非航海工科毕业生也能当海员

交通部日前颁布并实施《非航海工科毕业生海员培训管理规定》,对现有海员培养模式进行改革,允许非航海工科毕业生经过一年海员培训后参加适任考试加入海员队伍。根据规定,具有全日制专科及以上学历且符合海船船员体检标准的非航海工科毕业生,均可参加海员培训,培训时间以一年为     

论非航海类毕业生海员培训政策之不足

对航海类专业与非航海类相近专业课程体系进行比较,认为从知识结构来看相近专业毕业生是高级船员最适合的后备队伍。分析现行非航海类毕业生海员培训政策在吸引相近专业和优秀贫困非航海类毕业生加入海员队伍方面的不足,建议海事管理机构编制海员适任培训大纲,建立法定适任培训课程体系,认可相关专业的基础课程和专业理论课程,并建立海员培训资助制度。     

非航海专业毕业生海员培训政策的回顾与评析

对非航海专业毕业生海员培训政策的出台及其发展、出台背景的理解、现状和政策评价进行阐述,并提出相应的改进意见和建议,可为非航海专业毕业生参加海员培训的立法建设提供参考和借鉴.     

非航海工科毕业生高级海员培养中的几个侧重点

深入比较非航海工科毕业生与航海类专业本科生基本素质、专业理论水平、实践能力、航海英语应用能力等方面差异,提出非航海工科毕业生高级海员培训中应侧重加强敬业精神、实践能力、服从意识、航海英语能力等方面的培养。     

非航海毕业生海员培训现存问题调研

根据交通运输部出台的有关文件精神,通过对几所正在开展或曾经开展过非航海毕业生海员培训项目的院校进行调研,结合自身培训实践,归纳、总结这一培训模式下存在的主要问题,并结合非航海毕业生的特殊性,提出意见和建议。     

我国海员外派制约因素分析及建议

进入21世纪以来,我国的海员队伍建设工作迎来了新的发展契机。全球范围内高级海员供不应求,海员劳务市场由船东市场转为海员市场,即使在国际金融危机最为肆虐的时候,这一供求状况也没有扭转。我国的海员教育培训工作发展迅速,航海类专业培养规模迅速扩大并出台了非航海工科毕业生海员培训制度,高级海     

高级海员培养的新模式

对交通部新近颁发的《非航海工科毕业生海员培训管理规定》进行了分析探讨,并就实施贯彻提出了建议。     

非航海毕业生特点及海员培训模式的探讨

针对交通运输部交海发[2006]636号《非航海工科毕业生海员培训管理规定》及海船员[2008]352号文《关于船员考试、评估和发证工作有关事宜的通知》,结合非航海专业大学毕业生的特点,分析了他们相对于航海类院校毕业生的异同点,并针对这些特点提出了具体的培养模式建议、     

我国非航海类专业毕业生海员培训模式改革的研究

文章研究了目前非航海类毕业生海员培训模式及培训现状和其不足,为畅通该类培养,提出了优化的途径,论述了改革的必要性,提出了具体的培养模式方面的建议。     

非航海毕业生海员培训班航海英语教学探析

针对非航海毕业生海员培训班航海英语教学的一些难点问题,根据非航海毕业生航海英语的学习特点,结合实际教学工作中的一些教学方法和经验,提出提高航海英语教学质量的一些建议。     

Nautical training systems and the occupational behaviour of seamen: the Israeli experience

One of the most serious and persisting problems confronting the shipping companies of all the developed maritime nations is the retention of seafarers who will yield long periods of service at sea. Turnover and wastage involves considerable expenses in recruiting and training of new seafarers. One of the means for the recruitment and retention of seafarers is the vocational nautical school system. In contrast to general education, where the objectives are diffuse, vocational institutions have very specific functions. Their achievements are therefore generally measured by means of the relative number of graduates who enter and remain in the industry for which they were trained. The present study examines the problem of the commitment to the maritime occupation of graduates of nautical schools in Israel in recent years, and it attempts to evaluate nautical education by examining the proportion of graduates who actually entered the maritime occupation and the extent of their stability at sea. No attempt is made to evaluate the economic efficiency of the nautical training system.     

商务英语专业课程体系改革的探讨

针对高职高专院校的人才培养目标和发展趋势,要求人才培养一定要以能力培养和就业导向为目标,课程的设置必须科学、合理,学生从所开设的课程中要学到实用的理论知识和实践知识,不但要实用,还要够用。所以,商务英语专业决定调整部分课程的设置,进一步优化专业培养方案,理论和实践相结合,进行专业课程改革实践与研究。     

On—off terminal vessel-to-rail intermodal transfer and the case of Long Beach Port

The vessel-to-rail intermodal transfer of containers can be performed either within the marine terminal, called on-terminal or outside the marine terminals, called off-terminal. The off-terminal is the common way of rail loading, whereby the marine containers are combined with other, non-maritime containers to achieve greater utilization of yard and rail equipment. The non-terminal transfer, a novelty in US ports, is perceived to be advantageous since it saves on drayage (i.e. haulage) and handling of rail-bound boxes. However, on-terminal has many inherent problems the most critical of them being use of scarce waterfront land, ineffectiveness in mixing international and domestic containers, and large investments required to construct yards and rail accesses. The following article presents a discussion of various aspects of the intermodal, on/off terminal rail-to-vessel alternatives, illustrated by a case study taken from the Port of Long Beach, California.     

The perceived importance of employment considerations in the decisions of students to enrol on undergraduate courses in Maritime Business in Britain

In recent years, external pressures on maritime businesses have increased their need to employ high calibre personnel, educated to respond effectively to these pressures. Set against this requirement, the onus of acquiring a university education has shifted to the individual, as state subsidies to individuals seeking to undertake higher education in British universities have declined, and many corporate training programmes have been aimed at meeting the needs of an organization rather than the individuals within them. If the future supply of graduates is to match ongoing industrial requirements, one needs to understand why students enrol on particular courses, and how importantly they perceive employment considerations to be when making their decisions. This paper reports on a survey of why students at several British universities chose to enrol on undergraduate courses in Maritime Business, and considers the implications of its findings for ensuring that an adequate supply of suitably educated graduates will continue to be available to meet industrial needs.     

Employability skills of maritime business graduates: industry perspectives

The maritime industry underpins international business and world trade. As to be expected, business management is critical for the maritime industry, requiring highly trained individuals and teams to lead the development, implementation and control of sound contemporary management practices. Maritime business degrees are developed by universities to meet such demand by providing graduates with sufficient skills for the onshore business-related roles. This empirical study conducted in Australia, USA and Canada, investigates current and future industry employability skills for maritime business graduates through focus groups, individual interviews and an online survey with senior managers in maritime organisations. This study found the important employability skills for maritime business graduates which include communication, problem solving, adaptability, self-management, team work, and digital literacy and technology. Demand for digital literacy and technology knowledge and skills have increased due to the maritime industry having a trend of moving towards digitalisation and automation. However, the survey findings revealed that a skills focus for maritime business graduates will not be the technology itself but the use and management of technology. In relation to future skills/knowledge required from maritime business degree graduates in 10 years’ time, communication and adaptability are recognised as being the most important. Employers expect that maritime business graduates should be able to adopt new technology and be competent in communication, and be more adaptable given the highly dynamic nature of the maritime industry. Moreover, they require graduates to be equipped with a higher level of computer skills, have a strong work ethic and multilingual skills.     

Model course to revalidate deck officers’ competences using simulators

In accordance with Part A, Chapter I, Section I/11 Revalidation of Certificates of the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) 2010 Convention, continued evaluation of professional competence shall be established, among others, by successfully completing an approved training course or courses. Every master, officer and radio operator holding a certificate issued or recognised under any chapter of the convention other than chapter VI, who is serving at sea or intends to return to sea after a period ashore, shall be required, at intervals not exceeding 5 years, to demonstrate continued professional competence, in order to continue to qualify for seagoing service. The main objective of this research is to design a model course using simulation technology to train and demonstrate seafarers’ competence in accordance with the provisions of STCW Code for existing seafarers who need to revalidate their professional maritime certificates also in accordance with the standards governing the use of simulators, Reg I/12 of 2010 STCW Code. The purpose of this revalidation simulation-based model course is to assist maritime training institutes and their teaching staff in organising and introducing specific training courses for revalidation of certificates of competence (CoCs) as well as enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved. Only those STCW competences relating to ship bridge simulators will be considered for the model course scenario development and testing.     

The new economic order and African shipping policies

This paper approaches the problem of port labour training in Africa. It examines various aspects of immediate training, apprenticeship training and career training with the implementation of a pedagogic method of training, fully adapted to the specific needs of a port.     

Port training in Africa

This paper approaches the problem of port labour training in Africa. It examines various aspects of immediate training, apprenticeship training and career training with the implementation of a pedagogic method of training, fully adapted to the specific needs of a port.     

我国液货船海员特殊培训的思考

文中介绍了液货船员特殊培训的现状,指出了STCW公约马尼拉修正案生效后对我国液货船员特殊培训项目和证书的影响,以期为我国液货船海员开展履约工作提供参考。