Prof Dato Abd Radzak Abd Malek discusses the importance of MET at World Maritime Day 2015

1. MARITIME EDUCATION AND TRAINING
Prof Dato’ Abd Radzak Abd Malek FCILT
President of The Chartered Institute of Logistics and Transport Malaysia
radzakmalek@gmail.com
Dr Kasypi Mokhtar CMILT
Assistant Treasure of Chartered Institute of Logistics and Transport Malaysia
School of Maritime Business and Transport
Universiti Malaysia Terengganu
kasypi@umt.edu.my
Abstract
Maritime relatedisa unique industry, complement and catalyst to all sectors for nation development.
Maritime education is a specific yet critical in providing skill and competence human resources to the
related industry. In addition, lifelong learning skill through training is a must in this industry as the
adaption of technology is robust even the cost is extremely high. Globally, most countries provide
maritime education and training (MET) in ensuring dependency of skill human resources either from
government or private institutions. This paper aims of critically discuss the importance and its
significance of METfor a nation.Evenit iscritical yetsome nationsare in dilemma in providing skill and
competence humanresourcesaslackof interest from its people. Therefore, it is an urgent attentionto
attract young and dynamic people to embark in maritime education to become pillar of career. In one
hand,there is new approach in attracting new people into this field. In another hand, industry players
should come to the ground in providing hands on and latest information about this industry.
Keywords: Maritime, education, training, skill, competence, human resource
1. Introduction
Globally, maritimeindustry providessignificantimpact forthe global economic activity as 80% of global
merchandise trade by volume is transported by sea (Prandeka and Zarkos, 2014).In addition,
international shipping plays a vital role in connecting global trade and facilitates world trade in most
cost-effective and energy-efficient mode of transport. The impacts are both for developed and
developingcountries ontrade anddevelopment.The trade merchandisesare relativelysignificanttothe
developing countries to prosper and ensure a sustainable future for their people. Further interest,
international shipping offers significant employment opportunities in the industry itself, but also in
ancillaryservice industries such as ship building and ports services. Shipping is probably also the most
international of all the world’smajorindustriesandits global character requires global regulations that

2. apply universally to all ships (UN, 2013). Statement from Euro bank and United Nation show that the
crucial elementof discussingmaritimeindustryaspillarof economicdevelopmentof a nation cannot be
denied.
In 2013, IMO Secretary-General Mr. Koji Sekimizu highlighted eight pillars around which sustainable
maritime development goals can be set; safety culture and environmental stewardship; energy
efficiency; new technology and innovation; maritime education and training; maritime security and
anti-piracy actions; maritime traffic management; maritime infrastructure development; and global
standards. As one of the pillar, the backbone of maritime industry is Maritime Education and Training
(MET) as its supplycompetent and knowledgeable manpower to the industry.Maritime Education and
Training (MET) is a unique subject to discuss from both academically and practically. There are two
perspective of METnormallybeingdiscussed, METfocusesonoffshore oronshore.The dilemma of MET
isboth requiredcostandexpertise in handling the subject. The paper aims focus on the importance of
MET to maritime industry in ensuring its growth and sustainability.
2. MET Definition
Conventionally, Maritime Education and Training (MET) is defined as an educational system which
aimed to provide seafarers for merchant vessels.Latest perspective, when the development of
shippingindustry significantlycontributesglobally,anew outlook toredefine the conceptof MET from a
broader perspective is needed. Modern scenario, the scope of MET are broader such as maritime
finance,maritime security,andrare maritime disciplines in shipping marketslike maritime archaeology
(Dong, 2014). The first formal school of MET was established by Infante Henry in 1419 for seafarers.
From that, MET were gradually developed and provided enormous talents for shipping industry
(Wikipedia,2015). Dong (2005) highlighted in the beginning, the function of MET is to train ratings and
officersfornaval andmerchantships.Moreover,increasingdemandfromshippingindustryhas required
the development of high quality of maritime manpower at all levels. To achieve this, theoretical and
practical rolesare neededin maritimerelatedindustry.Therefore,MET hasto provide notonlyqualified
seafarersaswell asgood theoretical foundationsuchasmaritime research, engineering, management,
operation, policy and law etc.
On the one hand, as demand in shipping market increase to become huge industry, the concepts are
nolonger limited to logistics, transportation and management, butcovers broader scopes including

3. maritimefinance,brokerage,law,insurance, salvage,policyetc.onthe otherhand,MET’sconceptexpand
bigger in developing competent manpower and soft skill to ship building and maintaining, ship
operation, maritime management and services (includingmaritime finance, maritime brokerage,
maritime law, maritime insurance, etc), as well asmaritime teachingandresearching, etc. In reality,
demandinMET superseded supply (especiallyforoffshore), table 1 depicts globally supply demand (in
thiscase forseafarer).It’sportrayedthatimbalance inthissectorquite critical whentalkingintoaccount
shipping fleet assets.
Table 1: Global Supply-Demand Estimates
Seafarers 2005 2010
Officers Ratings Officers Ratings
Supply 466,000 721,000 624,000 747,000
Demand 476,000 586,000 637,000 747,000
Balance -10,000 +135,000 -13,000 0
Source: BIMCO in 2005 and 2010 (Baylon and Santos, 2011)
2. The Importance of Maritime Education and Training
Nowadays, educationisanecessityagenda eitherformal orinformal.Government are really concerned
on formal education by providing adequate infrastructures, facilities, manpower, etc. Thosein
professionalsneedtokeepthemselvesupdated forlatestinformation. In shipping related industry, the
scenarioiscriticallyneededasitinvolvesbillionof assetsrequire tohandle. And,thismustbe handle by
qualified andcompetentmanpower. SecretaryGeneral EthimiosEMitropoulos,atthe General Assembly
of the International Association of Maritime Universities (IAMU), the International Maritime
Organization(IMO),highlightsthe concerned, in October 15th, 2011.In his Keynote address he said “As
human elementat sea is critical in ensuring safe,secure,clean and efficient operations, it is only feasible
to secure, and to preserve, properly qualified human resources for the maritime industries through
effective education and training – based on scientific and academic rigor; the development of a clear
linkage between practical skills and management techniques; and an unerring focus on quality.”In this
case,the opportunity in MET is vast as individuals to undertake additional academic and/or vocational
studies, not only for those in Undergraduates programmes but also for those in Postgraduate and
Doctorate programmes.Academic programs in Nautical Sciences provide continuous improvement, as
well as in other maritime disciplines that are closely related to the Nautical Science such as Port

4. Administration,PortManagement,ShippingAgency, Maritime Security, Freight-forwarding, Insurance,
etc.Figure 1 depictsrole of education in developing human resource to become competent in related
industry.
Figure 1: Role of education (Grewal and haugstetter, 2007)
Generally, MET represent two broad education, which is offshore and onshore. Offshore education
representsthose whoinvolveon-boardvessel.Theyhave toundergo formal and technical education to
obtainthe neededskill.Secondis onshore education, represents those who will work onshore such as
port managements,administrations,operations,engineering etc. Both are equally important to sustain
in maritime industry. Relatively, offshore programme involves more cost compared to onshore
programme.The demand in maritime industry is huge and required a lot of skill manpower. Table 2
depictsworldfleetbynumbers and types in 2013, and Table 3 depicts total of vessel by size and age. It
shows that the demand in maritime industry increasing and require more skill people in handling this
industry. The life span of vessel from 0-24 years is 62.9%, means 56621 vessels are still have long life
span based on 2013 data.

5. Table 2: World Fleet by Number and Types
(Source:Equasis, 2013) (1) GT <500 , (2) 500≤GT<25000, (3) 25000≤GT<60000, (4) GT ≥60000
Table 3: Total Number of Vessel by Size and Age
(Source:Equasis,2013 ) (1) GT <500 , (2) 500≤GT<25000, (3) 25000 ≤GT<60000, (4) GT ≥60000
Smithetal (2007) conductedan employabilityframeworkwhichincludessix elements to be embedded
inthe coursestopromote employability;progressivedevelopmentof autonomy;development of skills;
personal development planning; inclusion of activities similar to those required in the external
environment;studentreflectiononskillsandknowledgeand how these canbe transferredtodifferent
contexts; and encouragement of career management. It is important to understand the study is on
general basicandunderMET criteria,pointnumber2,4 and 5 are adaptedin maritime industryforMET.

6. 2.1 ClassificationofOffshore Education and Training
The offshore programme,inwhichinvolve technical skill andtheoretical need to follow rigid procedure
underStandardsof Training,CertificationandWatchkeepingforseafarers (STCW78/10)convention. Wei
(2002) mentioned progress of such evolvement like the requirement of further enhancement of
seafarers’practical skillsand ability are really necessary. STCW’95 (2010) convention, the requirement
of the introduction of new training items, such as Electronic Chart Displaying Information Systems
(ECDIS) and Bridge Resource Management (BRM), multifunctional VTS, and other requirements and
demands from maritime industry (Mindykowskiet al., 2013).Additional improvement under STCW
78/2010 for MET is to ensure facilities, infrastructures and competencies are at standard level.
Mindykowski,etal (2013)discusses METlevel for institution has improved globally. Traditional lecture
halls are organized in modern multimedia auditoria. Educational facilities include several specialised
laboratories, such as full mission bridge simulator, satellite navigation systems (GPS/GNSS).
International RegulationsforPreventingCollisionsatSea1972 (COLREGs),radiocommunicationsystems
(GMDSS),a Planetarium,aship’spowerplantsimulator(ER-SIM),aradar simulator(ARPA), fire-fighting
training ground and instrumental analysis workshop. Smith et al (2007) generally applicable for
programme underMET, and continuousimprovementsare to ensure theoretical knowledge adaptable
with industry requirement.
The NavigationEngineeringorNautical Science Programme shouldbe designedtoprovide studentswith
an in-depthknowledge andexpertise inmanagingand operating a vessel to which they are assigned as
competent Deck Officers, and ultimate goal to become Master/Captain of a vessel. The emphasis
throughoutremainsonthe learningof nautical topicsandsystemsandiscomplementedby appropriate
practical training – on board ship and, for specific applications or scenarios, by the use of appropriate
simulators. The knowledge acquired and aptitude strengthened or honed during the overall MET
program enables the watch-keeping officer to safely navigating the ship.Equally important is the fact
that the Navigation Engineering graduates should, apart from having the capability and the ability to
manage a vessel,be able tocommunicate effectivelywithvesselsinthe vicinity, approaching territorial
waterswithappropriate coastal governmental andnon-governmental agencies (pilotage, vessel traffic
centres,customs,health,shipping agents,etc.) andportauthorities. At the same time, a graduate from
a Nautical DiplomaorDegree Programme is expected to and should have the capability and the ability
to address a broad range of ancillary technical matters necessary for the management, maintenance
and, safe and profitable operation of a shipping company’s vessel or vessels. Besides, the

7. Diploma/Degree Program should be designed to provide a broad range of knowledge and skills in the
area of Information Technology – a tool necessary today in the management and working of any
shipping company/maritime industry (Demirel and Mehta 2009).
Table 2: Classification of on-board vessel’s rank
Captain/
Master
Deck
Department
Chief
officer/Chief
mate
Engineering
Department
. Chief engineer
. Second
engineer/first
assistantengineer
. Fourth
engineer/third
assistantengineer
Electrical
Department
. Electrotechnical
officer
Steward’s
Department
. Chief steward
Chief cook
Ratings
On topof that, Malaysiahasthe capacityand capabilityinhandlingresearchanddevelopment(R&D) for
MET in both offshore and onshore. However, R&D in Malaysia is not comparable with Korea, Japan,
China in Asia continent. Out MET institutions are keen in R&D to ensure continuality in maritime
industry.The respectiveinstitutions the strength in capability building and rationalisation resources in
handling R&D; Marine ship model testing lab (towing tank) in UniversitiTeknologi Malaysia; Ship
handling simulator at Malaysian Maritime Academy; Training Ship Malaysian Maritime Academy;
Researchvessel atUniversiti MalaysiaTerengganu;ShipdesignandanalysissoftwareinvariousInstitute
of HigherLeanings;Marine PowerPlan Laboratory in Politeknik Ungku Omar; Coastal Engineering Tank
at National Hydraulic Research Institute of Malaysia.
2.2 ClassificationofOnshore Education Training
Apart from offshore education and training, onshore also plays important role in maritime industry.
Onshore maritime education isfocusonportmanagementandadministration, engineering, operation,
insurance andlaw,logistics, finance, etc. In Malaysia scenario, undergraduate programme for onshore
maritime education is classify such as marine technology and engineering, maritime businessand
management, maritime law, maritime logistics. In order to support the MET for onshore, a lot of
universitiesoffermaritime relatedprogramme suchasUniversiti MalaysiaTerengganu,UNIKL,RANACO,
NMIT etc. The programmesofferedare able tocatercareer in maritime industry. Table 4 depicts career
in maritime industry that graduate can embark.

8. Table 4: Career in Maritime Industry
Career in Maritime Industry
1. . Maritime Lecturers
2. . FreightForwarders
3. . ShippingManagers
4. . Cargo Surveyors
5. . Marine Surveyors
6. . OperationManagers
7. . Maritime Lawyers
8. . Marine Insurance
Practitioners
9. . ShipBrokers
. Maritime Security
and Safety
Practitioners
. Port Managers
. ShipBroking
. ShipManagement
. FreightForwarder
. Marine Insurance
. Naval Architecture
10. Maritime Administrators
11. Marine Engineers
12. Maritime Business
Managers
13. Crew Managers
14. Marine Incidentsand
AccidentsInvestigators
15. Surveying
16. Transport andLogistics
17. Maritime Economist
18. Maritime Journalism
19. Lecturing
20. ShipManagers
21. Shipsuperintendent
22. Harbour Masters
23. Marine Environmental
Managers
24. ShipBuildingEngineer
Source:Compilationfromvarioussources
The courses offered by Maritime Educational Institutions for postgraduate and undergraduate can be
classified under Table 5 and 6.In addition, under postgraduate and Doctorate programme by research
such as Master and PhD in Maritime Management. An example enrolment for undergraduate
programme at Universiti Malaysia Terengganu: Bachelor of Maritime Management (140 students per
intake), Nautical Studies (30 students) and Marine Technology (40 students). Table 7 represents
postgraduate programme at various institute of higher learning around the world.
Table 5: MBA (Maritime Logistics)
MBA (Maritime Logistics)
ModernPort Management
Marin Insurance
The Law Carriage of Good bySea
SupplyChainandLogisticsManagement
Maritime Logistics
Customand AgentDelivery
Source:Univertiti MalaysiaTerengganu
Table 6: Course offeredbyUniversiti
Courses Offered
.ShippingManagement .Terminal Operation .The Law of Carriage of .Report,

9. 1. .Maritime Securityand
Safety
2. .Maritime Law
3. .Maritime Insurance
4. .Maritime Management
5. .FreightForwarding
6. .ShipbrokingPractice
7. .Marine Survey
8. .PortOperations
Management
9. .Containersystem
.Carriage of Good by
Sea
.Marin Insurance
.Portand Shipping
Management
. Logisticsand
Distribution
Management
10. .Marine Incidentand
AccidentInvestigation
.Chartering&Ship
BrokingPractice
.CrewManagement
.International Trade
.Marine Engineering
.Marine Operations
.ShipSuperintendency
.Naval Architecture
.Nautical Science
.Marine Cargo
Operations
.Maritime English
Goodsby Sea
.Maritime Conventions
.SafetyandSecurityin
Marine Operations
.PortDesignand
Engineering
.Marketingand
BusinessDevelopment
.Finance,Accounting
and Budgeting
.PortProject
Management
.Occupational Health
and Safety
Communicationand
InformationTechnology
.Marine Environmental
Surveying
.BusinessPlanning
.CharteringandShip
Broking
.Maritime Trade and
Transport
.International Trade
.ShippingandLogistics
.Competencyand
People Management
.CustomerRelations
Source:Compilationfromvariousprogramme.
Table 7: Postgraduate level inMaritime EducationandTraining
Institution School/
department
Duration Annual fees
inUSD
Erasmus University(The Netherlands) Maritime Economicsand
Logistics
1 year 31 000
Universityof Antwerp(Belgium) Transport andMaritime
Management
1 year 17 800
WorldMaritime University(Sweden) - 1.5 year 35 300
LondonMetropolitanUniversity(UK) Economics,Finance and
International Business
1 year 18 300
Hong KongPolytechnicUniversity(Hong
Kong)
LogisticsandMaritime
Studies
1 year 11 200
UniversityMalaysiaTerengganu(Malaysia) MBA (Maritime Logistics) 2 years 3000
NanyangTechnological University
(Singapore)
Civil andEnvironmental
Engineering
1 year 11000
Source:CompilationfromAdolfetal,2009

10. 3. The issuesand challengesinMaritime Education and Training
Maritime industry well known is a big industry and is facing issues and challenges in supporting the
industry. The economic and financial turmoil is one of the issue and challenge in this industry as its
effect port development in general.
Ansari and Dirgeyasa(2013) summerisedissues andchallengesMET especiallyforoffshore education in
Indonesia;first,the seafarersfromPhilippinesandIndia have betterEnglish than Indonesian, therefore
are lesscompetitivelycompetes withotherseafarersfromothercountries. This weakness in English has
impeded job market to Indonesian. Advanced technology in maritime industry is another issue and
challenge, as maritime education service provider is unable to provide the facilities to the graduates.
This issue is a drawback to graduates as there are less competitive in terms of skill in technology. The
last is quality of graduate; even Indonesia is number three in supplying seafarers and rating after
PhilippinesandIndia in maritime industry, yet the quality of graduates is questionable. The graduates
have to workhard to acquire skill and knowledge in the industry to standardised with other graduates
fromothercountries.Finally, Governmenteffortis still lacking with less attention on MET, yet does not
have strong will power in regulating and empower the MET from allocation of budget.
On the other hand, (Mindykowski et al., 2013) discussed challenge at tertiary level when the full
implementation of the STCW 1978/2010 Convention reflected in teaching and training programs is
necessary.The maritime Universitiesshould be open for flexible adoption of programs and creation of
the new specializations in the response to the needs of global or local labour market. Maritime
education requires the compatibility with National and International Framework of Qualifications for
easy recognition in case of continuation of education aboard or international job market activity.
Anotherchallenge isthe presentandfuture researchprioritiesinmaritime universitiesare concentrated
on,but not limitedto,the well definedareaslike informationandcommunication technologies, energy
(resources,safetyandeffectiveness),environment(influence onourlife,changes,protection),transport
(sea transport, marine technology), food, agriculture and fisheries, biotechnology (product quality
aspect, new possibilities of implementation).

11. 4. Conclusions
Maritime education and training is an important agent in ensuring the growth and sustainability of
maritime industry. Current demand in maritime industry has led the business move ahead with the
demandandcontract in handfor shipbuilding,seaportexpansion,deliveryof cargoesetc.However,this
industrycannotbe sustainif the role of government,international association,and stake holder are not
willingtocooperate forbetterbusinessprospect.Even though maritime industry is regulated industry,
the room for improvementyetexpandthe industrycanbe seen moving forward. This may attract more
potential investor to invest in this industry. On top of that, everyone from government, international
association and industrial players must support the role of MET in providing competent and skill
manpower.Lastly,the potentialof MET as a backbone of maritime industry canachieve its goal to serve
for maritime industry.
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