Sample Hot Work Permit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Part E: Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Initial/Diagnostic assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Formative assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Summative assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Evaluation for quality assurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Assessment planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
STCW 78, as amended. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Evaluation of competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Multiple choice questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Compiling tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Quality of test items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Advantages and disadvantages of oral and practical tests. . . . . . . . . . . . . . . . . . . . . . . . . . 51
Example Exercise 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 55
iv MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

Foreword
After the adoption of the International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers, (STCW), 1978, the International Maritime Organization (IMO) recognized the need to provide
guidance to maritime academies and training institutes to develop model training courses that are in compliance
with STCW Convention requirements for certification of seafarers. Hence the IMO model course programme
was introduced to provide guidance with a view to supporting maritime training providers and to assist
maritime administrations responsible for the approval of STCW courses.
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 and the Knowledge, Understanding and
Proficiency (KUP) requirements of the STCW Code. I believe that the key to this success is adherence to the
requirements of the Convention while, at the same time, these requirements are supplemented with industry
best practices so that seafarers can be confident in carrying out the duties on board. The success of a course
depends on the skills and competence of individual course facilitators. As part of the model courses, IMO has
also developed guidance on the implementation of the model course, which may help those less experienced
facilitators to make each course a success.
Whilst aiming to uniformly implement the requirements of the STCW Convention and Code, the model course
programme is designed to provide flexibility so as to allow training providers to adjust the course programme
to the needs of seafarers and trainees, based on their previous work experience and education.
I reiterate that IMO model courses are for the purpose of guidance only, and not to be regarded as an official
interpretation of the STCW Convention. They can be of assistance to administrations to facilitate the process
of approval of STCW course programmes, and could be used by maritime academies and training providers
in the development of courses that satisfy the requirements set out in the STCW Convention and STCW Code.
This model course was validated by the IMO Sub-Committee on Human Element, Training and Watchkeeping
at its third session (1‑5 February 2016) and I wish training providers and seafarers that the course makes the
navigation of ships safer.
K. Lim
Secretary-General
MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIESv

Introduction
Purpose of the model courses
The purpose of the IMO model course is to assist maritime training institutes and their teaching staff in
organizing and introducing new training courses or in enhancing, updating or supplementing existing training
material where the quality and effectiveness of the training courses may thereby be improved. It is not the
intention of the model course programme to present instructors with a rigid “teaching package” which they
are expected to “follow blindly”. Nor is it the intention to substitute audiovisual or “programmed” material for
the instructor’s presence. As in all training endeavours, the knowledge, skills and dedication of the instructors
are the key components in the transfer of knowledge and skills to those being trained through IMO model
course material.
For those following planned training schemes approved by the Administration, it is intended that this training
may form an integral part of the overall training plan and be complementary to other studies. The training may
be undertaken in progressive stages; for such candidates, it is not appropriate to specify the duration of the
learning, provided achievement of the specified learning outcomes is properly assessed and recorded.
Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably
from country to country, the model course material has been designed to identify the basic entry requirements
and trainee target group for each course in universally applicable terms, and to specify clearly the technical
content and levels of knowledge and skills necessary to meet the technical intent of IMO conventions and
related recommendations.
In order to keep the training programme up to date in future, it is essential that users provide feedback. New
information includes the ISM Code requirements and hence will provide better training in safety at sea and
protection of the marine environment. Information, comments and suggestions should be sent to the Head of
the STCW and Human Element Section at IMO, London.
Use of the model course

The instructor should review the course plan and detailed syllabus, taking into account the information
provided under the entry standards specified in the course framework. The actual level of knowledge and
skills and prior technical education of the trainees should be kept in mind during this review and any areas
within the detailed syllabus which may cause difficulties because of differences between the actual trainee
entry level and that assumed by the course designer should be identified. To compensate for such differences,
the instructor is at liberty to delete from the course, or reduce the emphasis on, items dealing with knowledge
or skills already attained by the trainees. The instructor should also identify any academic knowledge, skills
or technical training which they may not have acquired.
By analysing the detailed syllabus and the academic knowledge required to allow training in the technical
area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements
of academic knowledge required to support the technical training elements concerned at appropriate points
within the technical course.
Adjustment of the course objectives, scope and content may also be necessary if within the respective maritime
industry the trainees completing the course are to undertake duties which differ from the course objectives
specified in the model course.
Within the course plan, the course designers have indicated their assessment of the time that should be
allotted to each learning area. However, it must be appreciated that these allocations are arbitrary and assume
that the trainees have fully met all the entry requirements of the course. The instructor should therefore review
these assessments and may need to reallocate the time required to achieve each specific learning objective.
MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES 1

Personal safety and social responsibilities
Lesson plans
After adjusting the course content, if so required, to suit the trainee intake, and any revision of the course
objectives, the instructor can then draw up lesson plans based on the detailed syllabus. Where no adjustment
has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply
consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his/
her presentation of the material.
Presentation
The presentation of concepts and methodologies must be repeated in various ways until testing and evaluating
the trainee’s performance and achievements satisfy the instructor that the trainee has attained the required
proficiency under each specific learning objective or training objective. The syllabus is laid out in the form
of acquiring knowledge, understanding and proficiency format and each objective specifies what the trainee
must be able to do as the learning or training outcome. Taken as a whole, these objectives aim to meet the
knowledge, understanding and proficiency specified in the appropriate tables of the STCW Code.
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
–– properly equipped classrooms and other spaces
–– appropriate equipment and teaching aids
–– videos and multi-media presentations
–– textbooks, and any appropriate technical papers
–– appropriate reference material.
Thorough preparation on part of the instructor is the key to successful implementation of the course. IMO has
produced a booklet entitled “Guidance on the implementation of IMO model courses” which deals with this
aspect in greater detail and which is appended to this model course.
Training and the STCW Convention 1978, as amended

The standards of competence that have to be met by seafarers are defined in Part A of the STCW Code in the
Standards of Training, Certification and Watchkeeping for Seafarers Convention, as amended. This IMO model
course has been written to cover the competences in the relevant section of the STCW Code. It sets out the
education and training to achieve those standards set out in table A-VI/1-4.
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 a course outline of lectures, with each competence expanded into subjects and a nominal
time period given for each module.
A suggested timetable is included, but from the teaching and learning point of view, it is more important that
the trainee achieves the minimum standard of competence defined in the STCW Code than strict adherence
to a timetable. Depending on their ability, some students will naturally take longer to become proficient in
some topics than in others. 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.
2 MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

Introduction
Part C provides the Learning Objectives and Detailed Teaching Syllabus. This is based on the theoretical and
practical knowledge specified in the STCW Code and is presented in two sections. Section 1 introduces the
core learning objectives which have been derived from the competencies and corresponding knowledge,
understanding and proficiencies detailed in STCW table A-VI/1-4. Section 2 contains the detailed teaching
syllabus which expands further upon the core objectives. The syllabus is written as a series of required
performance criteria, in other words, what the trainee is expected to be able to do as a result of the teaching
and training. IMO references, textbook references and suggested teaching aids are included to assist the teacher
in designing lessons. The training requirements for these competences are addressed in the appropriate parts
of the detailed teaching syllabus.
The Convention defines the minimum standards to be maintained in part A of the STCW Code. Mandatory
provisions concerning Training and Assessment are given in section A-l/6 of the STCW Code. These provisions
cover: approval by the Administration; qualification of instructors; supervisors and assessors; in-service training;
assessment of competence and training and assessment within an institution. The corresponding Part B of the
STCW Code contains non-mandatory guidance on training and assessment.
The criteria for evaluating competence of trainees specified in the minimum standard of competence tables of
Part A of the STCW Code are to be used in the assessment of all competences listed in those tables.
As previously mentioned, a separate model course addresses Assessment of Competence and use of the
criteria for evaluating competence tabulated in the STCW Code.
Responsibilities of Administrations
It is the responsibility of Administrations to ensure that training courses delivered by their training providers
are such that those completing training meet the STCW standards of competence for the level of certification
to be issued.
Validation
The information contained in this document has been validated by the Sub-Committee on Human Element,
Training and Watchkeeping for use by technical advisors, consultants and experts for the training and certification
of seafarers so that the minimum standards implemented may be as uniform as possible. “Validation” in the
context of this document means that the Sub-Committee has found no grounds to object to its content. The
Sub-Committee has not granted its approval to the documents, as it considers that this work must not be
regarded as an official interpretation of the Convention.
In reaching a decision in this regard the Sub-Committee was guided by the advice of a Validation Group
comprising representatives designated by ILO and IMO.

Part A: Course Framework
Aims
This model course aims to meet the mandatory minimum standards of competence in personal safety and
social responsibilities in accordance with section A-VI/1 of the STCW Code, table A-VI/1-4.
Objective
This course is designed to prepare new recruits for life on a ship at sea where they will experience a vastly
different living and working environment compared to that if they were living and working ashore. Working on
a ship can be a hazardous occupation for the uninitiated. This course will give new seafarers an insight into the
various elements of a ship and working procedures on board so that they adjust to the shipboard environment
and are better prepared to cope with any unforeseen circumstances. To that extent this course is planned to
make their transition from a shore to a sea career as smooth as possible and provide some understanding of
a seafarer’s working environment and the hazards, procedures and safe work practices they will encounter,
before they actually step on board a ship.
A trainee successfully completing this course will be able to:

–– comply with emergency procedures
–– take precautions to prevent pollution of the marine environment
–– observe safe working practices
–– contribute to effective communications on board ship
–– contribute to effective human relationships on board ship
–– understand and take necessary actions to control fatigue
Entry standards
There are no specific entry standards for the training in this model course. The training is mandatory for all
prospective seafarers, who should complete this basic training before being assigned to any shipboard duties.
Course certificate
On successful completion of the course and demonstration of competence, a certificate may be issued
certifying that the holder has met the standard of competence specified in table A-Vl/1-4 of the STCW Code.
Such a certificate may be issued only by training providers approved by the Administration.
Course intake limitations

The maximum number of trainees attending each session will depend on the availability of instructors,
equipment and facilities for conducting the training. The number should not, at any time, exceed that which
will allow sufficient opportunity for each trainee to have adequate practical instruction in procedures for the
proper use of systems and equipment.
Staff requirements
Instructors shall be appropriately qualified and have training in instructional techniques and training and
assessment methods and must be approved by the Administration (STCW Code section A-l/6, paragraphs 1-7).
Teaching facilities and equipment

Suitable classroom facilities are required for the lectures. Where the use of audiovisual material such as
multi-media presentations, videos or slides is intended it should be ensured that the appropriate equipment
is available.

Teaching aids (A)

A1 Detailed Teaching Syllabus (Part C of the course) and Instructor Manual (Part D of the course).
A2 Audiovisual aids. Video/DVD/media player, TV, slide projector, OHP, etc.
A3 Videos and pictures of various types of ships, such as bulk carriers, tankers, passenger ships, ro-ro
ships and container ships, and of various parts of a ship, including:
–– gangway and safety net
–– main deck
–– holds and hatches
–– forecastle and poop deck
–– windlass, anchors and winches
–– cranes and cargo gear
–– manifold and deck pipeline system (on a tanker)
–– accommodation
–– bridge
–– engine-room
–– survival craft and fire-fighting equipment
A4 demonstration equipment as follows:
–– helmet
–– goggles
–– gloves
–– safety shoes
–– dust masks and respirators
–– protective clothing
–– self-contained breathing apparatus
–– fall arrestor
–– safety harness
–– hearing protection
IMO references (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978,
as amended
R2 International Convention for the Safety of Life at Sea, 1974 (SOLAS 1974), as amended
R3 International Convention for the Prevention of Pollution from Ships (MARPOL) as amended
R4 IMO Life-Saving Appliances Code (LSA Code)
R5 Standard Marine Communication Phrases
R6 Human Resources Management for Marine Personnel
R7 International Safety Management Code (ISM Code)

R8 Guidelines for the Development of Shipboard Oil Pollution Emergency Plans
R9 Guidance on Fatigue mitigation and management (MSC/Circ.1014)
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
Textbooks (T)
T1 ILO Code of Practice for Accident Prevention on Board Ship at Sea and in Port
T2
Code of Safe Working Practices for Merchant Seafarers. London, The Stationery Office,
Publications Centre
T3 International Safety Guide for Oil Tankers and Terminals, ICS/OCIMF/IAPH
T4 Guidelines on the Application of the International Safety Management Code, International Chamber
of Shipping
T5 Drug and alcohol abuse prevention programmes in the maritime industry, International Labour
Organization
T6 Accident Prevention, Olav Bø
Bibliography (B)
B1 Maritime Labour Convention, 2006, ILO
Videos (V)
V1 IMO – Safer shipping and cleaner seas
(Available on the IMO website at http://www.imo.org)
V2 Personal Safety on Board (Series) (Code No. 554-563)
V3 Safety Meeting, Slips, Trips and Falls (Code No. 1185)
V4 Working with Multinational Crews - It’s a Cultural Thing! (Code No. 1228)
V5 International Safety Management Code (Code No. 524)
V6 Hazard Series – Volume 2 (Code No. 1127)
V7 Waste and Garbage Management (Code No. 627)
V8 Fighting Pollution – Preventing Pollution at Sea Edition 4 (Code No. 1122)
V9 Safe Mooring Practice Edition 4 (Code No. 1105)
V10 Prevention and Reaction to Marine Oil Spills: Under MARPOL (Code No. 792)
V11 Prevention and Reaction to Marine Oil Spills: The Seafarer’s Role (Code No.794)
V12 Health and Welfare Advice for Seafarers (Code No. 510)
V13 Fatigue and Stress at Sea (Edition 2) (Code No. 1232)
V14 Who Needs It? Personal Protective Equipment (Code No. 597)
V15 Alcohol Beware! Edition 2 (Code No. 739)
V16 Drugs – Way Off Course Edition 2 (Code No. 740)

V17 Entering into Enclosed Spaces (series) (Code No. 1132, 682)
V18 Welding Safety (Code No. 495)
V19 Unsafe act awareness (Code No. 710)
V20 Shipshape: Good Housekeeping Part 3: Accommodation (Code No. 976)
V21 Minimizing fatigue, maximising performance (Code No. 939)
Available from: Videotel Marine International Ltd
84 Newman Street
London, W1T 3EU, UK
Tel: +44 (0) 20 7299 1800
Fax: +44 (0) 20 7299 1818
Email: mail@videotelmail.com
URL: www.videotel.co.uk
V22 Personal Safety (CBT #0001)
V23 Ship General Safety (CBT #0002)
V24 Human Relations (CBT #0088)
V25 Conflict Management (CBT #0250)
V26 Active Listening (CBT #0252)
V27 Communication for maritime leaders (CBT #0271)
V28 Drug and Alcohol Policy & Training (CBT #0608)
V29 Marine Environmental Awareness (CBT #0187)
Available from: Seagull Maritime AS
Gamleveien 36
PO Box 1062
N-3194 Horten, Norway
Phone: +47 33 03 09 10
Fax: +47 33 04 62 79
Email: seagull@sgull.com
Internet website references

Further useful material to support the preparation of lessons, teaching and assessment may be found by
researching on the internet on appropriate websites such as those of flag State Administrations, major shipping
companies, classification societies and other professional maritime organizations.

Part B: Course Outline and Timetable
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 be
related to skills that will be necessary during seagoing time.
An effective manner of presentation is to develop a technique of giving information and then reinforcing it. For
example, first tell the trainees briefly what you are going to present to them; then cover the topic in detail; and,
finally, summarize what you have told them. The use of audiovisual aids such as video/DVD/media players,
digital projector and multi‑media presentations, and ensuring that the trainees’ handouts and student notes are
relevant, will all contribute to the learning process.
Course Outline and Course Timetable

The tables that follow list the competencies and subject matter for this course in the sequence that they
are listed in table A‑VI/1‑4 of the STCW Code, together with a suggested number of hours required for the
completion of lectures and practical exercises.
Teaching staff should note that timings are suggestions only and that the subject matter may be adapted to suit
individual groups of trainees depending on their experience and ability and the equipment and staff available
for training.
Course Outline
Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequence
and length of time allocated to each objective. These factors may be adapted by lecturers to suit individual
groups of trainees depending on their experience, ability, equipment and staff available for teaching.
Course Outline Approximate time (hours)

Competence and subject matter Lectures, Practical work
demonstrations
1 Introduction 1
1.1 Importance of the course
1.2 Ship familiarization

2 Comply with emergency procedures 1.5 0.5
2.1 Types of emergency which may occur, such as collision, fire,
foundering
2.2 Knowledge of shipboard contingency plans for response to

emergencies
2.3 Emergency signals and specific duties allocated to crew members

in the muster list; muster stations; correct use of personal safety
equipment
2.4 Action to take on discovering potential emergency, including fire,

collision, foundering and ingress of water into the ship
2.5 Action to take on hearing emergency alarm signals
2.6 Value of training and drills
2.7 Knowledge of escape routes and internal communication and

alarm systems

Part B: Course Outline and Timetable
Course Outline Approximate time (hours)

Competence and subject matter Lectures, Practical work
demonstrations
3 Take precautions to prevent pollution of the marine environment 4
3.1 Basic knowledge of the impact of shipping on the marine
environment and the effects of operational or accidental pollution
3.2 Basic environmental protection procedures
3.3 Basic knowledge of complexity and diversity of the marine

environment
4 Observe safe working practices 3.5 0.5
4.1 Importance of adhering to safe working practices at all times
4.2 Safety and protective devices available to protect against potential

hazards aboard ship
4.3 Precautions to be taken prior to entering enclosed spaces
4.4 Familiarization with international measures concerning accident

prevention and occupational health
5 Contribute to effective communications on board ship 2 1
5.1 Understand the principles of, and barriers to, effective
communication between individuals and teams within the ship
5.2 Ability to establish and maintain effective communications

6 Contribute to effective human relationships on board ship 2.5
6.1 Importance of maintaining good human and working relationships
aboard ship
6.2 Basic teamworking principles and practice, including conflict

resolution
6.3 Social responsibilities; employment conditions; individual rights

and obligations; dangers of drug and alcohol abuse
7 Understand and take necessary actions to control fatigue 1.5
7.1 Importance of obtaining the necessary rest
7.2 Effects of sleep, schedules and the circadian rhythm on fatigue
7.3 Effects of physical stressors on seafarers
7.4 Effects of environmental stressors in and outside the ship and

their impact on seafarers
7.5 Effects of schedule changes on seafarer fatigue

Review and assessment 2
SUBTOTALS 18 2
TOTAL 20

10
Course Timetable
Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequence and length of time allocated to each
competence. These factors may be adapted by lecturers to suit individual groups of trainees depending on their experience, ability, equipment and staff
available for teaching.
Period Day 1 Day 2 Day 3

1st 1 Introduction to the personal safety and 4 Observe safe working practices 6 Contribute to effective human
(1.5 hours) social responsibilities course and its relationships on board ship
importance to the prospective seafarer
and ship familiarization (1 hr)
2 Comply with emergency procedures

(0.5 hr)
2nd 2 Comply with emergency procedures 4 Observe safe working practices 6 Contribute to effective human
(2 hours) (continued) (1.5 hrs) (continued) relationships on board ship (continued)
(1 hr)
3 Take precautions to prevent pollution of
the marine environment (0.5 hr) 7 Understand and take necessary actions to
control fatigue (1 hr)
3rd 3 Take precautions to prevent pollution of 4 Observe safe working practices (0.5 hr) 7 Understand and take necessary actions to
(1.5 hours) the marine environment (continued) control fatigue (continued) (0.5 hr)
5 Contribute to effective communications
on board ship (1 hr) Review and assessment (1 hr)
4th 3 Take precautions to prevent pollution of 5 Contribute to effective communications Review and assessment (continued) (1 hr)
(2 hours) the marine environment (continued) on board ship (continued)

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES
Part C: Detailed Teaching Syllabus
Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The objective, therefore, describes
what the trainee must do to demonstrate that the specified knowledge or skill has been transferred.
Thus each training outcome is supported by a number of related performance elements in which the trainee
is required to be proficient. The teaching syllabus shows the Required performance expected of the trainee in
the tables that follow.
In order to assist the instructor, references are shown to indicate IMO references and publications, textbooks
and teaching aids that instructors may wish to use in preparing and presenting their lessons.
The material listed in the course framework has been used to structure the detailed teaching syllabus;
in particular:
–– Teaching aids (indicated by A)
–– IMO references (indicated by R)
–– Textbooks (indicated by T) and
–– Bibliography (indicated by B)
will provide valuable information to instructors.
Knowledge, understanding and proficiency IMO Reference Textbooks/ Teaching aid

Bibliography
1 Introduction (1 hour) R1 T2 A1, A2,
1.1 Importance of the course V6, V22
1.2 Ship familiarization
.1 list various ship types and common nautical

terms applicable to them
.2 describe the working environment of the ship

2 Comply with emergency procedures (2 hours) R1: Reg. VI/1 and
sec. A-VI/1 pa. 2
and
table A-VI/1-4
2.1 Types of emergency which may occur, such as
collision, fire, foundering
2.1.1
Explains the term ‘emergency’ R2, R3, R7, R8 T1, T2, T4 A1, A2, A3,
V6, V23
.1 describes an emergency as being a situation
involving danger or potential danger to persons,
the ship or the environment
.2 emphasizes the need of immediate action in the

case of an emergency


Bibliography
.3 lists various emergencies which may occur on
board ships:
–– fire
–– collision
–– grounding
–– foundering
–– person overboard
–– ingress of water into the ship
–– oil or chemical spill
–– and others
2.2 Knowledge of shipboard contingency plans for R1, R2 T1, T2, T4 A1
response to emergencies
.1
describes shipboard contingency plans for
response to emergencies mentioned above
2.3 Emergency signals and specific duties allocated to
crew members in the muster list; muster stations;
correct use of personal safety equipment
2.3.1
Emergency signals T2 A1
.1
states the alarm systems available on board ships
and their locations
states the appropriate signals to indicate different

.2
emergency situations
2.3.2
Emergency duties allocated to crew members in the R1, R2 T2, T4 A1, A2, A3
muster list; muster stations
.1
Musters and drills
.1
describes where to find a muster list on board
and the general structure of muster lists:
–– muster lists placed in the ship’s alleyways
on the bulkhead, on the bridge, mess
room and engine room control room
–– specific duties allocated to crew members
for different emergencies
–– division of crew in various squads and
teams for different emergencies
.2 Muster stations
2.3.3
Correct use of personal safety equipment R1 T2 A1, A2, A3, A4,
V14
–– wear personal safety equipment when mustering
at the station
2.4 Action to take on discovering potential emergency, R1, R2, R3, R7, T4 A1, A2, V6
including R8
–– fire
–– collision
–– grounding
–– foundering
–– person overboard
–– ingress of water into the ship


Bibliography
2.5 Action to take on hearing emergency alarm signals R1, R2, R7 T2 A1, A2, V6
.1
states the action to be taken on hearing
emergency alarm signals and discovering
potential emergencies
2.6 Value of training and drills R1, R2, R7 T2, T4 A1, A2, V23
states three aspects of the need for drills and

.1
training
Required performance criteria: R1 T2 A1, A2, V6
2.7 Knowledge of escape routes and internal

communication and alarm systems
Internal communication
2.7.1
.1
explains various internal communications in
use on board ships – especially for emergency
situations
.2
lists their location and operation
.3
describes probable location of emergency
escape routes on board ships
.4
explains the “citadel” concept of the ship’s
design and the need of knowledge of number
and locations of escape routes
3 Take precautions to prevent pollution of the marine R1: Reg. VI/1, sec. A1, A2, V1, V8,
environment (4 hours) A-VI/1 pa. 2 V10, V11, V29
and
table A-VI/1-4
3.1 Basic knowledge of the impact of shipping on the R1, R3 T4 A1, A2, V1, V8,
marine environment and the effects of operational or V11
accidental pollution
3.1.1 Basic knowledge of the impact of shipping on the
marine environment
.1 defines “pollution”
.2 explains pollution caused by human activities

and nature
.3 lists main sources of marine pollution
.4 states pollutants discharged or likely to be

discharged by ships due to operational or
accidental causes
.5 explains causes resulting in marine pollution at

sea by ships


Bibliography
3.1.2 Effects of operational or accidental pollution of the R1, R3 T3 A1, A2, V10, V11
marine environment
.1 states impact of pollution on marine life and

food chain
.2 explains hazards posed by chemical, sewage,

ballast and garbage disposal
.3 explains hazards to human beings and marine

life and to the livelihood of human beings due to
pollution of marine environment
Basic environmental protection procedures
3.2 R1, R3 T3 A1, A2, V7, V8
3.2.1 International measures for pollution prevention,
pollution avoidance and containment of pollutants
.1 briefly describes contents of MARPOL
.2 explains sewage disposal arrangements and

garbage management plan/record book
.3 explains contents and purpose of the shipboard

oil pollution emergency plan (SOPEP)
.4 describes garbage disposal arrangements and

handling
.5 states shipboard organization to deal with R8
pollution
.6 explains obligation to report pollution incidents
.7 states when to report pollution incidents
.8 states to whom to report pollution incidents
.9 describes structure of oil spill response team

and assigned duties to officers and crew
.10 explains measures for control of oil spills
.11 describes shipboard response to oil spills due to

various causes
.12 explains importance of shipboard drills to deal

with pollution of the marine environment
3.2.2 Pollution by sewage from ships R3 A1, A2, V29
.1 defines what constitutes sewage
.2 explains prohibition on discharge of sewage

3.2.3 Pollution by garbage from ships R3 A1, A2, V7
.1 defines what is garbage
.2 describes disposal of garbage as per MARPOL

requirements
3.2.4 Control of oil discharge from ships R3, R8 T3 A1, A2, V10, V11
.1 states purpose of oily-water separator and

the MARPOL requirements for discharge of
oily water


Bibliography
3.2.5 Contents of Oil and Garbage Record Books R3 A1, A2, V7
3.2.6 Introduces the contents of Annex Vl of MARPOL R3 A1, A2, V29
.1 states that Annex VI regulates air pollution

Basic knowledge of complexity and diversity of the
3.3 R1, R3 A1, A2, V1, V29
marine environment
.1 understands the fragile nature of the eco system

and delicate balance of the marine environment
4
Observe safe working practices (4 hours) R1: Reg. VI/1, sec. T1, T2, T4 A1, A2, A3, V2,
A-VI/1 pa. 2 and V3, V6, V9, V17,
table A-VI/1-4 V18, V19
4.1
Importance of adhering to safe working practices at R1 T2 A1, A2
all times
V2
.1 states that working on ship is a hazardous
occupation V3
.2 explains the necessity of understanding

the hazards on board and equipment and
procedures provided to avoid the hazards
.3 lists the various shipboard hazards

4.2
Safety and protective devices available to protect R1 T1, T2 A1, A2, A3, V5,
against potential hazard aboard ship V6, V14
.1 states that the ship’s safety manual contains
all the necessary procedures and checklists
required to be followed for any ship board
operation
.2 describes the importance of creating a safety

culture on board a ship to enable a safer
working environment and to counter workplace
hazards and the importance of safety meetings
on board
.3 states the requirement for the shipboard

familiarization induction for all joining ship’s
personnel
.4 states the basic principles of the International R2, R7 T4
Safety Management Code, the requirement for
the ship to have a safety management system
and procedures identifying individual seafarer
responsibilities
.5 states the principles of safety audits, the onboard

safety committee, ship’s safety officer, incident,
near-miss and hazard reporting and reviews
.6 describes the principles of job hazard R2, R7
analysis (JHA)
.7 lists personal protective equipment (PPE) in

common use
.8 lists onboard life-saving appliances
.9 lists onboard fire-fighting appliances
.10 medical equipment

.11 oil spill equipment R4, R3


Bibliography
.12 demonstrates the proper use of PPE T1, T2 A5, V14
.1 head protection
.2 gloves
.3 eye protection
.4 hearing protection
.5 respiratory protection
.6 safety footwear
.7 fall protection
.8 protective clothing
.13 describes the operations that take place on T1, T2 A1, A2, A3, V6
board which can be hazardous to personnel
or ship
–– loading/unloading of cargoes
–– mooring – working aloft
–– handling of chemicals
–– engine-room watchkeeping and maintenance
–– lifting loads (manually and mechanically)
–– entry into enclosed spaces
–– hot work
4.3
Precautions to be taken prior to entering enclosed R2 T2 A1, A2, V17
spaces
.1 defines enclosed spaces
.2 lists the possible enclosed spaces on a ship
.3 states that careless entry into such spaces has

resulted in many accidents, sometimes fatal, if
the person is overcome by a lack of breathable
atmosphere or is injured and not rescued in time
.4 divides the hazards into:
(a) atmospheric hazards and
(b) physical hazards
.5 states that atmospheric hazards can result from:

–– deficiency of oxygen
–– presence of hydrocarbon gas, or
–– presence of toxic gas
.6 states that dangerous gases can be present

due to:
–– leakages
–– retention in tank structure
–– retention in pipeline
–– disturbance of sludge/scale


Bibliography
.7 states that toxic gases can evolve from cargo,
ship’s stores or ship operations
.8 defines a toxic hazard as one that is harmful or

poisonous to the body
.9 states that the atmosphere may be rendered

deficient in oxygen
.10 states that oxygen deficiency can result in

anoxia
.11 states that the symptoms commence with

dizziness, breathlessness and unconsciousness
and progress on to brain damage causing
memory loss, mental instability, paralysis, coma
or death
.12 states that, if an individual experiences the

above symptoms in an enclosed space, he/she
should immediately evacuate and entry should
be restricted
.13 states that physical hazards could cause a

person to be physically or even fatally injured
.14 describes physical hazards in an enclosed space
.15 states that the following precautions are to be

followed prior to entry into enclosed spaces:
–– an enclosed space entry permit system must
be strictly followed
–– the space is to be thoroughly ventilated and
confirmed by testing of the atmosphere for
oxygen content, presence of any flammable
or toxic gas
.16 states that proper protective equipment

–overalls, hard hat, safety shoes, etc. and
approved torchlights, non-sparking tools, etc.
must be used
.17 states that vigilance and alertness must be

exercised, the atmosphere must be monitored
and all precautions observed while work is
in progress
.18 states that supervisory personnel must be

stationed outside the enclosed space
.19 states that protective clothing and the workplace
is to be cleaned up properly after any work
carried out
.20 discusses in brief the contents of an enclosed

space entry permit


Bibliography
4.4
Familiarization with international measures R1 T1, T2, T6 A1, A2, V12, V20
concerning accident prevention and occupational
health
.1 states the important points regarding accident

prevention and occupational health as found in:
–– ISM Code
–– ILO Accident prevention at sea
–– COSWP
–– STCW regulation I/14
.2 states the importance of risk assessment, job

hazard analysis (JHA), lockout-tagout procedure
5
Contribute to effective communications on board R1: Reg. VI/1 and
ship (3 hours) sec. A-VI/1 pa. 2
and
table A-VI/1-4
5.1
Understand the principles of, and barriers to, R5, R6 A1, A2, V26, V27
effective communication between individuals and
teams within the ship
5.1.1 Principles of communication
.1 states that good communication is one of the

most essential elements of safe work practices
and pollution prevention on board
.2 states that people’s co-operation and

co-ordination within a team can be achieved by
effective communication
.3 states that effective communication is essential

in creating a safety culture in a workplace
.4 states that language is a means of transmitting

ideas, views, instructions, and the working
language of the ship should be used at all times
5.1.2 Methods of communication R6 A1, A2, V26, V27
.1 lists basic elements of communication as:

–– sender
–– receiver
–– modes of transmission
–– methods of transmission
–– barriers to communication
–– feedback
.2 lists methods of communication
.3 classifies types of communication

5.1.3 Barriers to communication R6 A1, A2, V26, V27
.1 states that there are barriers in each step of the

basic communication process
.2 lists the barriers to communication
.3 demonstrates barriers to communication


Bibliography
5.2
Ability to establish and maintain effective R5, R6 A1, A2, V26, V27
communications
5.2.1 Effective transmission skills
.1 states that the effectiveness of communication

lies primarily with the sender
.2 states that the sender should define the purpose

of the particular communication
.3 explains the importance of time, place and

person addressed in the context of initiating the
communication
.4 states importance of language and vocabulary,

for example, examples of usage of maritime
English
.5 states that understanding the different kinds

of barriers in communication helps in better
transmission
.6 describes that effectiveness of transmission can

be checked by the feedback from the receiver
.7 describes that this responsibility lies with the

sender
5.2.2 Effective listening skills R5, R6 A1, A2, V26, V27
.1 states that listening is the responsibility of the

receiver
.2 explains difference of hearing versus listening
.3 demonstrates difference of hearing/listening
.4 states that understanding the various barriers of

listening will improve listening capabilities
.5 states that there are internal and external

barriers to listening and appreciating the effect
of barriers on listening described earlier
.6 demonstrates clear and effective

communications utilizing principles of effective
transmission and listening skills
5.2.3 Effects and consequences of ineffective R5, R6 A1, A2, V26, V27
communication
.1 states that ineffective communication can affect

safety of life, property and the environment
.2 states that it causes human problems and

problems in relationships on board
.3 states that ineffective communication causes

stress, loss of time, loss of resources and even
ship’s safety


Bibliography
6
Contribute to effective human relationships on board R1: Reg. VI/1 and A1, A2, V24, V25
ship (2.5 hours) sec. A-VI/1 pa. 2
and
table A-VI/1-4
6.1
Importance of maintaining good human and working R6 A1, A2, V24, V25
relationships aboard ships
.1 states that good relationships make the life of

all seafarers more comfortable, healthy and less
prone to accidents
.2 describes the elements which contribute to

good working environment
.3 states that everyone should respect each other’s

individuality, value, culture and purpose of work
Basic teamworking principles and practice, including
6.2 R1 A1, A2, V25
conflict resolution
6.2.1 Team building
.1 states that the shipboard operation is one of

teamwork and its effectiveness depends on the
effectiveness of each individual team member
.2 states that teamwork helps in better decision

making
.3 describes:
–– a team
–– role of individual members
–– need of cohesiveness
–– principles of team resource management
.4 lists deterrents to team operation
.5 describe principles of good team work
.6 discusses how good teams resolve conflicts

among team members
6.3
Social responsibilities; employment conditions; R6 A1, A2, V4
individual rights and obligations; dangers of drug and
alcohol abuse
6.3.1 Social responsibilities – rights and obligations of crew
.1 states that each crew member has a social

responsibility to their ship, their self, their
colleagues, to the company and to the
environment
.2 states basic seafarer rights as per ILO

international requirements
.3 describes the obligation towards fellow crew

members, the ship and their employer
.4 states that there is dignity in labour


Bibliography
.5 states that there are responsibilities towards:
–– obedience, respect, discipline and following
orders of superiors
–– abiding by company’s policies as laid down in
the safety manuals and rules and regulations
governing flag State requirements and other
mandatory legislation
–– adhering to the safety and environment
protection policy at all times and to assist
fellow seafarers in distress, search and rescue
operations and oil pollution mitigation
operations
.6 states that a crew member has the right to make

a complaint regarding a breach of seafarer rights
on board the ship without fear of victimization
or reprisal
6.3.2 Employment conditions R6 B1 A1, A2, V4
.1 describes the employment conditions such as:

–– employment contracts
–– seafarers rights and well-being principles
–– national and international requirements
–– basic purpose of the Maritime Labour
Convention
6.3.3 Drugs and alcohol T5 A1, A2, V15, V16,
V28
.1 states that there are international and national
regulations against the carriage, distribution or
use of any illicit drugs
.2 states that the punishment for above could be

very severe
.3 describes some examples from recent reports
.4 describes dangers of drug and alcohol abuse
.5 describes Port State, Flag State and other

authorities’ methods of detecting drug/alcohol
consumed
7
Understand and take necessary actions to control R1: Reg. VI/1 and
fatigue (1.5 hours) sec. A-VI/1 pa. 2
and
table A-VI/1-4
R1 sec. A-VIII/1
7.1
Importance of obtaining the necessary rest R9 A1, A2, V13, V21
7.1.1 Causes of fatigue
.1 describes the causes of fatigue
.2 describes the effects of physical, mental and

environmental stressors in and outside of
the ship and their impact on seafarers’ levels
of fatigue


Bibliography
7.2
Effects of sleep, schedules and the circadian rhythms R9 A1, A2, V13, V21
on fatigue
.1 states the importance of obtaining the necessary

rest, in particular sleep
.2 states the importance of sleep quality and

quantity and onboard factors that can detract
from both
.3 states the different types of sleep
.4 describes the human biological clock and

circadian rhythm and explains the importance of
time of day when considering effects of fatigue
on seafarers
.5 states the types of factors that may deteriorate

sleep quality
7.3
Effects of physical stressors on seafarers R9 V12 A1, A2, V13, V21
.1 lists the physical stressors
.2 describes the effect of physical stressors on

seafarers
Effects of environmental stressors in and outside the
7.4 R9
ship and their impact on seafarers
.1 lists the environmental stressors
.2 describes the effect of environmental stressors

on seafarers
Effects of schedule changes on seafarer fatigue
7.5 R9
7.5.1 Consequences of fatigue
.1 describes the consequences and effects of

seafarer fatigue with respect to individual
performance
.2 states cognitive, physiological and behavioural

signs and symptoms of fatigue
.3 case studies of maritime casualties attributed to

fatigue
7.5.2 Fatigue mitigation and management for individuals R9 A1, A2, V13, V21
.1 states that sleep is the only ‘cure’ for fatigue
.2 describes why “reset breaks” should be

scheduled to maximize the influence of the
circadian rhythm to be effective in recovering
from fatigue
.3 states techniques for maximizing rest breaks
.4 states that seafarers are responsible for

maximizing their own opportunities for rest and
sleep
.5 states that it is every seafarer’s responsibility to

advise their supervisor when they are feeling
fatigued


Bibliography
7.5.3 Recording hours of work and rest R1 B1 A1, A2, V13, V21
.1 states the minimum hours of rest for seafarers in

accordance with section A-VIII/1of the STCW
Code and the importance of recording accurate
hours of work and rest
.2 states that the seafarers’ maximum working

hours and minimum rest periods and associated
provisions are legally required under the STCW
and Maritime Labour Convention, 2006
.3 states that a table of shipboard working

arrangements is to be established ‘’in a
standardized format’’ and this will facilitate
understanding by seafarers on board the ship
and the competent authorities
8
Review and assessment (2 hours)

Part D: Instructor Manual
Introduction
This manual reflects the views of the course designer on methodology and organization considered relevant
and important in the light of his/her experience as an instructor. Although the guidance given here would be
of value initially, the course instructors are advised to work out their own methods and ideas, refining and
developing it further, and discarding ideas and methods which are not found effective.
The course instructors should also bear in mind that preparation and planning constitute a major contribution
to effective presentation of the course.
The instructor manual provides guidance on the material that is to be presented during the course. The
course material reflects the mandatory minimum requirements for the training and qualifications of seafarers
employed in any capacity on board ship on the business of the ship as specified in regulation VI/1 of the
International Convention on Standards of Training, Certification and Watchkeeping for Seafarers 1978, as
amended.
The competences stipulated in the STCW 78, as amended, table A-VI/1-4 have been broadly divided into
the following topics and are reflecting how the trainers should design and conduct their course. This is for
guidance only.
To show consistency and adherence to STCW, as given in STCW 78 as amended, chapter VI, table A-VI/1-4,
a course outline is provided for easy reference in Part B of this model course from STCW’s competences and
training outcomes to the topics covered in this IMO model course:
1. Introduction
2. Comply with emergency procedures
3. Take precautions to prevent pollution of the marine environment
4. Observe safe working practices
5. Contribute to effective communications on board ship
6. Contribute to effective human relationships on board ship
7. Understand and take necessary actions to control fatigue
The texts used as references throughout the course mentioned in Part A, Course Framework are Teaching
aids (A), IMO references (R), Textbooks (T), Bibliography (B) and Videos (V).
The course outline, timetable and lesson plan provide guidance on the time allocations for the course material,
but the instructor is free to make adjustments as deemed necessary. The detailed teaching syllabus must be
studied carefully. Lesson plans or lecture notes may be compiled where appropriate.
It will be necessary to prepare material for use with audiovisual equipment or for distribution to trainees
as handouts. Some sketches and diagrams having the same general learning or specific learning objective
numbers given in Part C and Part D respectively as is required to be used by the instructor are provided at the
end of the guidance notes. These will provide examples of the kind of material that is useful in supporting the
presentation of the course.
Throughout the course it is important to stress that on board ship rules and regulations must be strictly
observed and all precautions taken to maximize safety and minimize harmful effects to the environment.
Instructor should present examples to the students.
Separate exercises have also been included in this model course.

Guidance Notes
It should be noted that the objective of this awareness level course is to produce a person who is aware of the
hazards on board ship, is capable of performing basic tasks to protect their own safety and has acquired the
basic interpersonal skills needed for shipboard life and to be able to communicate effectively in the context
of their duties. Through this awareness level of understanding, the student may then move on to join the
workplace ready to face the various challenges and ever-changing conditions.
Upon completion of this course trainees will be assessed using the criteria in column 4 of the table A-VI/1-4
of the STCW Code. Instructors should make certain that teaching methods, lesson plans, practical exercises
and the like, focus on the desired outcome: a competent ship’s officer.
Specific training guidance is presented below.
2 COMPLY WITH EMERGENCY PROCEDURES

2.3.1 Emergency signals
Instructors, in their presentations to the students, should use audio and visual aids to demonstrate the various
emergency signals the student may encounter on board a ship. These should include, but not exclusively, the
ship’s intercom, emergency alarm bells and the ship’s whistle.
2.3.3 Correct use of personal safety equipment – wear personal safety equipment when
mustering at the station
Instructors, in their presentations to the students, should describe the actions to be taken upon hearing
emergency alarm signals. An example is that upon hearing the emergency alarm bells the seafarer must attire
themselves adequately and properly, go to muster station and find out nature of the emergency.
2.6 Value and need of training and drills

Instructors, in their presentations to the students, may wish to expand upon the three aspects of working at
sea that demand the need for drills and training. These are:
–– regulatory or legislative needs involving the requirements of SOLAS, MARPOL, STCW, ISM, etc.
–– operational needs to ensure correct and effective actions that can only be achieved by regular
and realistic drills
–– state of mind, for example, on exposure to an emergency, all persons are affected and there is a
general dip or reduction in performance. This dip in performance can only be compensated for
by regular and realistic drills
2.7.1 Internal communication

Instructors, in their presentations to the students, should describe the various internal communications devices
on board ship. Examples include, but are not limited to, telephones, emergency powered or sound-operated
phones, public address systems, lifeboat VHF, walkie-talkies and emergency alarms.
3 TAKE PRECAUTIONS TO PREVENT POLLUTION OF THE MARINE ENVIRONMENT

3.1 Basic knowledge of the impact of shipping on the marine environment and the effects of
accidental or operational pollution
Instructors, in their presentations to the students, should describe the various causes of marine pollution at
sea. Examples are, but not limited to, strandings and collisions, lightening, bunkering and cargo operations,
unchecked garbage and sewage disposal, tank cleaning, washing and line flushing, pumping bilges, unchecked
chemical disposal in bulk or packaged form and deballasting.
3.2.2 Pollution by sewage from ships
Instructors, in their presentations to the students, should describe the exceptions to the prohibitions on the
discharge or sewage from ships.

3.2.4 Control of oil discharge from ships

Instructors, in their presentations to the students, should describe the general details of MARPOL Annex I
including details of special areas, the basic requirements of regulation IX of MARPOL and the basic methods
for the prevention of oil pollution from ships while operating in special areas.
3.3 Basic knowledge of complexity and diversity of the marine environment

Oceans cover 70% of the earth’s surface and contain a wealth of resources – they help to maintain the ecological
balance, sustain numerous species of life on the planet and maintain a delicate balance of global temperature.
Pollution of the marine environment results in global warming which has far-reaching consequences for our
planet as well as local challenges.
4 OBSERVE SAFE WORKING PRACTICES

4.1.3 Various shipboard hazards
Instructors, in their presentations to the students, should describe various shipboard hazards such as, but
not limited to, slips, trips and falls due to slippery surfaces (oil, grease, garbage, water, ice) or obstructions
(pipelines, welding cables, lashing eyes, wires, ropes). They should stress that these can result in:
–– head injuries due to low doorway entrances, overhead loads, falling equipment or material, etc.
–– falls through open manholes, unfenced openings, loose or missing gratings, etc.
–– clothing, fingers, etc. getting caught in moving machinery such as grinding wheels, winch
drums, gears, flywheels, etc.
–– burns from steam pipes, hot machinery, welding sparks, etc.
–– eye injuries through chipping, welding, chemicals, etc.
–– injuries and sliding/fall of unsecured equipment due to ship movements in rough weather
–– hazards of extreme weather
–– lack of oxygen in confined spaces
–– presence of hydrocarbon gas and other toxic gases
–– hazards of chemicals used on board
–– fire
–– collision/grounding flooding/sinking
–– pirates and stowaways
4.2.7 Personal protective equipment (PPE) in common use

Instructors, in their presentations to the students, should demonstrate the personal protective equipment (PPE)
in common use and describe where, when and by whom it may be used. A non-exclusive list of examples of this
PPE are helmets, goggles, gloves, safety shoes, dust masks and respirators, protective clothing, self-contained
breathing apparatus (SCBA).
4.2.8 Onboard life-saving appliances

Instructors, in their presentations to the students, should briefly describe onboard life-saving devices as
these will be taught as another part of Basic Training. Some examples that may be described are lifejackets,
lifebuoys, liferafts, lifeboats, line-throwing apparatus, EPlRBs and SARTs, Thermal Protective Aids (TPAs) and
immersion suits.
4.2.9 Onboard fire-fighting appliances

Instructors, in their presentations to the students, should briefly describe onboard fire-fighting devices as these
will be taught as another part of Basic Training. Some examples that may be described are fire hoses, nozzles,
hydrants and fire main; portable fire extinguishers, fire axe, fire-detecting system, fixed extinguishing system,
self-contained breathing apparatus, smoke helmet.

4.2.10 Onboard medical equipment

Instructors, in their presentations to the students, should briefly describe onboard medical equipment as
these will be taught as another part of Basic Training. Some examples that may be described are resuscitator,
stretcher, medical chest and medicines, medical equipment, defibrillator.
4.2.11 Onboard oil spill equipment

Instructors, in their presentations to the students, should describe onboard oil spill equipment. Some examples
that may be described are absorbent pads, absorbent rolls, chemical dispersant, sawdust, brooms, dust pans,
shovels and barrels.
4.2.12 Use and demonstration of PPE

Instructors, in their presentations to the students, should demonstrate the use of and describe the care of PPE.
Examples include that for:
Helmet:
–– parts of the helmet and functions of each part
–– when to use the helmet
–– care of the helmet
Gloves:
–– necessity for gloves
–– types of gloves and suitability of each type for different jobs
Eye protection:
–– importance of eye protection
–– causes of injury to eye
–– types of eye protection and differentiation between them
Hearing protection:
–– danger of excessive noise
–– types of hearing protection
Respiratory protection:
–– need for respiratory protection
–– types of respiratory protection and suitability for use
–– description and checks prior to use of SCBA
Safety footwear:
–– need for safety shoes
–– features of a safety shoe and differences from an ordinary shoe
Fall protection:
–– Safety harness
–– Fall arrestor
Protective clothing
4.2.13 Operations that take place on board which can be hazardous to personnel or ship
Instructors, in their presentations to the students, should briefly describe shipboard operations that can
be hazardous. Some examples include loading/unloading of cargoes, mooring, working aloft, handling of
chemicals, engine-room watchkeeping and maintenance, lifting loads (manually and mechanically), entry into
enclosed spaces and hot work.

When describing the loading and unloading of cargoes, instructors, in their presentations to the students,
should briefly describe that on general cargo and container ships the hazards are mainly due to overhead
loads, lifting gear and cargo handling equipment such as trucks and forklifts and that that no unauthorized
persons should be allowed into the working area. All personnel should use the offshore side of the deck; on
ro-ro vessel, which includes some passenger vessels, cargo coming into the vehicle deck may be driven at
high speeds and any person standing in the way is likely to be run over; and on tankers, chemical carriers and
gas carriers cargo is in the liquid state and is pumped into and out from the ship through pipelines.
When describing the mooring and unmooring operations, instructors, in their presentations to the students,
should briefly describe that mooring is the tying up of a ship to a jetty, berth or pier and that the lines used
to tie up the ship are known as mooring lines and mooring wires. Using a diagram, show the disposition of
headlines and stern lines, breast-lines and back-springs and that the mooring lines may be extremely heavy. All
mooring equipment must be checked to be in good order and condition before the operation and coupling of
the mooring winches shall be secured if the mooring station is unattended. The instructor should state that the
ship is brought alongside by passing one or more lines ashore and heaving on these lines, using the windlass
and mooring winches. The seafarer should be aware that these ropes and wires are risky to handle and can be
extremely dangerous to those in the vicinity, especially when under stress, as they can part and cause serious
injury, therefore persons engaged in mooring operations must be extremely careful and aware of the risks and
stay well clear of a rope or wire under tension.
A mooring operation is more risky during strong winds, heavy seas and swell or rain and that persons should
never stand in the bight of a rope or wire. Persons heaving the rope on the drum must hold it loosely and be
ready to slacken it, should it slip under tension. When alongside, mooring lines must be constantly checked
and always maintained taut and that special attention must be paid to the mooring lines when loading or
unloading at a high rate, when there is a large tidal range in the port or strong currents, in a confined port
when other ships are passing and when there are strong winds or at berths exposed to sea. It should be noted
that the windlass is not constructed or designed to be used as a bollard.
When describing the working aloft, instructors, in their presentations to the students, should briefly describe that:
–– working aloft as working at a height above the ground or deck where the primary hazard is of
falling and consequent injury
–– working over the ship’s side can also be considered to be working at heights
–– the hazards of working at heights are the falling from a height due to loss of balance, failure of
ropes; injury due to falling material or equipment; burns due to contact with hot surfaces such as
the funnel or steam from the whistle; emission of carbon dioxide or toxic gases from the funnel
due to combustion, incineration, soot blowing; exposure to wind and cold; electrocution and
radiation hazard due to proximity with radio aerials or radar scanners
–– that prior notice must be given to the responsible person concerned prior to commencement
of work, that may include the duty engineer when working in the vicinity of the funnel; bridge
watchkeeping officer when working near radar scanners, radio aerials or satellite communication
dome; chief officer when working on deck
–– equipment whose operation is a hazard to the work is to be locked or tagged with the
responsibilities vested in a responsible officer
–– that these checks and procedures should be covered by a checklist or a permit-to-work system
–– the equipment used for working at heights are referred to as gantlines, safety lines, stages, bosun’s
chairs, hooks and shackles, fall arrester safety harness, ladders and scaffolding.
When describing hot work, instructors, in their presentations to the students, should briefly describe examples
such as welding, cutting, burning, heating, chipping and some power tools that generate heat, open flame,
electric arc or continuous sparks.

When describing engine-room watchkeeping and maintenance, instructors, in their presentations to the
students, should briefly describe an engine-room and its components such as the main engines, generators
or alternators, boilers, compressors, pumps and motors, electrical equipment, steering gear, refrigeration
machinery, hydraulic or pneumatic equipment and lead-acid batteries. The instructors should also briefly
describe the hazards found in those spaces such as burns through contact with steam pipes and other hot
surfaces, welding sparks; head injuries through overhead obstructions or falling objects; slips, trips or falls on
companion ways, from open floor plates, protruding parts or incautious haste; hearing loss through constant
exposure to high decibel noise and not wearing correct hearing protection and contact with moving parts of
machinery such as grinder wheels, flywheels or the propeller shaft.
The instructor should briefly state that many of these hazards can be minimized by good housekeeping
practices and use examples such as oil spills being immediately cleaned and oil-stained lagging replaced and
that bilges should be kept clean and dry, oily rags or cotton waste should be properly disposed of in a closed
container and not left in a pile to ignite spontaneously; tools should be attended to during work, so that they
do not fall off ledges or platforms and be properly collected and stowed after work; guards for moving parts of
machinery should be in position and in good condition; equipment, stores and parts of opened-up machinery
should be lashed and secured against movement; all parts of the engine-room should be adequately lighted;
bottom platform gratings should never be left open unless the area is fenced and warning signs are posted;
and access to fire-fighting equipment, escape routes and emergency exits should not be obstructed by stores
or equipment.
4.3 Precautions to be taken prior to entering enclosed spaces

Causes of lowered oxygen content
Instructors, in their presentations to the students, should briefly describe what may cause an oxygen deficiency
within an enclosed space as these will be taught in more detail within an enclosed space entry course. Some
examples of these causes include ingress of inert gas from an inerted tank, rusting, paint drying, electrical
cleaning fluids, solvents/emulsifiers, refrigerants, substances burning in an enclosed area, flooding with CO2
to fight a fire, welding and gas cutting without proper ventilation, running an internal combustion engine in a
confined space, decay of organic matter, for example, vegetables, grain, fruits, etc.
Physical hazards
Instructors, in their presentations to the students, should briefly describe what may cause an oxygen deficiency
within an enclosed space as these will be taught in more detail within an enclosed space entry course. Some
examples of these causes include darkness, unsecured ladders, slippery surfaces, obstructions, unguarded
openings, unsecured objects left from previous visit, flooding, getting trapped inside accidentally.
4.4.2 Job hazard analysis

Instructors, in their presentations to the students, should briefly describe safe working practices including
include Job hazard analysis (JHA) meetings and proper planning prior to any task being undertaken; proper
locking and tagging of machinery under repair to prevent inadvertent starting; proper checks of equipment
used for lifting or other purposes; proper calibration of test equipment prior to use and using the correct tools
and PPE for the task and in the correct manner
5 CONTRIBUTE TO EFFECTIVE COMMUNICATIONS ON BOARD SHIP

5.1.2 Methods of communication
Instructors, in their presentations to the students, should briefly demonstrate types of communications such
as verbal (reading, speaking, writing and any other communication using words), non-verbal (body language,
sounds, gestures) and iconic (signs, figures, diagrams, pictures and photographs). The instructors should state
that all three methods need to be effectively used on board for proper understanding and that in certain
situations body language and pictorial symbols are more powerful means of communication than by verbal
means alone.

5.1.3 Barriers to communication

Instructors, in their presentations to the students, should briefly demonstrate barriers to communication such as
transmitter’s conceptualization, transmitter’s capability, mode of transmission; media of transmission, receiver’s
capability, receiver’s understanding of the concept, feedback stage, receipt of feedback by transmitter, cultural
differences.
5.2.3 Effects and consequences of ineffective communication

Instructors, in their presentations to the students, should briefly demonstrate the effect and consequences of
ineffective communications.
6 CONTRIBUTE TO EFFECTIVE HUMAN RELATIONSHIPS ON BOARD SHIP

6.1 Importance of maintaining good human and working relationships aboard ship
Instructors, in their presentations to the students, should briefly list elements which contribute to a better
working environment such as policies of company, shipboard management, clarity of responsibilities with
reference to shipboard functions, structure and flow of authority and the importance of understanding needs
such as those of the individual, ship, company, other seafarers on board and social needs. To further this
concept, the instructor should also state that open communication will enhance IPR and that shipboard
environments demand better IPR from seafarers during both on-duty or off-duty hours. The instructor should
describe how introducing yourself properly, how understanding each other’s ways of behaviour, commitment
of senior officers, valuing an individual’s strengths rather than disdaining their weaknesses, fairness in dealing
with personnel, true appraisals and reporting, discipline on board and recognizing and adjusting to cultural
differences improved IPR and the quality of life on board a ship.
6.2.1 Team building

Instructors, in their presentations to the students, should briefly describe and demonstrate the deterrents to
team building and its effects. Some examples of team building deterrents are distortion of aims, inflexible
behaviour of members, groupism/elitism, status/ego problems, hidden agendas, communication problems,
physical/environmental problems, handling of grievances/counselling.
6.2.1.5 Principles of good teamwork

Instructors, in their presentations to the students, should briefly explain that teamwork is essential on board.
Some examples that may be used are that:
–– the shipping company comprises a number of small mobile industrial units (the ship) which may
at any particular moment be distributed over large distances throughout the world
–– when making a voyage, the ship can undergo considerable climatic changes, which may
adversely affect personnel
–– ships are operational for 24 hours each day and the crew must be organized in regulated shift
system, such that the people on board are well rested and fit for duty at all times
–– the personnel on the ship must be organized to operate the ship safely and effectively with
numerous operations, some extremely demanding, being performed simultaneously. Therefore,
the crew must be able to operate with a high degree of responsibility and flexibility. Examples
of the operations include watchkeeping at sea and in port (navigation and machinery
operation), cargo operations, maintenance of hull, machinery and equipment, safety checks
and drills, emergency actions, surveys/repairs/dry-docking, stocking provisions, cooking food,
housekeeping, communication ship to shore ,
6.3.1 Social responsibilities – rights and obligations of crew

Instructors, in their presentations to the students, should briefly explain that the employee must discharge their
duties sincerely to the fullest of his capabilities.

6.3.3 Drugs and alcohol

Instructors, in their presentations to the students, should briefly explain how drugs and alcohol affect a human
body; their harmful effects and some misconceptions regarding alcohol providing heat to the body in cold
climates; dangers of getting involved in drug trafficking/smuggling; company’s drug and alcohol policy and
narcotics and contraband searches.
7 UNDERSTAND AND TAKE NECESSARY ACTIONS TO CONTROL FATIGUE

The instructor should briefly summarize the relevant sections of MSC/Circ.1014, Guidance on Fatigue
Mitigation and Management.
7.1.1 Causes of fatigue

Instructors, in their presentations to the students, should, based upon the information available in
MSC/Circ.1014 briefly describe the causes of fatigue. Examples of the causes of fatigue include, but are not
limited to, reduced sleep quantity and quality, sleep debt, changing schedules, workload, time spent awake
and individual health status.
This description should then be expanded to include the effects of physical, mental and environmental
stressors in and outside of the ship and their impact on a seafarer’s levels of fatigue. Examples of stressors
include, but are not limited to, the effect of noise, vibration, lighting and ventilation, shipboard operational
factors, individual health status and stress.
7.2 Effects of sleep, schedules and the circadian rhythm on fatigue

MSC/Circ.1014 briefly describe the human biological clock and circadian rhythm and explain the importance
of time of day when considering effects of fatigue on seafarers. Some examples that may be used include
the importance of exposure to daylight, ‘window of circadian low’ and daily pattern of alertness due to the
influence of an individual’s biological clock. Other ship board environmental factors and their effect on the
seafarer that may be discussed include light, noise, temperature, ventilation and bedding, stress and exposure
to ‘blue’ light from personal electronic devices immediately prior to sleep.
7.3 Effects of physical stressors on seafarers

The instructor should give examples of physical stressors affecting seafarers on board. Examples could include
physical exertion on a large vessel due to the distances involved and number of decks to climb up and down;
physical exertion when working in holds and tanks. Seafarers may be involved in high proportion of physical
labour during repair and maintenance activities.
7.4 Effects of environmental stressors in and outside the ship and their impact on seafarers
The instructor should give examples of environmental stressors affecting seafarers on board. Examples could
include working in extreme cold and hot climates; heavy weather conditions with extreme rolling and pitching;
high decibel noise especially in engine room; lack of adequate rest and sleep due to ship motion in the seaway.
7.5.1 Consequences of fatigue

Instructors, in their presentations to the students, should, based upon the information available in MSC/Circ.1014
briefly describe the consequences and effects of seafarer fatigue with respect to individual performance.
Some examples that may be used include effects on attention and memory, increase in risk taking behaviour
due to fatigue, impact on problem solving ability, micro-sleeps and the impact on long term seafarer health.
7.5.2 Fatigue mitigation and management for individuals

MSC/Circ.1014, or its successor, briefly describe techniques for maximizing rest breaks that may include, but
not be limited to the frequency and duration of rest breaks and naps.

7.5.3 Recording hours of work and rest

MSC/Circ.1014, or its successor, briefly explain that a table of shipboard working arrangements is to be
established ‘’in a standardized format’’ to facilitate understanding by seafarers on board the ship and the
competent authorities. The table should cover the anticipated schedule of service at sea and in port for
each seafarer employed on board, refer to watchkeeping duties as well as any additional work which is
expected, contain the maximum hours of work or the minimum hours of rest required by the laws, regulations
or collective agreements in force, provide a total scheduled work-rest-hour figure for each seafarer and be
written in the working language or languages of the ship and in English.

Appendix 1
Example lesson plan

COURSE: PSSR LESSON NUMBER …......… DURATION: 105 MINUTES
TRAINING AREA: Safe Work Practices

Main element Teaching IMO Textbooks, A/V Instructor Time
method refs. bibliography aids guidelines (mins.)
Specific learning objective (in teaching
sequence with memory keys)
4.3
Precautions to be taken prior to Classroom
entering enclosed spaces
.1
defines enclosed spaces T2, T3 A2, A3, Ask class for 10
V17 examples.
.2
lists the possible enclosed List on white
spaces board/
smartboard
.3
states that careless 3
entry into such spaces
has resulted in many
accidents, sometimes
fatal, if the person is
overcome by a lack of
breathable atmosphere or
is injured and not rescued
in time
.4
divides the hazards into: 5
(a) atmospheric
hazards, and
(b) physical hazards

.5
states that atmospheric 5
hazards can result from:
–– deficiency of oxygen
–– presence of
hydrocarbon gas, or
–– presence of toxic gas
.6
states that dangerous 5
gases can be present
due to:
–– leakage
–– retention in tank
structure
–– retention in pipeline
–– disturbance of sludge/
scale
.7 states that toxic gases can 5
evolve from cargo, ship’s
stores or ship operations
.8 defines a toxic hazard 5
as one that is harmful or
poisonous to the body
.9 states that the atmosphere 2
may be rendered
deficient in oxygen
.10 states that oxygen 2
deficiency can result
in anoxia


.11 states that the symptoms Refer to 5
commence with Industry
dizziness, breathlessness standards,
and unconsciousness Company
and progress on to brain procedures
damage causing memory and work
loss, mental instability, permits
paralysis, coma or death
.12 states that, if an individual 5
experiences the above
symptoms in an enclosed
space, he/she should
immediately evacuate end
entry should be restricted
.13 states that physical 5
hazards could cause a
person to be physically or
even fatally injured
.14 describes physical 5
hazards in an enclosed
space
.15 states that the following 10
precautions are to be
followed prior to entry
into enclosed spaces:
–– an enclosed space 5
entry permit system
must be strictly
followed
–– the space is to be
thoroughly ventilated
and confirmed
by testing of the
atmosphere for oxygen
content, presence
of any flammable or
toxic gas
.16 states that proper 5
protective equipment –
overalls, hard hat, safety
shoes, etc. and approved
torchlights, non-sparking
tools, etc. must be used
.17 states that vigilance 2
and alertness must be
exercised, the atmosphere
must be monitored and
all precautions must be
observed while work is
in progress


.18 states that supervisory 3
personnel must be
stationed outside the
enclosed space
.19 states that protective 5
clothing and the
workplace is to be
cleaned up properly after
any work carried out
.20 discusses in brief the 15
contents of an enclosed
space entry permit

Appendix 2
Sample enclosed space entry permit

Refer to Enclosed Space Entry Procedure
Ship Name: Start Time: Date:

Permit ID: Finish Time: Date:
Safety Coordinator:
Person in Charge:
Permit Approval: Master / Chief Engineer / Port or Ship Manager / Port Authority (Cross out unnecessary)
Location of Task:
Description Of Task:
The maximum validity of any permit is 12 hours. At this time work must be complete or a new permit
completed.
A copy of the JHA is to be affixed to this permit.
Completion or Cancellation of Permit
This permit is to be cancelled on completion of the work, at expiry of this permit or if conditions change at any time or in
the event of an emergency.
Note: Any person may cancel this permit on grounds of safety.

Time: Date:
Name:
Signature:
Reason for Cancellation:
If this panel is completed all work must stop and persons must proceed to a safe location.
Once the risks have been identified and actions taken to ensure it is safe to continue a new permit will
be issued.
Common Precautions: All fields are to be completed Yes or N/A. Yes N/A
Com Have the communications been tested and are fully operational.
Com When the work involves stored energy systems such as pressurized pipes, electrical
systems, etc. the hazards and the mitigating measures have been identified in the JHA
as part of the planning process.
Com Isolation / lock- or tag-out has been utilized where isolation of systems is required.
Com Equipment for this task has been inspected and is fit for purpose.
Com Persons are correctly wearing PPE appropriate for the task.

Com Weather conditions, forecasts and impacts have been reviewed.
Com Where applicable shore facility has been notified of this permit.
Com The task has been reviewed with all persons participating in the task and they
understand the task, the sequence of events and their role. JHA completed.
Com Task discussed at the work planning meeting.
If not, action has been taken to ensure departments affected have been notified of this
permit. The closure checklist has been updated to ensure the department is notified
when the work is completed.
Enclosed Space Entry: All fields are to be completed Yes or N/A. Yes N/A
Encl The (Enclosed Space Entry Procedure) have been reviewed and the requirements of
the procedure are understood and being complied with.
Encl All personnel entering the enclosed space have received approved enclosed space
entry training.
Encl Space has been isolated by blanking off or isolating lines and valves using Lock-out or
Tag-out.
Encl Space has been cleaned.
Whenever possible, tanks that have previously carried hydrocarbons must be water
washed, purged if necessary and gas freed prior to entry. Entry into bunker tanks that
have not been water washed must be carried only after conducting a risk assessment
and obtaining written permission from shore management.
Encl Space is thoroughly vented and provisions in place to ensure continual venting
throughout the period of occupation including during breaks.
Encl Atmosphere has been checked by calibrated equipment and will be regularly checked
during the space entry and following every break.
Encl Calibrated personnel gas detectors will be used by persons entering the space.
Encl Illumination and backup has been provided in case of failure of the primary source.
Encl Emergency equipment is in place, its use understood. (Minimum 2 x BA sets, 2 x ELSA,
Rescue line, radio, resuscitator, 2 x torch, rigged tripod where appropriate)
Encl All persons are aware of emergency and evacuation route and process including what
to do if a fire or other alarm is heard.
Encl All equipment is approved for the task. E.g. where required EX rated equipment is to
be used.
Encl Persons entering tank are wearing a harness.
Encl Safety person is standing by the entrance and understands the actions to take in the
event of an emergency.
Positive communication between the Safety Standby Person and Tank Party to take
place at intervals not exceeding ________________Minutes.

For confined space entry: Minimum oxygen value (20.8%), Hydrocarbon LEL (< 1%), Carbon Monoxide (0 ppm).
Gas Monitoring Log: A gas monitoring log must be filled out individually for each tank to be entered.
Location Initial 2nd 3rd 4th 5th
Worksite and Depth
% Oxygen
Hydrocarbon LEL %
Carbon Monoxide PPM
Space and Depth
% Oxygen
Hydrocarbon LEL %
Carbon Monoxide PPM
Space and Depth
% Oxygen
Hydrocarbon LEL %
Carbon Monoxide PPM
Authorization Signatures – The below must be completed before work can commence.
Safety Coordinator – Signature required

I____________________________________________________ have reviewed the above and have satisfied myself that the
precautions mentioned above are in place and that the persons participating in the task are aware of the hazards and the
precautions that must be taken.
Signature Time Date
Person in Charge – Signature required, may be the same as the safety coordinator.
I____________________________________________________ have checked and confirmed that all the safety precautions
are in place and that the persons involved in the task have participated in the tool box talk.
Signature Time Date
Chief Engineer – Signature when required by procedure or JHA.

I____________________________________________________ have discussed the job and safety precautions with the person
in charge and reviewed the document and I am satisfied that suitable precautions have been taken and that the safety
arrangements will be maintained for the duration of the work.
Signature Time Date
Master – Signature Required

After reviewing this document and the associated safety precautions with the person in charge
I____________________________________________________ am satisfied that suitable precautions have been taken and
that safety arrangements will be maintained for the duration of the work.
Signature Time Date

Completion Checklist is to be completed when the task is completed or the permit has expired.
Completion Checklist: Yes N/A

The task is not complete and the contents of this permit have been transferred to a new permit.
The impact on permits interacting with this one have been reviewed and it is safe to cancel
this permit.
All work is completed and the task site is left in a safe condition.
All tools and equipment being used for the work have been cleaned and put back in their
original positions.
Any equipment or systems that have been worked on have been tested and confirmed as fit for
use. All appropriate persons have been advised of any precautions required. Where appropriate
signs have been posted.
Enclosed Space Entry Log (Note this may be maintained by the Deck OOW)
Person Assigned as leader entering the space. (Name) Safety Standby person (Name)
____________________________________________________ ____________________________________________________
Name Time In Time out Time In Time Out Time In Time Out Time In Time out
Person 1
Person 2
Person 3
Person 4
Person 5
Person 6
Person 7
Person 8
Person 9
Person 10

Appendix 3
Sample hot work permit

Refer to the Hot Work Repair Procedure
Ship Name: Start Time: Date:

Permit ID: Finish Time: Date:
Safety Coordinator:
Person in Charge:
Permit Approval: Master / Chief Engineer / Port or Ship Manager / Port Authority (Cross out unnecessary)
Location of Task:
Description Of Task:
The maximum validity of any permit is 12 hours. At this time work must be complete or a new permit
completed.
A copy of the JHA are to be affixed to this permit.
Completion or Cancellation of Permit
This permit is to be cancelled on completion of the work, at expiry of this permit or if conditions change at any time or in
the event of an emergency.
Note: Any person may cancel this permit on grounds of safety.

Time: Date:
Name:
Signature:
Reason for Cancellation:
If this panel is completed all work must stop and persons must proceed to a safe location.
Once the risks have been identified and actions taken to ensure it is safe to continue a new permit will
be issued.
Com Have the communications been tested and are fully operational.
Com When the work involves stored energy systems such as pressurized pipes, electrical
systems, etc. the hazards and the mitigating measures have been identified in the JHA
as part of the planning process.
Com Isolation / lock- or tag-out has been utilized where isolation of systems is required.
Com Equipment for this task has been inspected and is fit for purpose.

Com Persons are correctly wearing PPE appropriate for the task.
Com Weather conditions, forecasts and impacts have been reviewed.
Com Where applicable shore facility has been notified of this permit.
Com The task has been reviewed with all persons participating in the task and they
understand the task, the sequence of events and their role. JHA completed.
Com Task discussed at the work planning meeting.
If not, action has been taken to ensure departments affected have been notified of this
permit. The closure checklist has been updated to ensure the department is notified
when the work is completed.
Hot Work: All fields are to be completed Yes or N/A. Yes N/A
Hot (Hot Work Repair Procedure) has been reviewed and the requirements of the procedure
are understood and being complied with.
Hot Port or Ship Manager endorsement has been received and is attached to the permit.
Hot Hot work location is gas free and provision for continuous monitoring made.
Hot Pressurized devices, tanks, lines, spaces and vents in immediate vicinity are being
managed to ensure no venting of combustible vapours.
Hot Hot work site has been inspected and all areas impacted by heat from the hot work are
free of combustible materials.
Hot Areas adjacent to the worksite (Including above, below and behind) are clean and free
of combustible materials and vapours.
Hot Structures being worked on including pipes, equipment, etc. have been isolated and are
free of stored and / or live energy.
Hot Pipes and structures have been electrically isolated.
Hot Fire protection is in place and suitable for the risks.
Arc Electrical equipment has been inspected, is routed clear of sharp surfaces and other
hazards.
Arc Clothing and leather gloves are being kept as dry as possible. The work site is being
maintained free of water.
Arc Welding operator is wearing insulated boots, where the operator may come in close
contact with the ship’s structure protection has been provided by dry insulating mats or
boards.
Gas Gas cutting equipment including all hoses, valves and flame arrestors, etc. are in good
working condition. Gas will be cut off when the bottles are not in use.
Arc Gas In the event of an incident the safety watch is familiar with the means to immediately
cut power / gas supply and understands the actions to take.
Gas tests are to be conducted after every break, time between checks is not to be more than 3 hours. The
work site is to have a gas reading of less than 1% LEL hydrocarbon.
Note: Only trained and qualified personnel shall take gas readings.

If possible accredited chemist to issue the Gas Free Certificate or Confined Space Entry Permit with gas readings.
Hot Work Gas Monitoring Log

Location Initial 2nd 3rd 4th 5th
Work Site
Bunker tanks
Authorization Signatures –The below must be completed before work can commence.
Safety Coordinator – Signature required

I____________________________________________________ have reviewed the above and have satisfied myself that the
precautions mentioned above are in place and that the persons participating in the task are aware of the hazards and the
precautions that must be taken.
Signature Time Date
Person in Charge – Signature required, may be the same as the safety coordinator.
I____________________________________________________ have checked and confirmed that all the safety precautions
are in place and that the persons involved in the task have participated in the tool box talk.
Signature Time Date
Chief Engineer – Signature when required by procedure or JHA.

I____________________________________________________ have discussed the job and safety precautions with the person
in charge and reviewed the document and I am satisfied that suitable precautions have been taken and that the safety
arrangements will be maintained for the duration of the work.
Signature Time Date
Master – Signature Required

After reviewing this document and the associated safety precautions with the person in charge
I____________________________________________________ am satisfied that suitable precautions have been taken and
that safety arrangements will be maintained for the duration of the work.
Signature Time Date

Completion Checklist is to be completed when the task is completed or the permit has expired.
Completion Checklist: Yes N/A

The task is not complete and the contents of this permit have been transferred to a new permit.
The impact on permits interacting with this one have been reviewed and it is safe to cancel
this permit.
All work is completed and the task site is left in a safe condition.
All tools and equipment being used for the work have been cleaned and put back in their original
positions.
Any equipment or systems that have been worked on have been tested and confirmed as fit for
use. All appropriate persons have been advised of any precautions required. Where appropriate
signs have been posted.
Guidance notes for hot work permit

General
(a) Starting/finishing time must not exceed the Authorized Signatories’/Responsible Officer’s
working hours.
(b) Specific location of hot work to be given.
(c) Description of hot work to include type of equipment to be used.
Section 1:
Applies to all hazardous work not involving naked flame or continuous spark production and would include use
of electrical equipment, use of air-driven rotary equipment, sand or grit blasting, hammering and mechanical
chipping and movement of equipment or materials over or near to machinery that is operating.
Section 2:
Applies to all hot work involving high temperatures, open flame, electric arc or continuous source of sparks, etc.
This type of work includes, but is not limited to, welding, burning and grinding.
TESTS FOR COMBUSTIBLE GAS SHOULD BE CARRIED OUT IMMEDIATELY BEFORE COMMENCEMENT
OF HOT WORK AND AT FREQUENT INTERVALS AS LONG AS THE WORK IS IN PROGRESS.
After the completion of any hot work, an appropriate number of subsequent inspections of the area and
adjacent areas if relevant, should be made, to ensure there is no remaining ignition hazard.

Part E: Evaluation
The effectiveness of any evaluation depends to a great extent on the precision of the description of what is to
be evaluated. The detailed teaching syllabus is thus designed, to assist the instructors with descriptive verbs,
mostly taken from the widely used Bloom’s taxonomy.
Evaluation/Assessment is a way of finding out if learning has taken place. It enables the assessor (instructor), to
ascertain if the learner has gained the required skills and knowledge needed at a given point towards a course
or qualification.
The purpose of evaluation/assessment is to:
–– assist student learning
–– identify students’ strengths and weaknesses
–– assess the effectiveness of a particular instructional strategy
–– assess and improve the effectiveness of curriculum programs
–– assess and improve teaching effectiveness.
The different types of evaluation/assessment can be classified as:
Initial/Diagnostic assessment
This should take place before the trainee commences a course/qualification to ensure they are on the right path.
Diagnostic assessment is an evaluation of a trainee’s skills, knowledge, strength and areas for development.
This can be carried out during an individual or group setting by the use of relevant tests.
Formative assessment
Is an integral part of the teaching/learning process and hence is a “Continuous” assessment. It provides
information on trainee’s progress and may also be used to encourage and motivate them.
Purpose of formative assessment
–– To provide feedback to students
–– To motivate students
–– To diagnose students’ strengths and weaknesses
–– To help students to develop self-awareness.
Summative assessment
It is designed to measure trainee’s achievement against defined objectives and targets. It may take the form of
an exam or an assignment and takes place at the end of a course.
Purpose of summative assessment
–– To pass or fail a trainee
–– To grade a trainee.
Evaluation for quality assurance

Evaluation can also be required for quality assurance purposes.
Purpose of assessment with respect to quality assurance
–– To provide feedback to Instructors on trainee’s learning
–– To evaluate a module’s strengths and weaknesses
–– To improve teaching.

Assessment planning
Assessment planning should be specific, measurable, achievable, realistic and time-bound (SMART).
Some methods of assessment that could be used depending upon the course/qualification are as follows and
should all be adapted to suit individual needs:
–– Observation (in Oral examination, Simulation exercises, Practical demonstration)
–– Questions (written or oral)
–– Tests
–– Assignments, activities, projects, tasks and/or case studies
–– Simulations (also refer to section A-I/12 of the STCW Code as amended)
–– CBT.
Validity
The evaluation methods must be based on clearly defined objectives, and it must truly represent what is
meant to be assessed, for example, only the relevant criteria and the syllabus or course guide. There must be
a reasonable balance between the subject topics involved and also in the testing of trainees’ KNOWLEDGE,
UNDERSTANDING AND PROFICIENCY of the concepts.
Reliability
Assessment should also be reliable (if the assessment was done again with a similar group/learner, would you
receive similar results). We may have to deliver the same subject to different group of learners at different
times. If other assessors are also assessing the same course / qualification as us, we need to ensure we are all
making the same decisions.
To be reliable an evaluation procedure should produce reasonably consistent results no matter which set of
papers or version of the test is used.
If the instructors are going to assess their own trainees, they need to know what they are to assess and then
decide how to do this. The what will come from the standards/learning outcomes of the course/qualification
they are delivering. The how may already be decided for them if it is an assignment, test or examination.
The instructors need to consider the best way to assess the skills, knowledge and attitudes of our learners,
whether this will be formative and/or summative and how the assessment will be valid and reliable.
All work assessed should be valid, authentic, current, sufficient and reliable; this is often known as VACSR –
“valid assessments create standard results”.
–– Valid – the work is relevant to the standards/criteria being assessed
–– Authentic – the work has been produced solely by the learner
–– Current – the work is still relevant at the time of assessment
–– Sufficient – the work covers all the standards/criteria
–– Reliable – the work 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 skills over the entire
spectrum of matters to be tested for the assessment of competence.
Care should therefore be taken to select the method most appropriate to the particular aspect of competence
to be tested, bearing in mind the need to frame questions which relate as realistically as possible to the
requirements of the officer’s job at sea.

STCW 78, as amended

The training and assessment of seafarers, as required under the Convention, are administered, supervised and
monitored in accordance with the provisions of section A-I/6 of the STCW Code.
Column 3 – Methods for demonstrating competence and Column 4 – Criteria for evaluating competence in
table A-VI/1-4 (Specification of minimum standard of competence in personal safety and social responsibilities)
of STCW 78, as amended, set out the methods and criteria for evaluation.
Instructors should refer to this table when designing the assessment.
Instructors should also refer to the guidance as given in part B-VI/1 paragraph 6 of STCW Code, as given
below.
Evaluation of competence
The arrangements for evaluating competence should be designed to take account of different methods of
assessment which can provide different types of evidence about candidates’ competence, e.g.:
–– direct observation of work activities (including seagoing service)
–– skills/proficiency/competency tests
–– projects and assignments
–– evidence from previous experience
–– written, oral and computer-based questioning techniques.
One or more of the first four methods listed should almost invariably be used to provide evidence of
ability, in addition to appropriate questioning techniques to provide evidence of supporting knowledge and
understanding.
Assessment is also covered in detail in another IMO model course; however, to assist and aid the instructors,
some extracts from the model course are used to explain in depth.
Multiple choice questions

Marking or scoring is easier if multiple-choice test items are used, but in some cases difficulties may arise in
creating plausible distracters.
Detailed sampling allows immediate identification of errors of principle and those of a clerical nature. It must
be emphasized that this holds true, in general, only if the test item is based on a single step in the overall
calculation. Multiple-choice items involving more than one step may, in some cases, have to be resorted to
in order to allow the creation of a sufficient number of plausible distracters, but care must be exercised to
ensure that distracters are not plausible for more than one reason if the nature of the error made (and hence
the distracter chosen) is to affect the scoring of the test item.
Compiling tests
Whilst each examining authority establishes its own rules, the length of time which can be devoted to
assessing the competence of candidates for certificates of competency is limited by practical, economic and
sociological restraints. Therefore a prime objective of those responsible for the organization and administration
of the examination system is to find the most efficient, effective and economical method of assessing the
competency of candidates.
An examination system should effectively test the breadth of a candidate’s knowledge of the subject areas
pertinent to the tasks he/she is expected to undertake. It is not possible to examine candidates fully in all areas,
so in effect the examination samples a candidate’s knowledge by covering as wide a scope as is possible
within the time constraints and testing his depth of knowledge in selected areas.

The examination as a whole should assess each candidate’s comprehension of principles, concepts and
methodology; his ability to apply principles, concepts and methodology; his ability to organize facts, ideas
and arguments and his abilities and skills in carrying out those tasks he will be called upon to perform in the
duties he is to be certificated to undertake.
All evaluation and testing techniques have their advantages and disadvantages. An examining authority should
carefully 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 themselves lengthens the examination. Questions must
also be clear and complete. To ensure this, it is necessary that they be reviewed by a person other than the
originator. No extraneous information should be incorporated into questions; such inclusions can waste the
time of the knowledgeable candidates and tend to be regarded as ‘trick questions’. In all cases, the questions
should be checked to ensure that they measure an objective which is essential to, the job concerned.
Advantages and disadvantages of oral and practical tests

It is generally considered advisable that candidates for certificates of competency should be examined orally.
Some aspects of competency can only be properly judged by having the candidate demonstrate his ability to
perform specific tasks in a safe and efficient manner.
The safety of the ship and the protection of the marine environment are heavily dependent on the human
element. The ability of candidates to react in an organized, systematic and prudent way can be more easily
and reliably judged through an oral/practical test incorporating the use of models or simulators than by any
other form of test.
One disadvantage of oral/practical tests is that they can be time-consuming. Each test may take up about 1 to
2 hours if it is to comprehensively cover the topics concerned.
Equipment must also be available in accordance with the abilities that are to be tested. Some items of equipment
can economically be dedicated solely for use in examinations.
Example Exercise 1
Candidates are required to appreciate the process of communication with the help of the diagram given below:
Thoughts, idea, symbol,

COMMUNICATION
picture (concept) PROCESS
B: barriers
B B
SENDER selects Transmission RECEIVER,
one of the modes through selected interpretation
to convey it to the mode
Receiver
B
Feedback Received
concepts

Example Exercise 2
On a full-scale picture of a ship, ask the candidates to name the various parts in English.
Example Exercise 3
Explain phrases or give orders in English and ask candidates to explain the meaning of the phrases or respond
to the orders.
Example Exercise 4
–– Need two volunteers
–– Time: 5 mins.
Person 1
–– Enacts and speaks the following in a loud, belligerent voice while staring intensely at you and
shaking a finger.
“There is a meeting of all officers next Monday at 3 p.m. in the ship’s office. Don’t even think about not being
there. Understand!!!”
Instructor
–– Discusses pros and cons of such a communication.
–– Enacts a possible right method.
–– Approaches you and says:
“There is a meeting of all officers next Monday at 3 p.m. It will be in the ship’s office. It is very important that
all of you attend the meeting.”
Instructor (5 mins)
–– Explains the effect of soft voice, commanding approach, clarity of message, etc.
Example Exercise 5
(1) List three qualities of a good team leader on your ship.
(a) ………………………………....... (b) ……………………………........ (c) ……………………………........
(2) List two communication skills you need to get the instructions clear to the subordinates.
(a) ………..…....………………………………….…… (b) ………..….....………………………………………
(3) List two communication skills essential for the subordinate to clearly understand the instructions.
(a) ………..….....……………………………………… (b) ………..….....………………………………………
(4) Circle the right answer
(a) When you follow through the shipboard instructions, you
(i) blame others
(ii) act to complete the task
(iii) tell your senior what to do

(b) Disagreements on board the ship

(i) should be handled emotionally
(ii) must be avoided
(iii) can be handled smoothly
(c) Leadership quality in you means that
(i) you can work together
(ii) others are afraid of you
(iii) you can ask them to solve the problem
(d) Delegation of responsibilities is possible if
(i) There is a competent subordinate
(ii) There is an excellent leader
(iii) There is trust in a subordinate
Instructor Notes:
After completion of the class work, the Instructor must discuss the points and hear out the comments of the
participants.
Discussion time – 5 mins.

Guidance on the
implementation of
IMO model courses

Contents
Page
Part 1 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Part 2 Notes on teaching techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Part 3 Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Annex A1 Preparation checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Annex A2 Example of a model course syllabus in a subject area. . . . . . . . . . . . . . . . . . . . . . . . . 69
Annex A3 Example of a lesson plan for annex A2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Part 1: Preparation
1 Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course “package” has been made as comprehensive as possible, it is
nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only involves
matters concerning administration or organization, but also includes the preparation of any course notes,
drawings, sketches, overhead transparencies, etc., which may be necessary.
2 General considerations
2.1 The course “package” should be studied carefully; in particular, the course syllabus and associated
material must be attentively and thoroughly studied. This is vital if a clear understanding is to be obtained of
what is required, in terms of resources necessary to successfully implement the course.
2.2 A “checklist”, such as that set out in annex A1, should be used throughout all stages of preparation to
ensure that all necessary actions and activities are being carried out in good time and in an effective manner.
The checklist allows the status of the preparation procedures to be monitored, and helps in identifying the
remedial actions necessary to meet deadlines. It will be necessary to hold meetings of all those concerned in
presenting the course from time to time in order to assess the status of the preparation and “troubleshoot” any
difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and
their views received on the particular parts they are to present. A study of the syllabus will determine whether
the incoming trainees need preparatory work to meet the entry standard. The detailed teaching syllabus is
constructed in “training outcome” format. Each specific outcome states precisely what the trainee must do to
show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part
3 deals with curriculum development and explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve
these outcomes. A sample lesson plan for one of the areas of the sample syllabus is provided in annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge of the course, their
assessment of the course as it progresses.
3 Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any adjustment in order
to meet additional local or national requirements (see Part 3).
3.2 Course objective

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

.1 If the entry standard will not be met by your intended trainee intake, those entering the course
should first be required to complete an upgrading course to raise them to the stated entry level.
Alternatively, those parts of the course affected could be augmented by inserting course material
which will cover the knowledge required.

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

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

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

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

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


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

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

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

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

The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO
international conventions and the provisions of other instruments as indicated in the model course. The
relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to

those involved in presenting the course, if the indicated extracts are not included in a compendium supplied
with the course.
3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books are
available to each student taking the course. If supplies of textbooks are limited, a copy should be loaned to
each student, who will return it at the end of the course. Again, some courses are provided with a compendium
which includes all or part of the training material required to support the course.
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in the model course.
This list should be supplied to the participants so that they are aware where additional information can be
obtained, and at least two copies of each book or publication should be available for reference in the training
institute library.
3.13 Timetable
If a timetable is provided in a model course, it is for guidance only. It may only take one or two presentations
of the course to achieve an optimal timetable. However, even then it must be borne in mind that any timetable
is subject to variation, depending on the general needs of the trainees in any one class and the availability of
instructors and equipment.


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

2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same person may reply
each time. Instead, address the questions to individuals in turn, so that everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to introduce material which
may be too advanced, or may contribute little to the course objective. There is often competition between
instructors to achieve a level which is too advanced. Also, instructors often strongly resist attempts to reduce
the level to that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture. Things often
go wrong; preparedness and good planning will contribute to putting things right. Poor teaching cannot
be improved by good accommodation or advanced equipment, but good teaching can overcome any
disadvantages that poor accommodation and lack of equipment can present.


Part 3: Curriculum development
1 Curriculum
The dictionary defines curriculum as a “regular course of study”, while syllabus is defined as “a concise
statement of the subjects forming a course of study”. Thus, in general terms, a curriculum is simply a course,
while a syllabus can be thought of as a list (traditionally, a “list of things to be taught”).
2 Course content
The subjects which are needed to form a training course, and the precise skills and depth of knowledge
required in the various subjects, can only be determined through an in-depth assessment of the job functions
which the course participants are to be trained to perform (job analysis). This analysis determines the training
needs, hence the purpose of the course (course objective). After ascertaining this, it is possible to define the
scope of the course.
(Note: Determination of whether or not the course objective has been achieved may quite possibly entail
assessment, over a period of time, of the “on-the-job performance” of those completing the course. However,
the detailed learning objectives are quite specific and immediately assessable.)
3 Job analysis
A job analysis can only be properly carried out by a group whose members are representative of the
organizations and bodies involved in the area of work to be covered by the course. The validation of results,
via review with persons currently employed in the job concerned, is essential if undertraining and overtraining
are to be avoided.
4 Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn up. The
potential students for the course (the trainee target group) must then be identified, the entry standard to the
course decided and the prerequisites defined.
5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated timescales; the
identification of those parts of textbooks and technical papers which cover the training areas to a sufficient
degree to meet, but not exceed, each learning objective; and the drawing up of a bibliography of additional
material for supplementary reading.
6 Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing change and there must
therefore be a means for reviewing course material in order to eliminate what is redundant and introduce new
material reflecting current practice. As defined above, a syllabus can be thought of as a list and, traditionally,
there have always been an “examination syllabus” and a “teaching syllabus”; these indicate, respectively, the
subject matter contained in an examination paper, and the subject matter a teacher is to use in preparing
lessons or lectures.
7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the “depth” of
knowledge required. A syllabus is usually constructed as a series of “training outcomes” to help resolve this
difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a common minimum
level and breadth of attainment is achieved by all the trainees following the same course, irrespective of the
training institution (i.e. teaching/lecturing staff).
7.3 Training outcomes are trainee-oriented, in that they describe an end result which is to be achieved by
the trainee as a result of a learning process.

7.4 In many cases, the learning process is linked to a skill or work activity and, to demonstrate properly
the attainment of the objective, the trainee response may have to be based on practical application or use, or
on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement of a specific
learning step, also provides a framework for the teacher or instructor upon which lessons or lectures can be
constructed.
7.6 A training outcome is specific and describes precisely what a trainee must do to demonstrate his
knowledge, understanding or skill as an end product of a learning process.
7.7 The learning process is the “knowledge acquisition” or “skill development” that takes place during
a course. The outcome of the process is an acquired “knowledge”, “understanding”, “skill”; but these terms
alone are not sufficiently precise for describing a training outcome.
7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”, must be used when
constructing a specific training outcome, so as to define precisely what the trainee will be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to assist instructors
in developing countries to enhance or update the maritime training they provide, and to allow a common
minimum standard to be achieved throughout the world. The use of training outcomes is a tangible way of
achieving this desired aim.
7.10 As an example, a syllabus in training-outcome format for the subject of ship construction appears in
annex A2. This is a standard way of structuring this kind of syllabus. Although, in this case, an outcome for
each area has been identified – and could be used in an assessment procedure – this stage is often dropped
to obtain a more compact syllabus structure.
8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal importance is
the fact that such an achievement can be measured OBJECTIVELY through an evaluation which will not be
influenced by the personal opinions and judgements of the examiner. Objective testing or evaluation provides
a sound base on which to make reliable judgements concerning the levels of understanding and knowledge
achieved, thus allowing an effective evaluation to be made of the progress of trainees in a course.


Annex A1 – Preparation checklist
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry
standard
7 Preparatory
course
8 Course
certificate
9 Participant
numbers

10 Staffing:
Coordinator
Lecturers
Instructors
Technicians
Other
67

68
Annex A1 – Preparation checklist (continued)
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
11 Facilities
a) Rooms
Lab
Workshop
Other
Class
b) Equipment
Lab
Workshop
Other
12 AVA
Equipment
and Materials
OHP
Slide
Cine
Video

13 IMO Reference
14 Textbooks
15 Bibliography

Annex A2 – Example of a model course syllabus in a subject area

Subject area: Ship construction
Prerequisite: Have a broad understanding of shipyard practice
General aims: Have knowledge of materials used in shipbuilding, specification of shipbuilding steel and
process of approval
Textbooks: No specific textbook has been used to construct the syllabus, but the instructor would be
assisted in preparation of lecture notes by referring to suitable books on ship construction,
such as Ship Construction by Eyres (T12) and Merchant Ship Construction by Taylor (T58)

Course outline
Knowledge, understanding and proficiency Total hours for Total hours for
each topic each subject area
of Required
performance
Competence :
3.1 Control trim, stability and stress
3.1.1 Fundamental principles of ship construction, trim and stability
.1 Shipbuilding materials 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102


Part C3: Detailed Teaching Syllabus

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

The information on each table is systematically organized in the following way. The line at the head of the
table describes the FUNCTION with which the training is concerned. A function means a group of tasks,
duties and responsibilities as specified in the STCW Code. It describes related activities which make up a
professional discipline or traditional departmental responsibility on board.
The header of the first column denotes the COMPETENCE concerned. Each function comprises a number of
COMPETENCES. Each competence is uniquely and consistently numbered on this model course.
In this function the competence is Control Trim, Stability and Stress. It is numbered 3.1, that is the first
competence in Function 3. The term “competence” should be understood as the application of knowledge,
understanding, proficiency, skills, experience for an individual to perform a task, duty or responsibility on
board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of knowledge,
understanding and proficiency in which the trainee must be able to demonstrate knowledge and understanding.
Each COMPETENCE comprises a number of training outcomes. For example, the above competence comprises
three training outcomes. The first is concerned with FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION,
TRIM AND STABILITY. Each training outcome is uniquely and consistently numbered in this model course.
That concerned with fundamental principles of ship construction, trim and stability is uniquely numbered
3.1.1. For clarity, training outcomes are printed in black type on grey, for example TRAINING OUTCOME.
Finally, each training outcome embodies a variable number of Required performances – as evidence of
competence. The instruction, training and learning should lead to the trainee meeting the specified Required
performance. For the training outcome concerned with the fundamental principles of ship construction, trim
and stability there are three areas of performance. These are:
3.1.1.1 Shipbuilding materials
3.1.1.2 Welding
3.1.1.3 Bulkheads
Following each numbered area of Required performance there is a list of activities that the trainee should
complete and which collectively specify the standard of competence that the trainee must meet. These are
for the guidance of teachers and instructors in designing lessons, lectures, tests and exercises for use in the

teaching process. For example, under the topic 3.1.1.1, to meet the Required performance, the trainee should
be able to:
–– state that steels are alloys of iron, with properties dependent upon the type and amount of
alloying materials used
–– state that the specifi cation of shipbuilding steels are laid down by classification societies
–– state that shipbuilding steel is tested and graded by classifi cation society surveyors who stamp
it with approved marks
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos (Vx) and
textbooks (Tx) relevant to the training outcome and Required performances are placed immediately following
the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of Required performances listed in the
Tables. The Syllabus Tables are organized to match with the competence in the STCW Code, table A-II/2.
Lessons and teaching should follow college practices. It is not necessary, for example, for shipbuilding materials
to be studied before stability. What is necessary is that all of the material is covered and that teaching is
effective to allow trainees to meet the standard of the Required performance.


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

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
COMPETENCE 3.1 Control trim, stability and stress IMO reference
Competence :
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours)
–– states that steels are alloys of iron, with properties dependent upon the type
and amounts of alloying materials used
R1
–– states that the specifications of shipbuilding steels are laid down by
classification societies
–– states that shipbuilding steel is tested and graded by classification surveyors,
who stamp it with approved marks
–– explains that mild steel, graded A – E, is used for most parts of the ship
–– states why higher tensile steel may be used in areas of high stress, such as the
sheer strake
–– explains that the use of higher tensile steel in place of mild steel results in
saving of weight for the same strength
–– explains what is meant by:
–– tensile strength
–– ductility
–– hardness
–– toughness
–– defines strain as extension divided by original length
–– sketches a stress-strain curve for mild steel
–– explains
–– yield point
–– ultimate tensile stress
–– modulus of elasticity
–– explains that toughness is related to the tendency to brittle fracture
–– explains that stress fracture may be initiated by a small crack or notch in a
plate
–– states that cold conditions increase the chances of brittle fracture
–– states why mild steel is unsuitable for the very low temperatures involved in
the containment of liquefied gases
–– lists examples where castings or forgings are used in ship construction
–– explains the advantages of the use of aluminium alloys in the construction of
superstructures
–– states that aluminium alloys are tested and graded by classification society
surveyors
–– explains how strength is preserved in aluminium superstructures in the event
of fire
–– describes the special precautions against corrosion that are needed where
aluminium alloy is connected to steelwork

74
Annex A3 – Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress Lesson Number: 1 Duration : 3 hours
Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability
Main element Teaching Textbook IMO A/V aid Instructor Lecture Time
Specific training outcome in teaching method reference guidelines notes (minutes)
sequence, with memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
properties dependent upon the type and A-II/2 by the
amounts of alloying materials used lecturer
States that the specifications of shipbuilding Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20
steels are laid down by classification A-II/2 by the
societies lecturer
Explains that mild steel, graded A to E, is Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
used for most parts of the ship A-II/2 by the
lecturer
States why higher tensile steel may be used Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
in areas of high stress, such as the sheer A-II/2 by the
strake lecturer
Explains that use of higher tensile steel in Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
place of mild steel results in a saving of A-II/2 by the
weight for the same strength lecturer


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All rights reserved.

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

Part B: Course Outline and Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES iii

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Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 55

iv MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

Licensed to Sekolah Tinggi Ilmu Pelayaran Jakarta for 1 copy. © IMO

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIESv

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Use of the model course

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES 1

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Training and the STCW Convention 1978, as amended

2 MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

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MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES 3

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A trainee successfully completing this course will be able to:

Course intake limitations

Teaching facilities and equipment

4 MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

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Teaching aids (A)

IMO references (R)

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES 5

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R8 Guidelines for the Development of Shipboard Oil Pollution Emergency Plans

R9 Guidance on Fatigue mitigation and management (MSC/Circ.1014)

T3 International Safety Guide for Oil Tankers and Terminals, ICS/OCIMF/IAPH

T6 Accident Prevention, Olav Bø

V2 Personal Safety on Board (Series) (Code No. 554-563)

V3 Safety Meeting, Slips, Trips and Falls (Code No. 1185)

V5 International Safety Management Code (Code No. 524)

V6 Hazard Series – Volume 2 (Code No. 1127)

V7 Waste and Garbage Management (Code No. 627)

V8 Fighting Pollution – Preventing Pollution at Sea Edition 4 (Code No. 1122)

V9 Safe Mooring Practice Edition 4 (Code No. 1105)

V13 Fatigue and Stress at Sea (Edition 2) (Code No. 1232)

V15 Alcohol Beware! Edition 2 (Code No. 739)

V16 Drugs – Way Off Course Edition 2 (Code No. 740)

6 MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

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Internet website references

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES 7

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Course Outline and Course Timetable

Course Outline Approximate time (hours)

1.2 Ship familiarization

2.2 Knowledge of shipboard contingency plans for response to

2.3 Emergency signals and specific duties allocated to crew members

2.4 Action to take on discovering potential emergency, including fire,

2.5 Action to take on hearing emergency alarm signals

2.6 Value of training and drills

2.7 Knowledge of escape routes and internal communication and

8 MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES

MODEL COURSE 1.21 PERSONAL SAFETY AND SOCIAL RESPONSIBILITIESv

2.2 Knowledge of shipboard contingency plans for response to

2.3 Emergency signals and specific duties allocated to crew members

2.4 Action to take on discovering potential emergency, including fire,

2.5 Action to take on hearing emergency alarm signals

2.6 Value of training and drills

2.7 Knowledge of escape routes and internal communication and

3.2 Basic environmental protection procedures

3.3 Basic knowledge of complexity and diversity of the marine

4.2 Safety and protective devices available to protect against potential

4.3 Precautions to be taken prior to entering enclosed spaces

4.4 Familiarization with international measures concerning accident

5.2 Ability to establish and maintain effective communications

6.2 Basic teamworking principles and practice, including conflict

6.3 Social responsibilities; employment conditions; individual rights

7.2 Effects of sleep, schedules and the circadian rhythm on fatigue

7.3 Effects of physical stressors on seafarers

7.4 Effects of environmental stressors in and outside the ship and

7.5 Effects of schedule changes on seafarer fatigue

2 Comply with emergency procedures

.1 list various ship types and common nautical

.2 describe the working environment of the ship

.2 emphasizes the need of immediate action in the

2.7 Knowledge of escape routes and internal

.2 explains pollution caused by human activities

.3 lists main sources of marine pollution

.4 states pollutants discharged or likely to be

.5 explains causes resulting in marine pollution at

.1 states impact of pollution on marine life and

.2 explains hazards posed by chemical, sewage,

.3 explains hazards to human beings and marine

.1 briefly describes contents of MARPOL

.2 explains sewage disposal arrangements and

.3 explains contents and purpose of the shipboard

.4 describes garbage disposal arrangements and

.6 explains obligation to report pollution incidents

.7 states when to report pollution incidents

.8 states to whom to report pollution incidents

.9 describes structure of oil spill response team

.10 explains measures for control of oil spills

.11 describes shipboard response to oil spills due to

.12 explains importance of shipboard drills to deal

.1 defines what constitutes sewage

.2 explains prohibition on discharge of sewage

.1 defines what is garbage

.2 describes disposal of garbage as per MARPOL

.1 states purpose of oily-water separator and

.1 states that Annex VI regulates air pollution

.1 understands the fragile nature of the eco system

.2 explains the necessity of understanding

.3 lists the various shipboard hazards

.2 describes the importance of creating a safety

.3 states the requirement for the shipboard

.5 states the principles of safety audits, the onboard

.7 lists personal protective equipment (PPE) in

.8 lists onboard life-saving appliances