ET324E

El
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roni
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This electronic edition is licensed to

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for 1 copy.
© International Maritime Organization
Model course 3.24
security awareness training
for port facility personnel
WITH DESIGNATED SECURITY
DUTIES
2011 Edition
ELECTRONIC EDITION
London, 2011
Licensed to imco-imo for 1 copy. © IMO

Print edition (ISBN: 978-92-801-4246-4) first published in 2011
First published in 2011
by the INTERNATIONAL MARITIME ORGANIZATION
by the INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
4 Albert Embankment, London SE1 7SR
www.imo.org
www.imo.org
Printed by CPI Group (UK) Ltd, Croydon, CR0 4YY

Electronic edition 2011
ISBN: 978-92-801-4246-4
IMO PUBLICATION
Sales number: ET324E
IMO PUBLICATION
Sales number: T324E
ACKNOWLEDGEMENTS
This course for Security Awareness Training for Port Facility Personnel with Designated Security
Duties is based on material developed by the United States Maritime Administration.
ACKNOWLEDGEMENTS
It was
This prepared
course by theAwareness
for Security United States Merchante
Training Marine
for Port Academy
Facility at Kings
Personnel Point, NewSecurity
with Designated York.
Duties is based on material developed by the United States Maritime Administration.
ItIMO
was wishes to express
prepared its sincere
by the United appreciation
States Merchante to the Government
Marine Academy atof the United
Kings States
Point, New of
York.
America for its provision of expert assistance, valuable co-operation, and generous funding in
IMO wishes to express its sincere support
appreciation to work.
of this the Government of the United States of
America for its provision of expert assistance, valuable co-operation, and generous funding in
support of this work.
Copyright © International Maritime Organization 2011

Copyright © International Maritime Organization 2011
All rights reserved.

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

Contents
Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of the model courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Use of the model course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Part A: Course Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Entry standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Course certificate, diploma or document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Course delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course intake limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Staff requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching facilities and equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Bibliography (B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
IMO/ILO references (R) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Textbooks (T) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Part B: Course Outline and Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Part B (1): Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Part B (2): Course Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Part C: Detailed Teaching Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Learning objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
References and teaching aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Part D: Instructor Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Guidance Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.1 Course overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.2 Competences to be achieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.3 Current security threats and patterns . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.4 Ship and port operations and conditions . . . . . . . . . . . . . . . . . . . . . . . 20
2. Maritime Security Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.1 Familiarity with relevant international conventions, codes, and
recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.2 Familiarity with relevant Government legislation and regulations . . . . . 21
2.3 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.4 Handling sensitive security-related information and communications . 22
iii
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SECURITY AWARENESS TRAINING FOR PORT FACILITY PERSONNEL WITH DESIGNATED SECURITY DUTIES
3. Security Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.1 Contracting Governments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.2 Recognized Security Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.3 The company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.4 The ship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.5 The port facility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.6–
3.11 Ship Security Officer, Company Security Officer, Port Facility Security
Officer, seafarers with designated security duties, port facility
personnel with designated security duties, and other personnel . . . . 23
4. Port Facility Security Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
4.1 Assessment tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
4.2 On-scene security surveys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
5. Security Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
5.1 Security equipment and systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
5.2 Operational limitations of security equipment and systems . . . . . . . . . 25
5.3 Testing, calibration and maintenance of security equipment
and systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6. Threat Identification, Recognition, and Response . . . . . . . . . . . . . . . . . . . . . 25
6.1 Recognition and detection of weapons, dangerous substances and
devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6.2 Methods of physical searches and non-intrusive inspections . . . . . . . 26
6.3 Execution and co-ordination of searches . . . . . . . . . . . . . . . . . . . . . . . 26
6.4 Recognition, on a non-discriminatory basis, of persons posing
potential security risks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
6.5 Techniques used to circumvent security measures . . . . . . . . . . . . . . . 29
6.6 Crowd management and control techniques . . . . . . . . . . . . . . . . . . . . 29
7. Port Facility Security Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
7.1 Actions required by different security levels . . . . . . . . . . . . . . . . . . . . . 29
7.2 Maintaining security of the ship/port interface . . . . . . . . . . . . . . . . . . . 29
7.3 Familiarity with the Declaration of Security . . . . . . . . . . . . . . . . . . . . . . 29
7.4 Reporting security incidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
7.5 Execution of security procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
8. Emergency Preparedness, Drills, and Exercises . . . . . . . . . . . . . . . . . . . . . . 30
8.1 Execution of contingency plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
8.2 Security drills and exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
9. Security Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
9.1 Documentation and records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Part E: Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Method of evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Subjective testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Objective testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Distracters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Guess factor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
iv
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CONTENTS
Information Requested of Instructors Who Implement IMO Model Courses . . . . . . 35

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Information requested and its format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Guidance on the Implementation of Model Courses . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Part 1: Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Part 2: Notes on teaching technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Part 3: Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Annex A1 Preparation checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Annex A2 Example of a Model Course syllabus in a subject area . . . . . . . . . . . . . . . . . 53
Annex A3 Example of a lesson plan for annex A2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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flag sta
Foreword
Since its inception the International Maritime Organization (IMO) has recognized the
importance of human resources to the development of the maritime industry and has given
the highest priority to assisting developing countries in enhancing their maritime training
capabilities through the provision or improvement of maritime training facilities at national
and regional levels. IMO has also responded to the needs of developing countries for
postgraduate training for senior personnel in administrations, ports, shipping companies
and maritime training institutes by establishing the world Maritime University in Malmö,
Sweden, in 1983.
Following the adoption of the International Convention on Standards of Training, Certification

and Watchkeeping for Seafarers, 1978 (STCW), a number of IMO Member Governments had
suggested that IMO should develop model training courses to assist in the implementation
of the Convention and in achieving a more rapid transfer of information and skills regarding
new developments in maritime technology. IMO training advisers and consultants also
subsequently determined from their visits to training establishments in developing countries
that the provision of model courses could help instructors improve the quality of their
existing courses and enhance their implementation of the associated Conference and IMO
Assembly resolutions.
In addition, it was appreciated that a comprehensive set of short model courses in various
fields of maritime training would supplement the instruction provided by maritime academies
and allow administrators and technical specialists already employed in maritime
administrations, ports and shipping companies to improve their knowledge and skills in
certain specialized fields. With the generous assistance of the Government of Norway, IMO
developed model courses in response to these generally identified needs and now keeps
them updated through a regular revision process taking into account any amendments to
the requirements prescribed in IMO instruments and any technological developments in the
field.
These model courses may be used by any training institution and, when the requisite
financing is available, the Organization is prepared to assist developing countries in
implementing any course.
E. E. MITROPOULOS
Secretary-General
vii
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Introduction
■ Purpose of the model courses
The purpose of the IMO model courses is to assist maritime training institutes and their
teaching staff in organizing and introducing new training courses or in enhancing, updating
or supplementing existing training material where the quality and effectiveness of the training
courses may thereby be improved.
It is not the intention of the model course program 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
endeavors, the knowledge, skills and dedication of the instructor are the key components
in the transfer of knowledge and skills to those being trained through IMO model course
material.
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
skill necessary to meet the intent of IMO conventions and related recommendations.
■ Use of the model course
To use the model course the instructor should review the course plan and detailed syllabus,
taking into account the information provided under the entry standards specified in the
course framework. The actual level of knowledge and skills and the prior technical education
of the trainees should be kept in mind during 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 expected to delete from the course, or reduce the emphasis on,
items dealing with knowledge or skills already attained by the trainees. He should also identify
any academic knowledge, skills or technical training which they may not have acquired.
By analyzing 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 in your
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 entry requirements
of the course. The instructor should therefore review these assessments and may need to
re-allocate the time required to achieve each specific learning objective.
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■ Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course
objectives, the instructor should draw up lesson plans based on the detailed syllabus. The
detailed syllabus contains specific references to the textbooks or teaching material proposed
for use in the course. 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 presentation of the
material.
■ Presentation
The presentation of concepts and methodologies must be repeated in various ways until
the instructor is satisfied that the trainee has attained each specific learning objective. The
syllabus is laid out in learning-objective format and each objective specifies what the trainee
must be able to do as the learning outcome.
■ Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to
the availability and use of:
● properly qualified instructors;
● support staff;
● rooms and other spaces;
● equipment;
● textbooks, technical papers; and
● other reference material.
Thorough preparation is the key to successful implementation of the course. IMO has
produced “Guidance on the Implementation of IMO Model Courses”, which deals with this
aspect in greater detail and is included as an attachment to this course.
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PART A: COURSE FRAMEWORK
Part A: Course Framework

■ Scope
This model course is intended to provide the knowledge required for port facility personnel
with designated security duties in connection with a Port Facility Security Plan (PFSP) to
perform their duties in accordance with the requirements of Chapter XI-2 of SOLAS 74 as
amended, the ISPS Code, the IMDG Code, the IMO/ILO Code of Practice on Security in
Ports, and guidance contained in IMO MSC.1/Circ.1341.
■ Objective
Those who successfully complete this course should be able to demonstrate sufficient
knowledge to undertake the duties assigned under the PFSP. This knowledge shall include,
but is not limited to:
1. knowledge of current security threats and patterns;
2. recognition and detection of weapons, dangerous substances and devices;
3. recognition, on a non-discriminatory basis, of characteristics and behavioral
patterns of persons who are likely to threaten security;
4. techniques used to circumvent security measures;
5. crowd management and control techniques;
6. security-related communications;
7. knowledge of emergency procedures and contingency plans;
8. operation of security equipment and systems;
9. testing, calibration and maintenance of security equipment and systems;
10. inspection, control, and monitoring techniques; and
11. methods of physical searches of persons, personal effects, baggage, cargo, and
ship stores.
■ Entry standards
It is assumed that those attending this course will be persons employed (or to be employed)
by a port facility operator and are likely to be assigned specific security duties in connection
with the Port Facility Security Plan.
■ Course certificate, diploma or document
Documentary evidence should be issued to those who have successfully completed this
course indicating that the holder has completed training for “Port Facility Personnel with
Designated Security Duties” based on this model course.
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■ Course delivery
The outcome of this course may be achieved through various methods, including classroom
training, in-service training, distance learning, computer-based training or combinations of
these methods.
■ Course intake limitations
The maximum number of trainees should depend on the facilities and equipment available,
bearing in mind the aims and objectives of this course.
■ Staff requirements
The instructor in charge of the course should have adequate experience in maritime security
matters and should have knowledge of the requirements of Chapter XI-2 of SOLAS 74 as
amended, the ISPS Code, the IMO/ILO Code of Practice on Security in Ports, the IMDG
Code, and IMO guidance contained in MSC.1/Circ.1341.
It is recommended that instructors should either have appropriate training in or be familiar

with instructional techniques and training methods.
■ Teaching facilities and equipment
An ordinary classroom or similar meeting room with a blackboard or equivalent is sufficient

for the lectures. In addition, when making use of audiovisual materials, it should be ensured
that appropriate equipment is available. Finally, the use of shipboard environments (ships or
mock-ups) for certain segments of the course may enhance the overall effectiveness of this
training.
■ Teaching aids (A)
A1 Instructor Manual (Part D of the course)

A2 Audiovisual aids: video cassette player, TV, slide projector, overhead projector, etc.
A3 Photographs, models, or other representations of various vessels and vessel parts to
illustrate operational elements and security vulnerabilities.
A4 Video cassette(s)
A5 Distance learning package(s)
A6 National legislative and regulatory references
■ Bibliography (B)
B1 Fernandez, L., & Merzer, M. (2003). Jane’s Crisis Communications Handbook, (1st ed.).
Alexandria: Jane’s Information Group.
B2 Hawkes, K. G. (1989). Maritime Security. Centreville: Cornell Maritime Press.
B3 International Chamber of Shipping. (2003). Maritime Security: Guidance for
Ship Operators on the IMO International Ship and Port Facility Security Code.
London: ICS.
B4 International Chamber of Shipping/International Shipping Federation. (2004). Pirates
and Armed Robbers: A Master’s Guide, (4th ed.). London: Marisec Publications.
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PART A: COURSE FRAMEWORK
B5 Sidell, F. R., et al. (2002). Jane’s Chem-Bio Handbook, (2nd ed.). Alexandria: Jane’s
Information Group.
B6 Sullivan, J. P., et al. (2002). Jane’s Unconventional Weapons Response Handbook,
(1st ed.). Alexandria: Jane’s Information Group.
B7 United States Coast Guard. (2002). Risk-based Decision Making Guidelines. PB2002-
500115 Washington: NTIS.
B8 United States Department of Transportation. Volpe National Transportation Systems
Center. (1999). Intermodal Cargo Transportation: Industry Best Security Practices.
Cambridge: Volpe Center.
B9 Viollis, P., et al. (2002). Jane’s Workplace Security Handbook, (1st ed.). Alexandria: Jane’s
Information Group.
■ IMO/ILO references (R)
R1 International Maritime Organization. (2003). International Ship & Port Facility Security
(ISPS) Code, 2003 and December 2002 Amendments to SOLAS. London: IMO.
(IMO-I116E).
R1.1 SOLAS Chapter XI-1
R1.2 SOLAS Chapter XI-2
R1.3 ISPS Code Part A
R1.4 ISPS Code Part B
R2 International Labour Organization. Seafarers’ Identity Documents Convention (Revised),
2003. (No. 185).
R3 International Maritime Organization. Seafarers’ Training, Certification, and Watchkeeping
(STCW) Code, 2010.
R4 International Maritime Organization. (2009). Guidance to Shipowners, Companies, Ship
Operators, Shipmasters and Crews on Preventing and Suppressing Acts of Piracy and
Armed Robbery against Ships. MSC/Circ.623/Rev.3
R5 International Maritime Organization. (2010). International Maritime Dangerous Goods
(IMDG) Code, 2010 Edition.
R6 International Maritime Organization & International Labour Organization. (2004). Code
of Practice on Security in Ports.
R7 International Maritime Organization. (2010). Guidelines on Security-Related Training
and Familiarization for Port Facility Personnel. MSC.1/Circ.1341
■ Textbooks (T)
T1 McNicholas, M. (2007). Maritime Security: An Introduction. Burlington: Butterworth-

Heinemann.
JB-11-56 IMO T324E (12).indd 5 12/09/2011 12:24

Part B: Course Outline and Timetable

Part B (1): Course Outline
Subject Area Hours

1 Introduction 1.0
1.1 Course overview
1.2 Competences to be achieved
1.3 Current security threats and patterns
1.4 Ship and port operations and conditions
2 Maritime Security Policy 0.75
2.1 Familiarity with relevant international conventions, codes, and recommendations
2.2 Familiarity with relevant Government legislation and regulations
2.3 Definitions
2.4 Handling sensitive security-related information and communications
3 Security Responsibilities 1.25
3.1 Contracting Governments
3.2 Recognized Security Organizations
3.3 The company
3.4 The ship
3.5 The port facility
3.6 Ship Security Officer
3.7 Company Security Officer
3.8 Port Facility Security Officer
3.9 Seafarers with designated security duties
3.10 Port facility personnel with designated security duties
3.11 Other personnel
4 Port Facility Security Assessment 1.0
4.1 Assessment tools
4.2 On-scene security surveys
5 Security Equipment 1.0
5.1 Security equipment and systems
5.2 Operational limitations of security equipment and systems
5.3 Testing, calibration and maintenance of security equipment and systems
6 Threat Identification, Recognition, and Response 1.5
6.1 Recognition and detection of weapons, dangerous substances and devices
6.2 Methods of physical searches and non-intrusive inspections
6.3 Execution and coordination of searches
6.4 Recognition, on a non-discriminatory basis, of persons posing potential security
risks
6.5 Techniques used to circumvent security measures
6.6 Crowd management and control techniques
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PART B: COURSE OUTLINE AND TIMETABLE
Subject Area Hours

7 Port Facility Security Actions 1.0
7.1 Actions required by different security levels
7.2 Maintaining security of the ship/port interface
7.3 Familiarity with the Declaration of Security
7.4 Reporting security incidents
7.5 Execution of security procedures
8 Emergency Preparedness, Drills, and Exercises 1.0
8.1 Execution of contingency plans
8.2 Security drills and exercises
9 Security Administration 0.5
9.1 Documentation and records
TOTAL 9.0
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8
Part B (2): Course Timetable
JB-11-56 IMO T324E (12).indd 8

Day/Period 1st Period (2.0 hours) 2nd Period (2.0 hours) 3rd Period (2.5 hours) 4th Period (2.5 hours)
Day 1 1 Introduction 3.3 The company 5 Security Equipment 7 Port Facility Security
1.1 Course overview 3.4 The ship 5.1 Security equipment and Actions
1.2 Competences to be 3.5 The port facility systems 7.1 Actions required by
achieved 5.2 Operational limitations different security
3.6 Ship Security
of security equipment levels
1.3 Current security Officer
threats and patterns and systems 7.2 Maintaining security
3.7 Company Security
5.3 Testing, calibration and of the ship/port
1.4 Ship and port Officer
maintenance of security interface
operations and 3.8 Port Facility
conditions equipment and systems 7.3 Familiarity with
Security Officer
the Declaration of
2 Maritime Security Policy 3.9 Seafarers with 6 Threat Identification, Security
designated security Recognition, and Response
2.1 Familiarity with 7.4 Reporting security
duties 6.1 Recognition and
relevant international incidents
conventions, codes, 3.10 Port facility detection of weapons,
7.5 Execution of security
and recommendations personnel with dangerous substances
procedures
designated security and devices
2.2 Familiarity with
duties 6.2 Methods of physical 8 Emergency
relevant Government
legislation and 3.11 Other personnel searches and non- Preparedness, Drills, and
regulations intrusive inspections Exercises
4 Port Facility Security
2.3 Definitions 6.3 Execution and 8.1 Execution of

Assessment
coordination of searches contingency plans
2.4 Handling sensitive 4.1 Assessment tools
security-related 6.4 Recognition, on a non- 8.2 Security drills and
4.2 On-scene security discriminatory basis, of exercises
information and
surveys persons posing potential
communications
security risks 9 Security Administration
3 Security Responsibilities 6.5 Techniques used to 9.1 Documentation and
3.1 Contracting circumvent security records
Governments measures
3.2 Recognized Security 6.6 Crowd management and
Organizations control techniques
12/09/2011 12:24
PART C: DETAILED TEACHING SYLLABUS
Part C: Detailed Teaching Syllabus

■ Learning objectives
The detailed teaching syllabus has been written in learning objective format in which the
objective describes what the trainee should be able to do to demonstrate that knowledge has
been transferred. All objectives are understood to be prefixed by the words, “The expected
learning outcome is that the trainee...”
■ References and teaching aids
In order to assist the instructor, references are shown against the learning objectives to
indicate IMO/ILO references and publications, additional technical material and teaching
aids, which the instructor may wish to use when preparing course material. The material
listed in the course framework has been used to structure the detailed teaching syllabus; in
particular:
Teaching aids;
Bibliography; and
IMO/ILO references;
will provide valuable information to instructors. The abbreviations used are:

A Teaching aids
B Bibliography
R IMO/ILO references
add. Addendum
app. Appendix
art. Article
ch. Chapter
encl. Enclosure
p. Page
pa. Paragraph
reg. Regulation
sect. Section
The following are examples of the use of references:

“R1.2 reg.1” refers to regulation 1 of the December, 2002 Amendments to the 1974 SOLAS
Convention;
“Al. sect.5” refers to training section 5 (“Security Equipment”) in the guidance notes of the
instructor manual.
■ Note
Throughout the course, safe working practices are to be clearly defined and emphasized
with reference to current international requirements and regulations. It is expected that
the institution implementing the course will insert references to national and/or regional
requirements and regulations as necessary.
JB-11-56 IMO T324E (12).indd 9 12/09/2011 12:24

■ Competences
The competences to be demonstrated by candidates may be expressed as follows:

1. Maintaining the conditions set out in a Port Facility Security Plan;
2. Recognition of security threats;
3. Inspection, control and monitoring activities;
4. Proper usage of security equipment and systems, if any.
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IMO/ILO
Learning Objectives Bibliography Teaching Aid
Reference
1. Introduction (1.0 hour)
1.1. Course overview A1 sect. 1
.1 describes the topics and emphasis of the
course
1.2. Competences to be achieved R1 A1 pa. 1.2
.1 describes the competences that will be
achieved through completion of the course
1.3. Current security threats and patterns A1 pa. 1.3
.1 summarizes threats to the maritime transport
industry, such as:
– piracy and armed attacks R4
– terrorism B4
– contraband smuggling
– stowaways and refugees
– cargo theft
– collateral damage A1 pa. 1.4
1.4. Ship and port operations and conditions
.1 characterizes the intermodal nature of B8
transportation and the interfaces between
ships and other modes
2. Maritime Security Policy (0.75 hour) A1 sect. 2
2.1. Familiarity with relevant international conventions, B3 A1 pa. 2.1
codes, and recommendations
.1 summarizes previous efforts of IMO toward
maritime security, such as MSC/Circ.443, SUA
Act, etc.
.2 summarizes the rapidity with which IMO acted
to enhance maritime security following 9/11
.3 summarizes the amendments to SOLAS R1
Chapter XI and the contents of the ISPS Code
.4 summarizes the security-related provisions of R5
the amendments to the IMDG Code
.5 summarizes IMO guidance on preventing and R4
suppressing acts of piracy and armed robbery
against ships
2.2. Familiarity with relevant Government legislation A1 pa. 2.2
and regulations
.1 summarizes the requirements of relevant
A6
national legislation and regulations
11
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IMO/ILO
Reference
2.3. Definitions R1.2 reg. 1
.1 defines
– Ship Security Plan
– Company Security Officer
– Ship Security Officer
– Port facility
– Ship/Port Interface
– Ship-to-ship activity
– Port Facility Security Officer
– Designated Authority
– Recognized Security Organization
– Declaration of Security
– Security incident
– Security Level R1.3 pa. 2.1.9
– the three security levels – 2.1.11
– terms relating to piracy and armed robbery R4 B4
2.4. Handling sensitive security-related information and B1
communications
.1 defines security-sensitive information and the
importance of keeping it confidential
3. Security Responsibilities (1.25 hours) A1 sect.3
3.1. Contracting Governments R1.2 reg. 3
.1 summarizes the responsibilities of contracting R1.3 sect. 4
Governments with respect to SOLAS Chapter R3
XI-2, the ISPS Code, and the STCW Code
3.2. Recognized Security Organizations R1.4 pa. 4.3
.1 surveys the role of the Recognized Security – 4.6
Organization
3.3. The company
.1 summarizes the responsibilities of the company R1.2 reg. 5
with respect to: R1.3 sect. 6
– ensuring that the master has documents on
board relating to the crewing of the ship and
its employment
– ensuring that the Ship Security Plan contains
R1.2 reg. 8
a clear statement emphasizing the master’s
authority R1.3 pa. 6.1
– designating a Company Security Officer and
a Ship Security officer and ensuring that they
are given the necessary support to fulfill their
duties and responsibilities
3.4. The ship
.1 states that the ship shall comply with the R1.3 sect. 7
requirements of the Ship Security Plan as per
the security level set
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IMO/ILO
Reference
3.5. The port facility
.1 states that port facilities shall comply with R1.3 sect. 14
the relevant requirements of Chapter XI-2 of
SOLAS and the ISPS Code
.2 states that the port facility shall act upon the
security levels set by the Administration within
whose territory it is located
3.6. Ship Security Officer
.1 states that the company shall designate a Ship R1.3 sect. 12
Security Officer for each ship
.2 lists the duties and responsibilities of the Ship
Security Officer
3.7. Company Security Officer
.1 states that the company shall designate a R1.3 sect. 11
Company Security Officer
.2 describes that the person designated as
Company Security Officer may act as Company
Security Officer for one or more ships provided
that it is clearly identified for which ships he or
she is responsible
.3 indicates that the company may designate
several persons as Company Security Officer
provided that it is clearly identified for which
ships each is responsible
.4 lists the duties and responsibilities of the
Company Security Officer
3.8. Port Facility Security Officer
.1 states that the Port Facility Security Officer R1.3 sect. 17
shall be designated for each facility
.2 states that a person may be designated as the
Port Facility Security Officer for one or more
facilities
.3 lists the duties and responsibilities of the Port
Facility Security Officer
3.9. Seafarers with designated security duties
.1 states that members of the ship’s crew other
than the SSO may have designated security
duties in support of the Ship Security Plan
3.10. Port facility personnel with designated security
duties
.1 states that facility personnel other than the
PFSO may have designated security duties in
support of the Facility Security Plan
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IMO/ILO
Reference
3.11. Other personnel
.1 states that other ship and port facility
personnel may have a role in the enhancement
of maritime security
.2 states that personnel other than ship or port
facility personnel may have a role in the
enhancement of maritime security
.3 states that military, industry, and
intergovernmental organizations may have
a role in the prevention, suppression, and
reporting of piracy and armed robbery against R4
ships
4. Port Facility Security Assessment (1.0 hour) R1.3 sect. 15 A1 sect. 4
4.1. Assessment tools R6
.1 discusses the use of checklists in conducting
security assessments
4.2. On-scene security surveys R1.4 sect. 15
.1 lists the preparations required prior to an on-
scene survey
.2 lists the procedures, measures and operations
to be evaluated during an on-scene survey
.3 discusses the security aspects of port facility
layout
.4 divides the survey into the following sections:
– Physical Security
– Structural Integrity
– Personnel Protection Systems
– Procedural Policies
– Radio and Telecommunication Systems
– Other Areas
.5 discusses the importance and elements of
physical security in port facilities
.6 describes the significance of structural integrity
for buildings and other structures
.7 discusses the components and operations of
systems to protect port facility personnel
.8 states the role of proper procedures in
preventing and mitigating security incidents
.9 describes the use of information technology
and communications systems in port facility
operations and in maintaining security
.10 identifies other areas that may, if damaged
or used for illicit observation, pose a risk to
persons, property, or operations within a port
facility
14
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IMO/ILO
Reference
.11 discusses the identification of vulnerabilities
in the above areas and the preparation of
countermeasures to address them
.12 states the importance of having in place
emergency plans to deal with contingencies
5. Security Equipment (1.0 hour) A1 sect. 5
5.1. Security equipment and systems
.1 demonstrates familiarity with the various types
of security equipment and systems that can be
used aboard ships and in facilities
5.2. Operational limitations of security equipment and
systems
.1 explains the limitations of individual items of
equipment and security systems
5.3. Testing, calibration and maintenance of security
equipment and systems
.1 describes the testing, calibration and
maintenance requirements for the above
security equipment and systems
6. Threat Identification, Recognition, and B2, B5, B6 A1 sect. 6
Response (1.5 hours)
6.1. Recognition and detection of weapons, dangerous
substances and devices
.1 describes the various types of weapons,
dangerous substances and devices, the
damage they can cause, and their appearance
.2 describes security-related provisions for the
handling of dangerous goods
6.2. Methods of physical searches and non-intrusive
inspections
.1 demonstrates how to carry out physical
searches and non-intrusive inspections.
6.3. Execution and coordination of searches
.1 describes how important it is to plan a search
and practice carrying out searches as a drill.
.2 explains how to plan a search using a system
of check cards
.3 describes the equipment the search team
should carry for conducting a search
.4 describes the procedures to be followed for an
efficient search
.5 describes the various places of concealment in
a port facility
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IMO/ILO
Reference
6.4. Recognition, on a non-discriminatory basis, of
persons posing potential security risks
.1 describes the general characteristics and
behavioral patterns of persons who are likely to
threaten security
.2 states how important it is to be observant to
recognize such persons
6.5. Techniques used to circumvent security measures
.1 describes the techniques that may be used to
circumvent security measures
6.6. Crowd management and control techniques
.1 explains the basic psychology of a crowd in a
crisis situation
.2 states the importance of clear communication
with facility personnel and others during an
emergency
7. Port Facility Security Actions (1.0 hour) R1.3 sect. 7 A1 sect. 7
7.1. Actions required by different security levels
.1 states the three security levels and the actions
required for each level
7.2. Maintaining security of the ship/port interface
.1 lists activities that may warrant special concern
in maintaining security
7.3. Familiarity with the Declaration of Security
.1 explains the Declaration of Security and what it R1.3 sect. 5
addresses
7.4. Reporting security incidents
.1 summarizes the reporting requirements in case
of a security incident
7.5. Execution of security procedures
.1 states the requirements for the Port Facility R1.3 sect. 17
Security Officer to carry out regular security
inspections
.2 lists the security measures and procedures at
the three security levels required to:
– ensure the performance of all port facility
security duties
– control access to the facility
– control the embarkation of persons and their
effects
– monitor restricted areas to ensure only
authorized persons have access
– coordinate the security aspects of the
handling of cargo and ship stores; and
– ensure that security communication is readily
available
16
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IMO/ILO
Reference
8. Emergency Preparedness, Drills, and Exercises B2 A1 sect. 8
(1.0 hour)
8.1. Execution of contingency plans
.1 discusses action to take in case of a breach of
security
.2 discusses contingency plans for:
– damage to, or destruction of, the port facility
or of the ship, e.g. by explosive devices
– arson, sabotage or vandalism
– hijacking or seizure of the ship or of persons R4 B4
on board
– tampering with cargo, essential ship
equipment or systems or ship’s stores
– unauthorized access or use including
presence of stowaways
– smuggling weapons or equipment, including
weapons of mass destruction
– use of the ship to carry those intending
to cause a security incident and their
equipment
– use of the ship itself as a weapon or as a
means to cause damage or destruction
– blockage; of port entrances, locks,
approaches, etc; and
– nuclear, biological and chemical attack.
8.2. Security drills and exercises
R1.3 sect. 18
.1 states the requirements for, and importance of,
conducting drills and exercises R1.4 pa. 18
9. Security Administration (0.5 hours) A1 sect. 9

9.1. Documentation and records A6
.1 states the documents that shall be available in
the port facility at all times
.2 states the activities for which records shall be
kept in the port facility and the duration for
which they should be retained.
TOTAL: 9.0 HOURS
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Part D: Instructor Manual

The instructor manual provides guidance on the material that is to be presented during the
course for Port Facility Personnel with Designated Security Duties. This manual reflects the
views of the course developers with respect to methodology and organization, as well as
what they consider relevant and important in light of their experience as instructors. Although
the guidance given should be of value initially, each instructor should develop his or her own
methods and ideas, recognize and refine what is successful, and discard that which does
not work satisfactorily.
The material has been arranged under the following nine main headings:
1. Introduction
2. Maritime Security Policy
3. Security Responsibilities
4. Port Facility Security Assessment
5. Security Equipment
6. Threat Identification, Recognition, and Response
7. Port Facility Security Actions
8. Emergency Preparedness, Drills, and Exercises
9. Security Administration
The course outline and timetable provide guidance on the time allocation for the course
material, but the instructor is free to modify this if it is deemed necessary. The detailed
teaching syllabus must be studied carefully and, where appropriate, lesson plans or lecture
notes compiled.
Preparation and planning are the most important criteria in effectively presenting this course.
Availability and proper use of course materials are also essential for maximum efficacy in
conveying the subject to trainees. The capabilities and limitations of the facilities in use may
dictate that the learning objectives be adjusted but it is suggested that this be kept to a
minimum.
Where possible, lectures should be supported by written course materials, videos, and other
media that allow the trainee to embrace the material more fully. It will be necessary to prepare
material for use with overhead projectors or for distribution to trainees as handouts.
18
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PART D: INSTRUCTOR MANUAL
Guidance Notes
1. Introduction
1.1 Course overview
As with other IMO model courses, the starting point should be a brief statement of the purpose
of the course, a short review of the timeline, an introduction of participants, determination of
knowledge and experience levels, and a brief description of the teaching facility.
1.2 Competences to be achieved
The aim of the course is stated, competences from Part C of the course are reviewed, and
the outcome of the learning objectives is made clear; namely, that “the expected learning
outcome is that the trainee ....” It should be noted that these same competences are
found in MSC.1/Circ.1341 along with methods for demonstrating competence and criteria
for evaluating competence. Special attention should be given to the requirement therein
for practical demonstrations of skill in conducting physical searches and non-intrusive
inspections.
Instructors should emphasize that no one is being trained to fight or similarly respond to
security threats but rather that trainees may be able to identify, deter, or mitigate such actions
through proper planning, preparation, and coordination with various entities.
1.3 Current security threats and patterns
Current threats to maritime security should be summarized in order to provide a basis for
understanding of the recent conventions and legislation in this area and to fully grasp the
importance of the training provided by this course. Prospective security personnel receiving
this training must clearly sense the reality of today’s security issues, which include piracy,
terrorism, contraband smuggling, cargo theft, and collateral damage. Some may have
adopted a mindset that places the problem of security in the past or in such a remote corner
that it appears distant or irrelevant. Before continuing on with the course this mindset should
be identified and addressed.
Piracy and armed attacks continue to occur on an increasingly frequent basis. Armed robbery
occurs mostly in port areas, whereas piracy, by definition, usually involves ships at sea. In
fact, the United Nations Convention on the Law of the Sea, Article 101, defines piracy as any
of the following acts: illegal acts of violence or detention or any act of depredation committed
for private ends by the crew or the passengers of a private ship or private aircraft and directed
on the high seas against another ship or aircraft or against persons or property on board
such ship or aircraft. It also includes such acts against a ship, aircraft, person or property in a
place outside of the jurisdiction of any State. The summarizing of statistics concerning piracy
and armed robbery may provide motivation to trainees to acquire knowledge and skills that
would enable them to counter these threats where possible.
Terrorism usually involves violence, or the threat of violence, by extremist groups seeking to
gain political objectives by malicious means. A terrorist group may hope to make a statement
19
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by using various types of bombs, making bomb threats or hijacking a ship. Increasingly,
terrorists are acting in connection with extremist religious sects that promote suicidal behavior.
Contraband smuggling, a criminal activity, may result in large financial loss to the ship owner
whose ship is being used by the smugglers. Often, drugs are the commodity being smuggled
and they may be brought on board in a number of creative ways such as in luggage, stores,
on or in a person’s body, or in electronic equipment. Weapons are also a frequent item
associated with smuggling. Like drugs, weapons, too, find their way on board in various
ways, such as in cargo containers.
Cargo theft, an age-old problem, continues to plague the maritime industry and causes
financial losses in staggering amounts. Prevention is normally the most effective method
of dealing with this security threat. Although there may not be violence or political issues
involved in most cargo theft cases, this matter remains high on the list of security threats
and requires solutions discussed in this course. Instructors should convey that cargo theft is
only one of the various threats to the security of cargo. Other such security threats should be
discussed during this section of the course.
Collateral damage occurs when a nearby fire, explosion, or attack results in damage to a ship
or facility. While the damage is sometimes unintended, the costs are nevertheless real. There
are measures that may minimize the consequences of this type of damage.
1.4 Ship and port operations and conditions
This section of the course should provide trainees with an understanding of the larger context
in which maritime operations occur. Familiarity with the complex transportation and logistics
framework of the marine transportation system will enable students to effectively undertake
their security responsibilities. It is essential for students to have a basic understanding of the
general patterns and mechanisms of cargo and passenger movement through international
and intermodal transportation chains. The operational interface between maritime and other
modes of transportation is a central component of this segment of the course. Trainees should
also be exposed to the fundamentals of cargo tracking and related information systems in
the context of security.
2. Maritime Security Policy
2.1 Familiarity with relevant international conventions, codes, and

recommendations
Trainees should appreciate the attempts by international bodies to minimize, stop, or

otherwise control threats to security in maritime transportation. The International Maritime
Organization (IMO) has adopted a number of resolutions and conventions to this end. For
example, Resolution A.545(13) – Measures To Prevent Acts Of Piracy And Armed Robbery
Against Ships was signed in 1983. In 1985 came IMO Resolution A.584 (14) – Measures To
Prevent Unlawful Acts Which Threaten Safety Of Ships And Security Of Passengers (this
was later reviewed in November of 2001 with IMO Resolution A.924(22)). Then, in 1986, the
IMO approved MSC/Circ.443 – Measures To Prevent Unlawful Acts Against Passengers And
Crew On Board Ships. In 1988, the Convention for the Suppression of Unlawful Acts against
the Safety of Maritime Navigation (SUA) treaties aimed at ensuring that appropriate judicial
20
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action is taken against persons committing unlawful acts against ships. Unlawful acts would
include the seizure of ships by force, acts of violence against persons on board ships, and
placing devices on board a ship which are likely to destroy or damage it. The convention
obliges contracting Governments either to extradite or prosecute alleged offenders. The SUA
came into effect on March 1, 1992.
Following the tragic events of September 11, 2001, the twenty-second session of the
IMO Assembly, in November of 2001, unanimously agreed to the creation of new security
regulations. IMO approved the development of new measures relating to the security of
ships and of port facilities for adoption by a Conference of Contracting Governments to
the International Convention for the Safety of Life at Sea, 1974, in December of 2002 (the
Diplomatic Conference). This timetable of little more than a year represents a landmark
achievement for the IMO. It provides a clear indication of the gravity of the situation, as well
as the intention to protect world shipping against security incidents and threats.
The meeting of the Diplomatic Conference in December of 2002 resulted in amendments to

SOLAS 74. These amendments enter into force on July 1, 2004. A brief summary of these
amendments should be carried out with mention of changes to Chapter V but with emphasis
on the changes to Chapter XI, Regulations 3 and 5, and the new Chapter XI-2 Regulations
1-13 and the ISPS Code. Since portions of the ISPS Code will be studied in more depth in
later sections of the course, the summary here can be brief.
Trainees should be familiarized with the security-related provisions contained in the 2010
amendments to the International Maritime Dangerous Goods (IMDG Code). All persons in
port facilities who are involved in the handling of dangerous goods subject to the Code must
be appropriately trained. The IMDG Code states that “the training of port facility personnel
having specific duties, engaged in the transport of dangerous goods, should also include
elements of security awareness related to those goods”.
Trainees should also be made aware of IMO guidance concerning the prevention and
suppression of piracy and armed robbery against ships. Of particular interest in the latter
case will be MSC/Circ.623/Rev.3 (“Guidance to Shipowners, Companies, Ship Operators,
Shipmasters and Crews on Preventing and Suppressing Acts of Piracy and Armed Robbery
against Ships”).
2.2 Familiarity with relevant Government legislation and regulations
It will be helpful for trainees to understand that some Governments have acted on a national
level to produce legislation and/or regulations concerned with measures to enhance maritime
security. Instructors may wish to use examples developed by their own nations and/or those
of other countries to illustrate the focus of this section of the course.
2.3 Definitions
Trainees will need a working knowledge of several terms found in SOLAS Chapter XI-2
Regulation 1 and in the ISPS Code Part A Section 2. These terms may well need clarification by
an experienced instructor in order for trainees to reach the necessary level of understanding.
For instance, it might require emphasis or other clarification by the instructor to establish that
the Ship Security Officer is a person on board the ship and in that sense it may be impossible
for a Company Security Officer to also act as the Ship Security Officer.
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2.4 Handling sensitive security-related information and communications
Trainees should understand that certain information and communications will be considered
security sensitive and that the level of sensitivity may change, as do levels of security 1, 2,
and 3. Seemingly benign conversations, therefore, may result in disastrous consequences.
All personnel will need to appreciate the risk of security leaks through communication by
improper methods or to the wrong persons.
3. Security Responsibilities
This section is intended to give trainees a clear picture of the elements of the maritime
security system conceived of by the IMO and to show how the various entities should work
together to form an efficient and effective whole.
3.1 Contracting Governments
SOLAS Chapters XI-1 and XI-2 discuss the roles of the contracting Governments and
their obligations in the overall scheme to enhance maritime security. Familiarity with this
information will help trainees comprehend how and why their own Governments have acted
and how they may experience the port state control exercised by another Government.
3.2 Recognized Security Organizations
Recognized Security Organizations are defined in SOLAS Chapter XI-2 Regulation 1 part 1.16
and discussed throughout Parts A and B of the ISPS Code. The trainee should understand how
and when an RSO may take on the security-related activities of a contracting Government.
3.3 The company
The company is defined by SOLAS Chapter XI-1 and is given numerous obligations under
Chapter XI-2 and the ISPS Code from Continuous Synopsis Records to the maintenance of the
International Ship Security Certificate. Trainees will benefit greatly from a clear understanding
of the role of the company and the support that they should expect from it.
3.4 The ship
The term ship as used here means a ship to which Chapter XI of SOLAS applies. Various
segments of Chapter XI and the ISPS Code discuss the persons, activities, plans,
documentation and so forth that a ship will be exposed to in a security context. All trainees
will need to understand these requirements as they relate to this important cornerstone of a
maritime transportation system.
3.5 The port facility
The port facility is defined in SOLAS Chapter XI-2 Regulation 1 part 1.9 and is the location
where a ship/port interface takes place. As such, numerous duties and activities are assigned
to the port facility. All trainees should understand the role of the port facility in maintaining the
security of the maritime transportation system.
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3.6–3.11 Ship Security Officer, Company Security Officer, Port Facility Security
Officer, seafarers with designated security duties, port facility personnel
with designated security duties, and other personnel
Trainees should understand the role of each of these various persons and know what to
expect from each in terms of authority and responsibility. The ISPS Code Parts A and B
clearly delineate the functions, duties, and training requirements for each of these categories
of personnel. In the end these are the very people that will make the security plans work
and will recognize areas for improvement. They will each need to appreciate their own role
as well as that played by the others. Trainees should also understand the role of personnel
in organizations that are involved in responding to attacks and attempted attacks by pirates
and armed robbers.
4. Port Facility Security Assessment
4.1 Assessment tools
Trainees must be encouraged to adopt systematic and consistent approaches to the

evaluation of security conditions and vulnerabilities. Port facility personnel with designated
security duties may be called upon to assist in these evaluations. The use of checklists to
perform assessments of security in day-to-day operations should therefore be discussed,
noting the inclusion of categories such as the following:
● Physical security;
● Structural integrity;
● Personnel protection systems;
● Procedural policies;
● Radio and telecommunication systems, including computer systems and networks;
● Relevant transportation infrastructure;
● Utilities; and
● Other areas that may, if damaged or used for illicit observation, pose a risk to
persons, property, or operations within the port facility.
4.2 On-scene security surveys
Trainees should be taught that the on-scene security survey is an integral part of any
Port Facility Security Assessment. They should understand that the survey examines and
evaluates existing facility protective measures, procedures, and operations to verify and
collect information pertaining to the following:
● The general layout of the port facility;
● The location and function of each actual or potential access point to the port facility;
● Existing protective measures including inspection, control and monitoring
equipment, personnel identification documents and communication, alarm,
lighting, access control, and similar systems;
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● The number, reliability, and security duties of port facility personnel;

● Security doors, barriers, and lighting;
● The location of restricted areas;
● The emergency and standby equipment available to maintain essential services;
● The maintenance equipment, cargo spaces, storage areas, and unaccompanied
baggage storage;
● Location of escape and evacuation routes and assembly stations;
● Existing security and safety equipment for protection of personnel and visitors;
● Response procedures for fire or other emergency conditions;
● Procedures for monitoring facility and vessel personnel, vendors, repair technicians,
and dock workers;
● Existing contracts with private security companies and existing agreements with
local or municipal agencies;
● Procedures for controlling keys and other access prevention systems;
● Procedures for cargo and ship stores operations;
● Response capability to security incidents;
● Threat assessments, including the purpose and methodology of the assessment,
for the port in which the facility is located or at which passengers embark or
disembark;
● Previous reports on security needs; and
● Any other existing security procedures and systems, equipment, communications,
and port facility personnel.
5. Security Equipment
5.1 Security equipment and systems
Course participants should be familiar with the types of security equipment and systems
that are useful in enhancing maritime security, both ashore and afloat. Examples of such
equipment include:
● AIS
● Ship Security Alert System
● Locks
● Lighting
● Handheld radios
● GMDSS equipment
● Closed Circuit Televisions
● Automatic Intrusion Detection Device (Burglar Alarm)
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● Metal detectors
● Explosive detectors
● Baggage screening equipment
● Container X-ray devices
● General alarm
● Long Range Acoustic Device (LRAD)
● Razor wire
● Electric fencing
● Yacht radar
● Netting
● Slippery foam
● Security glass film
● Water and foam monitors
● Other anti-piracy devices
Participants are not expected to acquire detailed technical or scientific knowledge concerning
the theoretical underpinnings of the operation of security equipment. The objective is to
ensure familiarity with the capabilities of such devices and systems. Instructors should stress
the need for familiarization training involving the specific security equipment aboard each
ship and in each port facility.
5.2 Operational limitations of security equipment and systems
The intent of this course segment is to communicate to trainees the functional limitations and
operating constraints of security equipment that they may encounter or be called upon to
use. Issues such as effective range, environmental sensitivities, and operator (human) error
should be addressed as appropriate.
5.3 Testing, calibration and maintenance of security equipment and systems
Trainees should be familiar with methods for ensuring the continuing accuracy, efficiency,
and operational readiness of selected items of security equipment and associated systems.
6. Threat Identification, Recognition, and Response

6.1 Recognition and detection of weapons, dangerous substances and devices
The focus of this segment of the course is on the characteristics and potential effects of
prohibited weapons; explosives; chemical, biological, and radiological devices; substances
and compounds that pose a hazard to personnel, ships, and facilities; and other related
topics.
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6.2 Methods of physical searches and non-intrusive inspections
In this segment of the course, trainees will learn techniques used to conduct physical and
non-intrusive searches of persons, personal effects, baggage, cargo, and ship’s stores.
Trainees should be informed that, unless there are clear security grounds for doing so, port
facility personnel should not be required to search their colleagues or their personal effects.
It should be conveyed that any such search shall be undertaken in a manner that fully takes
into account the human rights of the individual and preserves his or her basic human dignity.
6.3 Execution and co-ordination of searches
Trainees should be acquainted with the utility of “check cards” in conducting systematic
searches. A “check card” is a card that can be issued to each searcher specifying the route
to follow and the areas to be searched. These cards can be color-coded for different areas
of responsibility within the port facility. On completion of individual search tasks, the cards
are returned to a central control point. When all cards are returned, the search is known to be
complete. The findings of the search can then be discussed
Course participants should be familiar with the list of basic equipment that may be employed
in conducting searches. This list may include:
● flashlights and batteries;
● screwdrivers, wrenches and crowbars;
● mirrors and probes;
● gloves, hard hats, overalls and non-slip footwear;
● plastic bags and envelopes for collection of evidence;
● forms on which to record activities and discoveries.
Trainees should learn procedures to be followed so as to ensure effective and efficient

searches. Examples of these include the following:
● Port facility personnel should not be allowed to search their own areas in recognition
of the possibility that they may have concealed packages or devices in their own
work or personal areas.
● The search should be conducted according to a specific plan or schedule and
must be carefully controlled.
● Special consideration should be given to search parties working in pairs with one
searching “high” and one searching “low”. If a suspicious object is found, one of
the pair can remain on guard while the other reports the find.
● Searchers should be able to recognize suspicious items.
● There should be a system for marking or recording “clean” areas.
● Searchers should maintain contact with the search controllers, perhaps by UHF/
VHF radio, bearing in mind the dangers of using non-intrinsically safe radio
equipment in the vicinity of Improvised Explosive Devices (IEDs).
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● Searchers should have clear guidance on what to do if a suspect package, device,

or situation is found.
● Searchers should bear in mind that weapons and other dangerous devices may be
intentionally placed to match its context as a means of disguise, such as a toolbox
in an engine room.
Participants in the course should be acquainted with the fact that there are many places in
port facilities where weapons, dangerous substances, and devices can be concealed. Some
of these are:
● Behind removable medicine chests
● Inside radios, recorders, etc.
● In cargo containers
● Ventilator ducts
● Storage tanks
● Inside heater units
● Above or behind light fixtures
● Above ceiling and wall panels
● False bottom clothes closets – hanging clothes
● Inside wooden clothes hangers
● Inside rolled socks, spare socks
● Hollowed-out molding
● Ducts
● Wire harnesses
● Railings
● Fire extinguishers
● Fire hoses and compartments
● Access panels in floors, walls, ceilings
● Behind or inside water coolers, igloos
● Behind and under washbasins
● Behind toilets
● In ventilation ducts and heaters
● Toilet tissue rollers, towel dispensers, supply lockers
● Taped to shower curtains, exposed piping, and light fixtures
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6.4 Recognition, on a non-discriminatory basis, of persons posing potential

security risks
Instructors should explain suspicious patterns of behavior, while emphasizing the importance
of avoiding racial profiling and ethnic stereotyping. Examples of suspicious behaviors include:
● Unknown persons photographing vessels or facilities.
● Unknown persons attempting to gain access to vessels or facilities.
● Individuals establishing businesses or roadside food stands either adjacent to or
in proximity to facilities.
● Unknown persons loitering in the vicinity of ships or port facilities for extended
periods of time.
● Unknown persons telephoning facilities to ascertain security, personnel, or standard
operating procedures.
● Vehicles with personnel in them loitering and perhaps taking photographs or
creating diagrams of vessels or facilities.
● Small boats with personnel on board loitering and perhaps taking photographs or
creating diagrams of vessels or facilities.
● General aviation aircraft operating in proximity to vessels or facilities.
● Persons who may be carrying bombs or participating in suicide squad activities.
● Unknown persons attempting to gain information about vessels or facilities by
walking up to personnel or their families and engaging them in a conversation.
● Vendors attempting to sell merchandise.
● Workmen trying to gain access to facilities to repair, replace, service, or install
equipment.
● E-mails attempting to obtain information regarding the facility, personnel, or
standard operating procedures.
● Package drop-offs/attempted drop-offs.
● Anti-national sentiments being expressed by employees or vendors.
● Anti-national pamphlets or flyers distributed to employees or placed on windshields
in parking lots.
● Out-of-the-ordinary phone calls.
● Recreational boaters or persons aboard refugee craft posing as mariners in distress
to attract assistance from other vessels.
● High-speed skiffs approaching the ship on an intercepting course.
● Small craft containing ladders, grappling hooks, and other potential boarding
devices.
● The presence of “mother ships” in the vicinity of one or more small craft.
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6.5 Techniques used to circumvent security measures
Trainees should be cautioned that no security equipment or measure is infallible. They should
be apprised of the known techniques that can be employed to evade security systems and
controls, such as the disabling of alarm systems, picking of locks, jamming of radio signals,
etc.
6.6 Crowd management and control techniques
Course participants should be familiarized with the basic patterns of behavior of people in
groups during time of crisis. The critical importance of clear communication with shipboard
personnel, facility personnel, passengers, and others involved should be underscored.
7. Port Facility Security Actions
Parts A and B of the ISPS Code, IMO guidance documents, and other resources listed in Part
A will be helpful in organizing material to be conveyed in this section of the course. Instructors
should indicate that this section of the course is where ideas, plans, and preparation turn into
actions and procedures.
7.1 Actions required by different security levels
The instructor should provide information concerning maritime security levels and the
different types of security measures that should be considered for port facilities and ships in
port as they respond to security incidents. Trainees may benefit from the in-class creation of
checklists detailing the appropriate generic actions given various conditions. The importance
of familiarization training involving the Port Facility Security Plan particular to each facility
should be emphasized.
7.2 Maintaining security of the ship/port interface
The ship/port interface determines the need for a Port Facility Security Plan and the interaction
with the Ship Security Plan. Instructors should discuss ship/port interface or ship-to-ship
activities that pose a higher risk to persons, property, or the environment for reasons specific
to a particular ship, including its cargo or passengers or the circumstances at the port facility
or a combination of these factors.
7.3 Familiarity with the Declaration of Security
The Declaration of Security is defined in Regulation 1 of SOLAS Chapter XI-1. There is a

sample Declaration of Security in Appendix 1 of Part B of the ISPS Code, which may be
helpful in summarizing for trainees the nature and use of the Declaration of Security.
7.4 Reporting security incidents
Trainees will appreciate that all security incidents must be reported in accordance with
specific reporting requirements. It may be helpful too for instructors to provide several
sample security incidents and have the class or individuals explain how they would go about
reporting these incidents.
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7.5 Execution of security procedures
Building on the understanding gained from previous sections in this course, trainees should
be ready to synthesize the requirements and plans into actual procedures such as security
inspections, controlling access to the facility, handling dangerous goods, ensuring the
screening of unaccompanied baggage, and so forth.
8. Emergency Preparedness, Drills, and Exercises
8.1 Execution of contingency plans
This portion of the course is concerned with the implementation of plans for a variety of
contingencies associated with terrorism and other criminal activities that may arise in the
maritime setting. Possible responses in the case of bomb threats, explosions, piracy, armed
robbery, hijackings, and similar events should be discussed.
8.2 Security drills and exercises
It should be conveyed to course participants that the objective of drills and exercises is to
ensure that port facility personnel are proficient in all assigned security duties at all security
levels and in the identification of any security-related deficiencies that need to be addressed.
Trainees should learn that effective implementation of the provisions of the Port Facility
Security Plan requires that drills be conducted at least once every three months unless the
specific circumstances dictate otherwise. These drills should test individual elements of the
plan such as:
● damage to, or destruction of, the port facility or of the ship, e.g. by explosive
devices;
● arson, sabotage or vandalism;
● hijacking or seizure of the ship or of persons on board;
● tampering with cargo, essential ship equipment or systems or ship’s stores;
● unauthorized access or use including presence of stowaways;
● smuggling weapons or equipment, including weapons of mass destruction;
● use of the ship to carry those intending to cause a security incident and their
equipment;
● use of the ship itself as a weapon or as a means to cause damage or destruction;
● blockage; of port entrances, locks, approaches, etc; and
● nuclear, biological and chemical attack.
Various types of exercises which may include participation of port facility security officers, in
conjunction with relevant authorities of Contracting Governments, company security officers,
or ship security officers, if available, should be carried out at least once each calendar year with
no more than 18 months between the exercises. Requests for the participation of company
security officers or ships’ security officers in joint exercise should be made bearing in mind
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the security and work implications for the ship. These exercises should test communication,
coordination, resource availability and response. These exercises may be:
● full scale or live;
● tabletop simulation or seminar; or
● combined with other exercises held such as search and rescue or emergency
response exercises.
9. Security Administration
9.1 Documentation and records
The instructor should summarize requirements for record keeping and discuss the particulars
of required documents and record retention. Record-keeping obligations that are associated
with the Port Facility Security Plan should be noted.
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Part E: Evaluation
■ Introduction
The effectiveness of any evaluation depends on the accuracy of the description of what is to
be measured.
The learning objectives that are used in the detailed teaching syllabus will provide a sound
base for the construction of suitable tests for evaluating trainee progress.
■ Method of evaluation
The methods chosen to carry out an evaluation will depend upon what the trainee is expected
to achieve in terms of knowing, comprehending and applying the course content.
The methods used can range from a simple question-and-answer discussion with the trainees
(either individually or as a group) to prepared tests requiring the selection of correct or best
responses from given alternatives, the correct matching of given items, the supply of short
answers or the supply of more extensive written responses to prepared questions.
Where the course content is aimed at the acquisition of practical skills, the test would involve
a practical demonstration by the trainee making use of appropriate equipment, tools, etc.
The responses demanded may therefore consist of:

● the recall of facts or information, by viva voce or objective tests
● the practical demonstration of an attained skill
● the oral or written description of procedures or activities
● the identification and use of data from sketches, drawings, maps, charts, etc.
● carrying out calculations to solve numerical problems
● the writing of an essay or report.
■ Validity
The evaluation must be based on clearly defined objectives, and it must truly represent what
is to be measured. There must be a reasonable balance between the subject topics involved
and also in the testing of trainees’ KNOWLEDGE, COMPREHENSION and APPLICATION of
concepts.
The time allocated for the trainee to provide a response is very important. Each question
or task must be properly tested and validated before it is used to ensure that the test will
provide a fair and valid evaluation.
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PART E: EVALUATION
■ Reliability
To be reliable, an evaluation procedure should produce reasonably consistent results no

matter which set of papers or version of the test is used.
■ Subjective testing
Traditional methods of evaluation require the trainee to demonstrate what has been learned
by stating or writing formal answers to questions.
Such evaluation is subjective in that it invariably depends upon the judgment of the evaluator.
Different evaluators can produce quite different scores when marking the same paper or
evaluating oral answers.
■ Objective testing
A variety of objective tests have been developed over the years. Their common feature is
that the evaluation does not require a judgment by the evaluator. The response is either right
or wrong.
One type of objective test involves supplying an answer, generally a single word, to complete
the missing portion of a sentence. Another involves supplying a short answer of two or three
words to a question. Such tests are known as “completion tests” and “short answer tests”.
Another form of objective testing consists of “selective response tests” in which the correct,
or best, response must be selected from given alternatives. Such tests may consist of
“matching tests”, in which items contained in two separate lists must be matched, or they
may be of the true/false type or of the multiple-choice type.
The most flexible form of objective test is the multiple-choice test, which presents the
trainee with a problem and a list of alternative solutions, from which he must select the most
appropriate.
■ Distracters
The incorrect alternatives in multiple-choice questions are called “distracters”, because

their purpose is to distract the uninformed trainee from the correct response. The distracter
must be realistic and should be based on misconceptions commonly held, or on mistakes
commonly made.
The options “none of the above” or “all of the above” are used in some tests. These can be
helpful, but should be used sparingly.
Distracters should distract the uninformed, but they should not take the form of “trick”
questions that could mislead the knowledgeable trainee (for example, do not insert “not”
into a correct response to make it a distracter).
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■ Guess factor
The “guess factor” with four alternative responses in a multiple-choice test would be 25%.
The pass mark chosen for all selective-response questions should take this into account.
■ Scoring
In simple scoring of objective tests one mark may be allotted to each correct response and
zero for a wrong or nil response.
A more sophisticated scoring technique entails awarding one mark for a correct response,
zero for a nil response and minus one for an incorrect response. Where a multiple-choice test
involves four alternatives, this means that a totally uninformed guess involves a 25% chance
of gaining one mark and a 75% chance of losing one mark.
Scores can be weighted to reflect the relative importance of questions, or of sections of an

evaluation.
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INFORMATION REQUESTED OF INSTRUCTORS WHO IMPLEMENT IMO MODEL COURSES
Information Requested of Instructors Who Implement

IMO Model Courses
Introduction
1 IMO model courses are periodically revised to take into account the changes which have
taken place in relevant Conventions, resolutions and other matters affecting each course.
To help IMO to improve the content of courses when they are revised, the assistance of all
instructors who implement or participate in implementing courses is requested, whether the
implementation is part of an IMO technical co-operation project or part of a Maritime Training
Academy’s regular program.
Information requested and its format
2 To simplify their consolidation by IMO, the technical comments and suggestions for
the improvement of model courses should follow the format that is outlined below. If no
comments or suggestions are to be provided under a topic, please insert “no comment”
against the item.
3 Please identify:
.1 the course number and title;
.2 the date and location of its implementation;
.3 the approximate number of IMO model courses you have implemented to date;
and
.4 the approximate number of times you have implemented this particular model
course.
4 In commenting on Part A – Course Framework, please comment on the items

(“Scope”, “Objectives”, etc.) in the order in which they appear in the course; in all cases,
please indicate:
.1 the number of participants who met the entry standards and the number who did
not;
.2 the course intake and, if the recommendations in “Course intake limitations” were
exceeded, the reasons for this and your observations on the effect of this on the
quality of the course;
.3 if the conditions under “Staff requirements” were met. If not, please indicate the
nature of the deficiency and give your observations of the effect of this on the
quality of presentation of the course; and
.4 any lack of equipment or facilities as compared with the recommendations under
“Teaching facilities and equipment” and your observations of the effect of this lack
on the quality of presentation of the course.
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5 In commenting on Part B – Course Outline, please bear in mind that minor variations
in time allocations are inevitable. Major difficulties with allocations of time and any omissions
or redundancies of subject areas should be briefly explained.
6 In commenting on Part C – Detailed Teaching Syllabus, please identify the specific

learning objectives concerned by their paragraph numbers.
7 In commenting on Part D – Instructor’s Manual, please clearly identify the section

concerned. If the bibliography or the practical exercises are found to be unsatisfactory,
please identify suitable alternative texts, as far as is possible, or outline alternative exercises,
as appropriate.
8 Any further comments or suggestions you may have which fall outside the scope of the
items listed above may be added at the end. In particular, your views on the usefulness of
the course material to you in implementing the course would be appreciated, as would the
contribution to IMO of any additional teaching material you found useful in implementing it.
Please address your comments to:
Maritime Safety Division

International Maritime Organization
4 Albert Embankment
London SE1 7SR
U.K.
[Telefax (+) 44 171 587 3210]
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flag sta
Guidance on the Implementation of
Model Courses
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flag state implementation.indd 118 04/03/2010 09:16 flag sta
Contents
Page
Part 1: Preparation 41
121
Part 2: Notes on teaching technique 46
126
Part 3: Curriculum development 48
128
Annex A1 Preparation checklist 131
51
Annex A2 Example of a Model Course syllabus in a subject area 133
53
Annex A3 Example of a lesson plan for annex A2 138
58
39
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GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES
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).
41
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SECURITY AWARENESS
FLAG STATE TRAINING FOR PORT FACILITY PERSONNEL WITH DESIGNATED SECURITY DUTIES
IMPLEMENTATION
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 Ärst 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.
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THE IMPLEMENTATION OF MODEL COURSES
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 co-ordinator” or “course director”.

Other staff, such as lecturers, instructors, laboratory technicians, workshop instructors,
etc., will be needed to implement the course effectively. Staff involved in presenting
the course will need to be properly briefed about the course work they will be dealing
with, and a system must be set up for checking the material they may be required to
prepare. To do this, it will be essential to make a thorough study of the syllabus and
apportion the parts of the course work according to the abilities of the staff called
upon to present the work.
.3 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
● machinery and related equipment in workshops
● equipment and materials in other spaces (e.g. for demonstrating Äre Äghting,
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 Audio-visual aids

Audio-visual aids (AVA) may be recommended in order to reinforce the learning
process in some parts of the course. Such recommendations will be identified in Part
A of the model course. The following points should be borne in mind:
.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 illustration scan be
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IMPLEMENTATION
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
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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.
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Part 2: Notes on teaching technique

1. Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to
be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary
for its operation.
1.5 It is essential to use a “lesson plan”, which can provide a simplified format for
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 audio-visual material should be indexed at the correct point in the lecture with an
appropriate allowance of time. The audio-visual material should be test-run prior to
its being used in the lecture. An example of a lesson plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively
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).
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2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer is to maintain interest and interaction between members of a
group.
2.5 Some points or statements are more important than others and should therefore be
emphasized. To ensure that such points or statements are remembered, they must
be restated a number of times, preferably in different words.
2.6 If a blackboard is to be used, any writing on it must be clear and large enough for
everyone to see. Use colour to emphasize important points, particularly in sketches.
2.7 It is only possible to maintain a high level of interest for a relatively short period of
time; therefore, break the lecture up into different periods of activity to keep interest
at its highest level. Speaking, writing, sketching, use of audio-visual material,
questions, and discussions can all be used to accomplish this. When a group is
writing or sketching, walk amongst the group, looking at their work, and provide
comment or advice to individual members of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to
monopolize the activity, but ensure that all members have a chance to express
opinions or ideas.
2.9 If addressing questions to a group, do not ask them collectively; otherwise, the
same person may reply each time. Instead, address the questions to individuals in
turn, so that everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to

introduce material which may be too advanced, or may contribute little to the course
objective. There is often competition between instructors to achieve a level which is
too advanced. Also, instructors often strongly resist attempts to reduce the level to
that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture.
Things often go wrong; preparedness and good planning will contribute to putting
things right. Poor teaching cannot be improved by good accommodation or
advanced equipment, but good teaching can overcome any disadvantages that
poor accommodation and lack of equipment can present.
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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
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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 lecturer
upon which lessons or lectures can be constructed.
7.6 A training outcome is specific and describes precisely what a trainee must do to
demonstrate his knowledge, understanding or skill as an end product of a learning
process.
7.7 The learning process is the “knowledge acquisition” or “skill development” that
takes place during a course. The outcome of the process is an acquired “knowledge”,
“understanding”, “skill”; but these terms alone are not sufficiently precise for
describing a training outcome.
7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”,
must be used when constructing a specific training outcome, so as to define
precisely what the trainee will be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to
assist instructors in developing countries to enhance or update the maritime training
they provide, and to allow a common minimum standard to be achieved throughout
the world. The use of training outcomes is a tangible way of achieving this desired
aim.
7.10 As an example, a syllabus in training-outcome format for the subject of ship

construction appears in annex A2. This is a standard way of structuring this kind of
syllabus. Although, in this case, an outcome for each area has been identified – and
could be used in an assessment procedure – this stage is often dropped to obtain
a more compact syllabus structure.
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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.
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10 09:16
Annex A1 – Preparation checklist
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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
GUIDANCE
7 Preparatory
GUIDANCE ON
course
ON THE
8 Course

certificate
9 Participant
numbers
10 Staffing
Co-ordinator __________________________________________________________________________________________________________________
Lecturers __________________________________________________________________________________________________________________
Instructors __________________________________________________________________________________________________________________
Technicians __________________________________________________________________________________________________________________
Other __________________________________________________________________________________________________________________
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Annex A1 – Preparation checklist (continued)
132
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FLAG STATE
supply
11 Facilities
a) Rooms
AWARENESS
Lab __________________________________________________________________________________________________________________
IMPLEMENTATION
Workshop __________________________________________________________________________________________________________________
Other __________________________________________________________________________________________________________________
Class __________________________________________________________________________________________________________________
b) Equipment
Lab __________________________________________________________________________________________________________________
Workshop __________________________________________________________________________________________________________________
Other __________________________________________________________________________________________________________________

12 AVA
Equipment
and Materials
OHP __________________________________________________________________________________________________________________
Slide __________________________________________________________________________________________________________________
Cine __________________________________________________________________________________________________________________
Video __________________________________________________________________________________________________________________
13 IMO Reference
14 Textbooks
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15 Bibliography
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GUIDANCE ON
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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)
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Course outline
Total hours for
Total hours for each subject area
Knowledge, understanding and proficiency
each topic of required
performance
Competence :
3.1 CONTROL TRIM, STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP

CONSTRUCTION, TRIM AND STABILITY
.1 Shipbuilding materials 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102
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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.
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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 speciÄcation of shipbuilding steels are laid down by classiÄcation
societies
– state that shipbuilding steel is tested and graded by classiÄcation 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 text books (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.
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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
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) R1

– states that steels are alloys of iron, with properties dependent upon the type and
amounts of alloying materials used
– states that the specifications of shipbuilding steels are laid down by
classification societies
– states that shipbuilding steel is tested and graded by classification 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 super structures in the event of fire
– describes the special precautions against corrosion that are needed where aluminium alloy is
connected to steelwork
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58
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FLAG
Annex A3 – Example of a lesson plan for annex A2

SECURITY
JB-11-56 IMO T324E (12).indd 58

STATE
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
AWARENESS
Main element Teaching Textbook IMO A/V aid Instructor Lecture Time
Specific training outcome in teaching sequence, with method reference guidelines notes (minutes)
IMPLEMENTATION
memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with properties Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
dependent upon the type and amounts of alloying A-II/2 by the
materials used lecturer
States that the specifications of shipbuilding steels are Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20
laid down by classification societies A-II/2 by the
lecturer

Explains that mild steel, graded A to E, is used for most Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
parts of the ship A-II/2 by the
lecturer
States why higher tensile steel may be used in areas of Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
high stress, such as the sheer strake A-II/2 by the
lecturer
Explains that use of higher tensile steel in place of mild Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
steel results in a saving of weight for the same strength A-II/2 by the
lecturer
TRAINING FOR PORT FACILITY PERSONNEL WITH DESIGNATED SECURITY DUTIES
04/03/2010 09:16
12/09/2011 12:24

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All rights reserved.

Licensed to imco-imo for 1 copy. © IMO

Part A: Course Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Part B: Course Outline and Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Part C: Detailed Teaching Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Part D: Instructor Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Licensed to imco-imo for 1 copy. © IMO

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Licensed to imco-imo for 1 copy. © IMO

JB-11-56 IMO T324E (12).indd iv 12/09/2011 12:24

Information Requested of Instructors Who Implement IMO Model Courses . . . . . . 35

Guidance on the Implementation of Model Courses . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Licensed to imco-imo for 1 copy. © IMO

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JB-11-56 IMO T324E (12).indd vi 12/09/2011 12:24

Following the adoption of the International Convention on Standards of Training, Certification

Licensed to imco-imo for 1 copy. © IMO

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■ Use of the model course

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Part A: Course Framework

■ Course certificate, diploma or document

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■ Course intake limitations

It is recommended that instructors should either have appropriate training in or be familiar

■ Teaching facilities and equipment

An ordinary classroom or similar meeting room with a blackboard or equivalent is sufficient

■ Teaching aids (A)

A1 Instructor Manual (Part D of the course)

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■ IMO/ILO references (R)

T1 McNicholas, M. (2007). Maritime Security: An Introduction. Burlington: Butterworth-

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Part B: Course Outline and Timetable

Subject Area Hours

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Subject Area Hours

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Part C: Detailed Teaching Syllabus

■ References and teaching aids

will provide valuable information to instructors. The abbreviations used are:

The following are examples of the use of references:

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The competences to be demonstrated by candidates may be expressed as follows:

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