IMO 1.21 Model Course PSSR 2000

Personal Safety
and
Social Responsibilities
First published as "Human Relationships" in 1991 by the
INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, london SE1 7SR
Revised edition 2000
Printed in the United Kingdom by CPC The Printers, Portsmouth
2 4 6 8 10 9 7 5
ISBN 92-801-5082-0
ACKNOWLEDGEMENTS
IMO wishes to express its sincere appreciation to the

Government of India for its valuable
assistance and co-operation in the development of this course.
Grateful acknowledgement is made for the use of material and diagrams from:
International Safety Guide for Oil Tankers and Terminals

by The International Chamber of Shipping, Oil Companies International Marine Forum and
International Association of Ports and Harbors, Witherby Marine Publishing, london, 1984
Copyright © IMO 2000
All rights reserved.

No part of this publication may, for sales purposes, be produced,
stored in a retrieval system or transmitted in any form or by any means,
electronic, electrostatic, magnetic tape, mechanical; photocopying or otherwise,
without prior permission in writing from the Intemationa/ Maritime Organization.
CONTENTS
Foreword v
Introduction . 1
Part A: Course Framework 4
Part B: CourseOutline and Timetable 8
Part C: DetailedTeachingSyllabus 12
Part D: Instructor Manual 37
Appendix 1 EnclosedSpaceEntry Permit 43
Appendix 2 Hot Work Permit 45
Attachment: Guidance on the implementation of IMO model courses 47

Foreword
Since its inception the International Maritime Organization 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 administration, ports, shipping companies and maritime training
institutes by establishing the World Maritime University in Malmo, Sweden, in 1983.
Following the earlier adoption of the International Convention on Standards of Training,

Certification and Watch keeping for Seafarers, 1978, 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 effectiveness in meeting the requirements of the Convention and
implementing 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. IMO has therefore developed the current series of model courses in
response to these generally identified needs and with the generous assistance of Norway.
These model courses may be used by any training institution and the Organization is prepared
to assist developing countries in implementing any course when the requisite financing is
available.
W. A. O'NEIL
Secretary-General
Introduction
• Purpose of the model courses

The purpose of the 1Mb model courses is to assist training providers and their teaching staff
in organizing and introducing newtraining courses, orin enhancing, updating or supplementing
existing training material where the quality and effectiveness of the training courses may
thereby be improved.
It is not the intention of the model course programme to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute the instructor's presence with audiovisual or "programmed" material. As in all training
endeavours, 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 technical 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 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 analysing the detailed syllabus and the academic knowledge required to allow training in
the technical area to proceed, the instructor can design an appropriate pre-entry course or,
alternatively, insert the elements of academic knowledge required to support the technical
training elements concerned at appropriate points within the technical course.
Adjustment of the course objectives, scope and content may also be necessary if within the
respective maritime industry the trainees completing the course are to undertake duties which
differ from the course objectives specified in the model course.
Within the course plan the course designers have indicated their assessment of the time which
should be allotted to each learning area. However, it must be appreciated that these
allocations are arbitrary and assume that the trainees have fully met all the entry requirements
of the course. The instructor should therefore review these assessments and may need to
reallocate the time required to achieve each specific learning objective.
• 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
1
PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES
to be used in the course. An example of a lesson plan is shown in the instructor manual on
page 42. 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, by testing and evaluating the trainee's performance and achievements,
that the trainee has attained each specific learning objective or training outcome. The syllabus
is laid out in learning objective format and each objective specifies a required performance or,
what the trainee must be able to do as the learning or training outcome. Taken as a whole,
these objectives aim to meet the knowledge, understanding and proficiency specified in the
appropriate tables of the STCW Code.
• Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to the
availability and use of:
• properly 'qualified instructors

• support staff
• rooms and other spaces
• equipment
• textbooks, technical papers
• other reference material.
Thorough preparation is the key to successful implementation of the course. IMO has
produced a booklet entitled "Guidance on the implementation of IMO model courses", which
deals with this aspect in greater detail.
• Training and the STCW 1995 Convention

The standards of competence that have to be met by seafarers are defined in Part A of the
STCW Code in the Standards of Training, Certification and Watch keeping for Seafarers
Convention, as amended in 1995. This IMO model course has been written to cover the
competences in STCW 1995. It sets out the education and training to achieve those standards
set out in Chapter VI Table A-VI/1-4.
Part A provides the framework for the course with its aims and objectives and notes on the
suggested teaching facilities and equipment. A list of useful teaching aids, IMO references
and textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course. A
suggested timetable is included, but from the teaching and learning point of view, it is more
important that the trainee achieves the minimum standard of competence defined in the STCW
Code than that a strict timetable is followed. Depending on their ability, some students will
naturally take longer to become proficient in some topics than in others. Also included in this
section are guidance notes and additional explanations.
A separate IMO model course addresses Assessment of Competence. This course explains
the use of various methods for demonstrating competence and criteria for evaluating
competence as tabulated in the STCW Code .. ,
2
INTRODUCTION
Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical
knowledge specified in the STCW Code. It is written as a series of learning objectives, i.nother
words what the trainee is expected to be able to do as a result of the teaching and training.
Each of the objectives is expanded to define a required performance of knowledge,
understanding and proficiency. IMO references, textbook references and suggested teaching
aids are included to assist the teacher in designing lessons .
.
The new training requirements for these competences are addressed in the appropriate parts
of the detailed teaching syllabus.
The Convention defines the minimum standards to be maintained in Part A of the STCW
Code. Mandatory provisions concerning Training and Assessment are given in Section A-1/6
of the STCW Code. These provisions cover: qualification of instructors; supervisors as
assessors; in-service training; assessment of competence; and training and assessment within
an institution. The corresponding Part B ofthe STCW Code contains non-mandatory guidance
on training and assessment.
The criteria for evaluating competence of trainees specified in the minimum standard of
competence tables of Part A of the STCW Code are to be used in the assessment of all
competences listed in those tables.
As previously mentioned, a separate model course addresses Assessment of Competence

and use of the criteria for evaluating competence tabulated in the STCW Code.
• Responsibilities of Administrations
Administrations should ensure that training courses delivered by training providers are such
as to ensure those completing training do meet the standards of competence.
• Validation
The information contained in this document has been validated by the Sub-Committee on
Standards of Training and Watchkeeping for use by technical advisors, consultants and
experts for the training and certification of seafarers so that the minimum standards
implemented may be as uniform as possible. ''Validation" in the context of this document
means that the Sub-Committee has found no grounds to object to its content. The Sub-
Committee has not granted its approval to the documents, as it considers that this work must
not be regarded as an official interpretation of the Convention.
In reaching a decision in this regard, the Sub-Committee was guided by the advice of a
Validation Group comprised of representatives designated by ILO and IMO.
3
"
Part A: Course Framework
• Aims
This model course aims to meet the mandatory minimum requirements for seafarers for
familiarization, basic safety training and instruction in accordance with Section A-V1/1 .of the
, STCW Code.
• Objective
Due to the vastly different environment on a ship as compared to ashore, this course is
designed to prepare new recruits for a life at sea. Working on a ship can be hazardous
occupation for the uninitiated. This course will give new seafarers an insight into the various
elements of a ship and working procedures on board so that they adjust to the shipboard
environment, and are better prepared to cope with any unforeseen circumstances. To that
extent this course is planned to make their transition from a shore to a sea career smooth and
give some knowledge of ship's working before they actually step on board a ship. -
A trainee successfully completing this course will be able to:

• comply with emergency procedures
• take precautions to prevent pollution of the marine environment
• observe safe working practices
• understand orders and be understood in relation to shipboard duties
• contribute to effective human relationships on board ship
• Entry standards
There are no specific entry standards for the training in this model course. The training is
mandatory for all prospective seafarers, who should complete this basic training before being
assigned to any shipboard duties.
• Course certificate
On successful completion of the course and demonstration of competence, a certificate may
be issued certifying that the holder has met the standard of competence specified in Table A-
VU1-4 of STCW 1995.
Such a certificate may be issued only by centres approved by the Administration.
• Course intake limitations

The maximum number of trainees attending each session will depend on the availability of
instructors, equipment and facilities available for conducting the training. The number should
not, at any time, exceed that which will allow sufficient opportunity for each trainee to have
adequate practical instruction in procedures for the proper use of systems and equipment.
• Staff requirements
The instructor shall have appropriate training in instructional techniques and training methods
(STCW Code Section A-1/6, para 7).
4
PART A: COURSE FRAMEWORK
• Teaching facilities and equipment

Ordinary classroom facilities and an overhead projector are required for the lectures. In
addition, when making use of audiovisual material such as videos or slides, it should be
ensured that appropriate equipment is available.
•
A1
Teaching aids (A)
Detailed Teaching Syllabus (Part C ofthe Course) and.lnstructor Manual (Part D of the
course ).
A2 Audio-visual aids - Video Cassette Player, TV, Slide Projector, OHP etc.
A3 Photographs or pictures of various types of ships, such as bulk carriers, tankers and
container ships, and various parts of the ships, including:
• Gangway and safety net
• Main deck
• Holds and hatches
• Forecastle and poop deck
• Windlass, anchors and winches
• Cranes or derricks
• Manifold and deck pipeline system (on a tanker)
• Accommodation
• Bridge
• Engine-room
A4 Video cassettes:
V1 IMO - Safer shipping and cleaner seas (IMO Code No. VID-202)
Available from: IMO Publishing Service

4 Albert Embankment
London, SE1 7SR, UK
Fax: +44 (0)20 7587 3241
URL: www.imo.org
V2 Personal Safety on Board Ship Series (Code No. 553-563)

V3 Personal Hygiene (Code No. 293)
V4 Waste and Garbage Management (Code No. 627)
V5 Fighting Pollution (Edition 2) - Prevention of Pollution at Sea (Code No. 432)
V6 Safe Mooring Practice (Code No. 616)
V7 Prevention and Reaction to Marine Oil Spills: Under MARPOL (Code No. 591)
V8 Prevention and Reaction to Marine Oil Spills: The Seafarer's Role (Code No. 592)
V9 Setting a Course for Health - Health and Welfare Advice for Seafarers (Code No.
510)
V10 Who Needs It? Personal Protective Equipment (Code No. 597)
V11 Alcohol Bewarel (Code No. 348)
V12 Drugs - Way Off Course (Code No. 486)
V13 Entering into Enclosed Spaces (Edition 2) (Code No. 534)
V14 Welding Safety (Code No. 495)
5
Available from: Videotel Marine International Ltd

84 Newman Street
London, W1 P 3LD, UK
Tel: +44 (0)20 72991800, Fax: +44 (0)207299 1818
e-mail: mail@videotelmail.com
URL: www.videotel.co.uk
.
Audio-visual examples listed above may be substitut~d by other similar audio-visual material
, at the discretion of the training provider and Administration.
A5 .Demonstration equipment as follows:

• Helmet
• Goggles
• Gloves
• Safety shoes
• Dust masks and respirators
• Protective clothing
• Self-contained breathing apparatus
•
R1
IMO references (R)
The International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers, 1995 (STCW 1995), 1998 edition (IMO Sales No. 938E)
R2 International Convention for the Safety of Life at Sea, 1974 (SOLAS 1974), as
amended (IMO Sales No. 110E)
R3 International Convention for the Prevention of Pollution from Ships, 1973/78
(MARPOL) (IMO Sales No. 520E)
R4 IMO Life-Saving Appliances Code (LSA Code) (IMO Sales No. 982E)
R5 Standard Marine Navigational Vocabulary (IMO Sales No. 985E)
R6 Human Resources Management for Marine Personnel (IMO Sales No. T504E)
R7 International Safety Management Code (ISM Code) (IMO Sales No. 117E)
R8 Guidelines for the Development of Shipboard Oil Pollution Emergency Plans (IMO
Sales No. 586E)
Details of distributors of IMO publications that maintain a permanent stock of all IMO
publications may be found on the IMO web site at http://www.imo.org
• Internet website references

Further useful material to support the preparation of lessons, teaching and assessment may
be found amongst the following websites:
W1 DNV-STCW 95 Training and Qualification Support

http://www.dnv.com/stcw/Rev1/
W2 USCG STCW Home Page

http://www.uscg.mil/STCW/index.htm
W3 USCG Exam Question Bank

http://www.uscg.mil/hq/g-m/marpers/examques/index.htm
6
PART A: COURSE FRAMEWORK
W4 USCG NVlCs published in the 90s

http://www.uscg.mil/hq/g-m/nviclindex90Ihtm
W5 ILO Sectoral Activities: Shipping

http://www.ilo.org/publiclenglish/1 OOsecto/sectors/mariti. htm
W6 ILO Datat)ase of Inttitrnational Labour Standards

http://ilolex.ilo.ch: 1567/publiclenl~ ish/50normes/infleg/iloeng/index. htm
W7 PC Maritime Ltd
http://www.pcmaritime.co.uklcomm/index.htm?/comm/products.htm
W8 MARINTEK - Information Technology

http :llwww .marintek.sintef. no/mt23doc/mitd/programme/b2-98m. htm I
•
T1
Textbooks (T)
ILO Code of Practice for Accident Prevention on Board Ship at Sea and in Port.
.
T2 Code of Safe Working Practices for Merchant Seamen. London, The Stationery Office
,Publications Centre, 1998 (ISBN 0115518363)
T3 ICS/OCIMF/IAPH, International Safety Guide for Oil Tankers and Terminals. 4th ed.
London, Witherby and Co. Ltd (32/36 Aylesbury Street, London, EC1 R OET, UK), 1996
(ISBN 1-85609-081-7)
T4 Guidelines on the Application ofthe International Safety Management Code. 3rt!ed. The
International Chamber of Shipping. (12 Carthusian Street, London, EC1M 6EB, UK),
1996
T5 Drug and Alcohol Prevention Programmes in the Maritime Industry. ILO, 1996 (ISBN
92-2-110260-2)
T6 Olav Be, Accident Prevention
7
Part B: Course Outline and Timetable
• Lectures
As far as possible, lectures should be presented within a familiar context and should make use
of practical examples. They should be well illustrated with diagrams, photographs and charts
. where appropriate, and be related to matter learned, during seagoing time.
An effective manner of presentation is to develop a technique of giving information and then

reinforcing it. For example, first tell the trainees briefly what you are going to present to them;
then- cover the topic in detail; and, finally, summarize what you have told them. The use'of an
overhead projector and the distribution of copies of the transparencies as trainees' handouts
contribute to the learning process.
• Course Outline
The tables that follow list the competencies and areas of knowledge, understanding and
proficiency, together with the estimated total hours required for lectures and practical
exercises. Teaching staff should note that timings are suggestions only and should be
adapted to suit individual groups of trainees depending on their experience, ability, equipment
and staff available for training.
8
PART B: COURSE OUTLINE AND TIMETABLE
Course Outline
Course Outline Approximate time
(Hours)
Knowledge, understanding and proficiency Lectures, demonstrations
and practical work
1 Observe safe working practices

1.1 Introduction
1.2 Importance of the course
1.3 Ship familiarization
1.4 Nature of shipboard hazards
1.5 Groups the equipment provided on board to counter these
hazards
1.6 Use and demonstration of PPE
1.7 Lists operations that take place on board which can be
hazardous
1.8 loading and unloading of cargoes
1.9 Mooring and unmooring -
1.10 Enclosed spaces
1.11 Hot work
1.12 Working aloft
1.13 Engine-room watch keeping and maintenance 3.0
2 Contribute to effective human relationships on board ship
- Human relationships on board ship
2.1 Interpersonal relationships
2.2 Team building
2.3 Team work 2.0
3 Understand orders and be understood In relation to shipboard
duties
3.1 Fundamentals of communication
3.2 Methods of communication
3.3 Barriers in communication
3.4 Effective transmission skills
3.5 Effective listening skills
3.6 Effects and consequences of wrong communication
3.7 Communication sum-up 3.0
4 Comply with emergency procedures
4.1 Explains the term 'emergency'
4.2 Drills and muster
4.3 Value and need of drills and training
4.4 Internal communication 2.0
5 Take precautions to prevent pollution of the marine environment
5.1 Define the term 'pollution'
5.2 Effects of operational or accidental pollution of the marine
environment
5.3 International measures for pollution prevention, pollution
avoidance and containment of pollutants
5.4 Pollution by sewage from ships
5.5 Pollution by garbage from ships
5.6 Control of oil discharge from machinery spaces and oil fuel
tanks
5.7 Contents of Oil Record Book
5.8 Control of discharge of oil and special areas
5.9 Introduces the contents of Annex VI of MARPOl
2.0
9
Course Outline Approximate time

(Hours)
Knowledge, understanding and proficiency Lectures, demonstrations
and practical work
6 Contribute to effective human relationships on board ship

- (concluded) - Social responsibilities
6.1 Rights and obligation of crew
6.2 Employment conditions, etc.
6.3 Drugs and alcohol
6.4 Health and hygiene on board
6.5 Summing up 2.0
TOTAL 14.0
Review and Assessment
Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequence
and length of time allocated to each objective. These factors may be adapted by lecturers to suit individual groups
of trainees depending on their experience, ability, equipment and staff available for teaching.
10
PART B: COURSE OUTLINE AND TIMETABLE
Course Timetable
Period/Day DAY 1 DAY 2 DAY 3
1st period 1 Observe safe working 3 Understand orders and 6 Contribute to effective
(1.5 hours) practices be understood ir:l human relationships
relation to shipboard on board ship: social
duties (continued) responsibilities
2nd Period 1 Observe safe working 3 Understand orders and 6 Contribute to effective
(1.5 hours) practices (continued) be understood in human relationships
relation to shipboard on board ship
duties (continued) (continued)
4 Comply with emergency 7 Review and

procedures assessment
MEAL BREAK
3rd Period 2 Contribute to effective 4 Comply with emergency
(1.5 hours) human relationships procedures (continued)
on board ship: human
relationships on 5 Take precautions to
board ship prevent pollution of the
marine environment
4th Period 2 Contribute to effective 5 Take precautions to

(1.5 hours) human relationships prevent pollution of the
on board ship marine environment
(continued) (continued)
3 Understand orders
and be understood in
relation to shipboard
duties
Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequence
and length of time allocated to each objective. These factors may be adapted by lecturers to suit individual groups
of trainees depending on their experience, ability, equipment and staff available for teaching.
11
"
Part C: Detailed Teaching Syllabus
• Introduction
The detailed teaching syllabus has been written in learning-objective format in which the
objective describes what the trainee must 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 .................................. ".
In order to assist the instructor, references are shown against the learning objectives to
indicate IMO references and publications, 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 (indicated by A) and

-
~ IMO references (indicated by R)
will provide valuable information to instructors. The abbreviations used are:
~ App: appendix
~ Ch: chapter
~ pa: paragraph
~ Reg: regulation
~ Sec: Section
The following are examples of the use of references:
R2 - Reg. 111/3.4refers to regulation 111/3,paragraph 4, of the 1974 SOLAS Convention;
R1 - Table A-VI/2-1, refers to Table A-VI/2-1 of the STCW Code.
12
PART C: DETAILED TEACHING SYLLABUS
Competence In Personal Safety and Social Responsibilities IMO Textbooks, Teaching

Reference Bibliography -Aid
Competence 1: Comply with emergency

procedures
R1-
A 1 - pa.
Table
Knowledge, understanding and proficiency: A-VI/1-4
4.1-4.4
Types of emergency which may occur, such as collision,
fire, foundering
Knowledge of shipboard contingency plans for response to
emergencies
Emergency signals and specific duties allocated to crew
members in the muster list; muster stations; co"ect use of
personal safety equipment
Action to take on discovering potential emergency,
including fire, collision, foundering and ingress of water
into the ship
Action to take on hearing emergency alarm signals.
Value of training and drills
Knowledge of escape routes and internal communication
and alarm systems
Objectives are:
1 Complies with established emergency response

plans and procedures
2 Identifies emergency alarm signal
3 Takes correct action in given emergency drills
Competence 2: Take precautions to prevent

pollution of the marine environment R1-
Table
A-VI/1-4 A1-
Knowledge, understanding and proficiency: pa. 5.1-5.9
Effects of operational or accidental pollution of the marine
environment
Basic environmental protection procedures
Objectives are:
1 States that it is a legal requirement to protect

the marine environment from pollution by ships
2 Describes the effects of operational or

accidental marine pollution
3 Describes procedures adopted on board to

minimize marine pollution ,
13
Competence In Personal Safety and Social Responsibilities IMO Textbooks, Teaching

Reference Bibliography Aid'
Competence 3: Observe safe working

practices
,
R1-
A 1 - pa.
Table
Knowledge, understanding and proficiency: A-VI/1-4
1.3-1.13
Importance of adhering to safe working practices at a/l
times
Safety and protective devices available to protect against
potential hazards aboard ship
Precautions to be taken prior to entering enclosed spaces
Familiarization with international measures concerning
accident prevention and occupational health
Objectives are:
1 Identifies safety hazards in given situations
2 Selects the correct personal protective

equipment for shipboard tasks
3 Adheres to procedures for entry into enclosed

spaces
Competence 4: Understand orders and be R1-

understood in relation to shipboard duties Table A 1 - pa.
A-VI/1-4 3.1-3.7
Knowledge, understanding and proficiency:
Ability to understand orders and to communicate with
others in relation to shipboard duties
Objectives are:
1 Understands and actions promptly orders

commonly given on board ship
2 Communicates clearly and effectively with

shipmates and those in authority
14
Competence In Personal Safety and Social Responsibilities IMO Textbooks, !eaching

Reference Bibliography Aid
Competence 5: Contribute to effective human R1-

Table
relationships on board-ship A-VI/1-4
Knowledge, understanding and proficiency: A 1 - pa.

Importance of maintaining good human and working 2.1-2.3
relationships aboard ship & 6.1-6.5
-Social responsibilities; employment conditions; individual
rights and obligations; dangers of drug and alcohol abuse
Objectives are:
1 Describes the dangers of drug and alcohol

abuse
2 Recognises the effects of drug and alcohol
3 Demonstrates a harmonious working

relationship with other prospective seafarers
15
Knowledge, understanding and proficiency IMO Textbooks, Teac~ing

R1 - Reg.
1 Observe safe working practices (3 hours) VI/1 & Sec.
A-VI/1 pa.2
Required performance: & Table
A-VI/1-4
1.1 Introduction R1-

Reg.V1/1 &
.1 states the aims and objectives of the course Sec. A-VI/1
pa.2&
Table
Required performance:
A-VI/1-4
1.2 Importance of the course

.1 states that working on ship is a hazardous occupation to V2
which one is exposed as soon as one steps on board
.2 explains the necessity of understanding the hazards on

board and equipment and procedures provided to avoid
the hazards
T1, T2 A3
1.3 Ship familiarization
.1 identifies likely hazards conceming:
- gangway and safety net
- main deck
- holds and hatches
- forecastle and poop deck
- windlass, anchors and winches
- cranes or derricks
- manifold and deck pipeline system (on a tanker)
- accommodation
- bridge
- engine-room
T1, T2 V2
1.4 Nature of shipboard hazards
.1 lists the various shipboard hazards as:
- slips, trips and falls due to slippery surfaces (oil, grease,
garbage, water, ice, etc.) or obstructions (pipelines,
welding cables, lashing eyes, wires, ropes, etc.)
- head injuries due to low doorway entrances, overhead
loads, falling equipment or material, etc.
- falls through open manholes, unfenced 'tween-decks,
loose or missing gratings, etc.
- clothing, fingers, etc. getting caught in moving
machinery such as grinding wheels, winch drums,
gears, flywheels, etc.
- bums from steam pipes, hot machinery, welding sparks,
etc.
16
Knowledge, understanding and proficiency IMO Textbooks, Teaching

- eye injuries through chipping, welding, chemicals, etc.

- injuries and sliding/fall of unsecured equipment due to
ship movements- in roug~ weather
- hazards of extreme weather
- lack of oxygen in confined spaces
- presence of hydrocarbon gas and toxic gases
- hazards of chemicals used on board
- fire
- collision/grounding/flooding/sinking
- pirates and stowaways
1.5 Groups the equipment provided on board to

counter these hazards and lists the items in
each group
.1 Personal protective equipment: V2,A5
- helmet
- goggles
- gloves
- safety shoes
- dust masks and respirators
- protective clothing
- self-contained breathing apparatus
.2 Life-saving appliances: R2 A4
- lifejackets
- lifebuoys
- liferafts
- lifeboats
- line-throwing apparatus
- EPIRBs and SARTs
- TPAs and immersion suits
.3 Fire-fighting appliances: R2
- fire hoses, nozzles, hydrants and fire main
- portable fire extinguishers
- fire axe
- fire-detecting system
- fixed extinguishing system
.4 Medical equipment:
- resuscitator
- stretcher
- medicines
- medical equipment
.5 Oil spill equipment: R3
- absorbent pads
- absorbent rolls
- chemical dispersant
- sawdust, brooms, dust pans, shovels and barrels
17

Reference Bibliography Aid"
·1.6 Use and demonstration of PPE T1, T2 AS, V10
.1 Head protection:
- importance of the helmet
.- parts of the helmet and functions of each part
- when to use the helmet
- care of the helmet
.2 Gloves:
- necessity for gloves
- types of gloves and suitability of each type for different
jobs
.3 Eye protection:
- importance of eye protection
- causes of injury to eye
- types of eye protection and differentiation between
them
.4 Ear protection:
- danger of excessive noise
- types of ear protection
.S Respiratory protection:
- need for respiratory protection
- types of respiratory protection and suitability for use
- description and checks prior to use of SCBA
.6 Safety footwear:
- need for safety shoes
- features of a safety shoe and differences from an
ordinary shoe
.7 Safety hamess
1.7 Lists operations that take place on board T1, T2 A3,V2

which can be hazardous to personnel or
ship
- loading/unloading of cargoes
- mooring
- working aloft
- handling of chemicals
- engine-room watch keeping and maintenance
- lifting loads (manually and mechanically)
- entry into enclosed spaces
- hot work
- anti-piracy and stowaway operations
18

1.8 Loading and unloading of cargoes T1, T2 A3,V2
.1 lists the various ship types as general cargo vessels, bulk

carriers, container ships, ro-ro and car carriers, tankers,
chemical and gas carriers and passenger ships
.2 states that, in general, cargo vessels, bulk carriers and

container ships cargo is lifted on and off the vessel by
cranes or derricks. Bulk cargo is poured into the ship's
hold by conveyor belts
.3 states that the hazards on these vessels, in the holds and

on the jetty alongside are mainly from overhead loads,
lifting gear and cargo handling equipment such as trucks
and forklifts
.4 states that no unauthorized persons should be allowed

into the working area
.5 states that all personnel should use the offshore side of

the deck
.6 states that ro-ro ships and car carriers have several decks
connected by ramps and cargo is driven on and off the
vessel and up to the various decks via the ramps
.7 states that cargo is driven at high speeds and any person

standing in the way is likely to be run over
.8 states that in tankers, chemical carriers and gas carriers

cargo is in the liquid state and is pumped into and out from
the ship through pipelines
.9 states that the main hazard is from gas, which could be

flammable, toxic or could cause a lack of oxygen
.10 states that personnel working on these types of vessels R1- IMO Model
must have special knowledge of the hazards involved and Reg. VI/1 & Course 1.01
working procedures, which is covered in the tanker Sec. A-VI/1
familiarization training course pa.2 &
Table
.11 states that passenger ships also may carry cars or other A-VI/1-4
cargo, and includes ferries
.12 states that in addition to deck and engine-room staff, there R1-
may be a large number of cooks, waiters, housekeeping Reg.vI/1 &
staff, shop and other service assistants, entertainment, Sec. A-VI/1
medical and religious attendants, etc. and that personnel pa.2&
working on these ships must have a knowledge of crowd Table
control, especially in emergency situations
A-VI/1-4
1.9 Mooring and unmooring T1, T2 V6
.1 describes mooring as the tying up of a ship to a jetty, berth

or pier
.2 states that the lines used to tie up the ship are known as
•
mooring lines or mooring wires
19

Reference Bibliography Aid·
.3 using a diagram, shows the disposition of headlines and

stern lines, breastlines and backsprings
, .4 states that mooring lines are extremely heavy synthetic

lines around 100 mm diameter or more and wires too are
heavy around 50 mm diameter, depending on the size of .
the ship
.5 states that all mooring equipment - ropes, wires, heaving

lines, stoppers, shackles, winches and windlass, etc. -
must be checked to be in good order and condition before
the operation
.6 states that the ship is brought alongside by passing one or

more lines ashore and heaving on these lines, using the
windlass and mooring winches
.7 states that these ropes and wires are risky to handle and
can be extremely dangerous to those in the vicinity,
especially when under stress
.8 states that when the ropes or wires part under stress, they
can cause a whiplash that can kill or dismember a person
.9 states that persons engaged in mooring operations must

be extremely careful and aware of the risks and stay well
clear of a rope or wire under tension
.10 states that this operation is more risky during strong

winds, heavy seas or swell or rain or by the need for
speed
.11 states that persons should never stand in the bight of a

rope or wire
.12 states that the persons heaving the rope on the drum must
hold it loosely and be ready to slacken it, should it slip
under tension
.13 states that mooring lines must be constantly checked and

always maintained taut
.14 states that special attention must be paid when:

- loading or unloading at a high rate
- there is a large tidal range in the port or strong
currents
- there are strong winds or at berths exposed to sea
1.10 Enclosed spaces T2 A1-

App.1
.1 defines enclosed spaces as spaces where the ventilation V13
is not kept running on a round-the-clock basis
.2 lists the possible enclosed spaces as forepeak tank, chain

lockers, cofferdams, topside tanks, cargo tanks, ballast
tanks, duct keel, after peak tank, bunker tanks, etc.
.3 states that careless entry into such spaces has resulted in

accidents, sometimes fatal, if the person is overcome by a
lack of breathable atmosphere or is injured and not
rescued in time
20

.4 divides the hazards into:

(a) atmospheric hazards and
(b) physical hazards
.5 states that atmospheric hazards could result from:,

- presence of hydrocarbon gas
- presence of toxic gas or
- deficiency in oxygen
.6 states that due to the presence of hydrocarbon gas, a

toxicity and flammability hazard arises
.7 states that hydrocarbon vapours can be present due to:

- petroleum leakage
- retention in tank structure
- retention in pipeline
- disturbance of sludge/scale
.8 states that other gases, such as NO, N02, 502' CO,

benzene, H25, etc., can be a toxic hazard
.9 states that these gases can evolve from cargo, ship's

stores or ship operations
.10 defines a toxic hazard as harmful or poisonous to the body
.11 defines Threshold Limit Value and states that such gases
should not be present in concentrations more than their
TLVs
.12 states that the atmosphere may be rendered deficient in

oxygen due to the causes listed below:
- ingress of inert gas (in inerted tank or leakage across
from inerted tank into adjoining enclosed space)
- rusting
- paint drying
- hydrogen
- electrical cleaning fluids
- solvents/emulsifiers
- refrigerants
- buming
- flooding with CO2 to fight a fire
- welding and gas cutting without proper ventilation
- running an internal combustion engine in a confined
space
- decay of organic matter, e.g. vegetables, grain, fruits,
etc .
.13 states that oxygen deficiency can result in anoxia
.14 states that the symptoms commence with giddiness,

breathlessness and unconsciousness and progress onto
brain damage causing memory loss, mental instability,
paralysis, coma or death
.15 states that physical hazards could cause a person to be

physically or even fatally injured
21

.16 states that physical hazards could include:

- darkness
. - unsecured ladders
- slippery surfaces
- obstructions
- unguarded openings
- unsecured objects left from previous visit
- flooding
- getting trapped in accidentally
.17 states that the following precautions are to be followed

prior to entry into enclosed spaces:
- an enclosed space entry permit system must be strictly
followed
- the space is to be thoroughly ventilated and confirmed
by testing of the atmosphere
- there must be:
• sufficient oxygen to support life - 21 %
• insufficient flammable gas for the purpose and
• toxic gas must be less than the TL V
.18 states that proper protective equipment - overalls, hard

hat, safety shoes, etc. and approved torchlights, non-
sparking tools, etc. must be used
.19 states that vigilance and alertness must be exercised, the

atmosphere must be monitored and all precautions
observed while the job is under way
.20 states that personnel must be cautioned against

overconfidence or negligence
.21 states that protective clothing and the workplace is to be

cleaned up after the job is done and things left neat and
tidy
.22 discusses in brief the contents of an enclosed space entry

permit
1.11 Hot work A1-

App.2
.1 defines hot work as any work which generates heat or V14
sparks of sufficiently high temperature or intensity to ignite
a flammable gas - air mixture
.2 lists welding, cutting, buming, heating, chipping and use of

some power tools generating heat, open flame, electric arc
or continuous sparks as some examples of hot work
.3 lists the hot work hazards as fire, explosion, heat injuries,

strong light injuries (ultraviolet light affecting eyes) and
shock injury to personnel
.4 groups the areas on board where hot work is carried out in

ascending order of danger as:
- engineer's workshop
- engine-room
- poop deck and accommodation
- cargo area
.5 discusses in brief the contents of a hot work permit
22
Knowledge, understanding and proficiency IMO Textbooks, . Teaching

1.12 Working aloft T1, T2 A3, V10
.1 describes working aloft as working at a height above the

ground or deck where the primary hazard is of falling and
consequent injury
.2 states that working overside can also be considered to be

working aloft
.3 lists examples of various jobs aboard where working aloft

is necessary, e.g.
- painting bridge front bulkhead, masts, engine-room
deckhead
- cleaning or painting funnel
- greasing, maintenance or repair of radar scanner,
crane or derrick blocks and wires
- chipping, painting, cleaning or inspecting tanks or holds
- painting the ship side, underside of flying bridge wings,
etc.
.4 lists the hazards of working aloft as:

- falling from a height due to loss of balance, failure of
ropes, etc.
- injury due to falling material or equipment
- bums due to contact with hot surfaces such as the
funnel or steam from the whistle
- emission of carbon dioxide or toxic gases from the
funnel due to combustion, incineration, soot blowing,
etc.
- exposure to wind and cold
- electric and radiation hazard due to proximity with radar
scanners or radio aerials
.5 states that prior notice must be given to the responsible

person concerned prior to commencement of work, e.g.
- duty engineer when working in the vicinity of the funnel
to refrain from soot blowing or incineration or to shut off
steam to the whistle when working near it
- bridge watchkeeping officer when working near radar
scanners
- bridge watchkeeping officer or radio officer when
working near radio aerials or satellite communication
dome
- chief officer when working on deck
.6 states that equipment whose operation is a hazard to the

work is to be locked or tagged with the responsibilities
vested in a responsible officer
.7 states that these checks and procedures may be covered

by a checklist or a permit-to-work system
.8 lists the equipment used for working aloft as

- gantlines
- safety lines
- wooden stages or bosun's chairs
- hooks and shackles
- fall arrester
- ladders, scaffolding, etc.
23

.9 states that this equipment'should be stowed in a separate

locker away from paints or chemicals
, .10 states that this equipment is -not to be used for any other
purpose except working aloft
.11 states that this equipment is to be checked every time

(
prior to use by a person who is competent to detect faults
in wood and rope
.12 states that knots, hitches and tums should be correctly

and carefully made to prevent slipping, especially when
synthetic ropes are used
.13 states that stages or bosun's chairs should not be hoisted

or lowered by winch
.14 states that anchoring points for safety lines or suspension

points for gantlines should be strong and not subject to
movement
.15 states that ropes should not run over hot surfaces or sharp
edges
.16 states that a safety net should be rigged whenever

possible, especially under a free hanging stage
.17 states that stages should be secured against ship

movement, especially if they are free hanging
.18 states that work aloft should not be carried out while the
ship is moving violently in a seaway
.19 states that tools or materials should be passed in a bucket

or by a rope and never thrown
.20 states that ladders should be used for climbing onto or

from a stage, and not the ropes that suspend the stage
.21 states that rigid ladders should be placed on a firm base
.22 states that tools or equipment should be secured and not

placed at the edge, where they can fall
.23 states that inexperienced persons or those under 18 years

of age should not be sent to work aloft or overside
.24 states that work overside should not be carried out while
the ship is under way
.25 states that, in addition to normal protective equipment, a

buoyant vest or lifejacket should be worn
.26 states that lifebuoys with heaving line and light should be
kept in readiness
24
Knowledge, understanding and proficiency 1110 Textbooks, Teaching

1.13 Engine-room watchkeeping and T1, T2 ·A3,A4

maintenance
.1 shows the general layout of an engine-room with the help
of movies, slides or photographs
.2 lists the machinery located in the engine-room:

- main engines
- generators or altemators
- boilers
- compressors
- pumps
- motors
- electrical equipment
.3 states that other equipment which may be located in the

engine-room includes:
- steering gear
- refrigeration machinery
- hydraulic or pneumatic equipment
- two-way portable VHF
- lead-acid batteries
.4 states that injuries suffered in the engine-room could be:

- bums through contact with steam pipes, hot surfaces,
welding sparks, etc.
- head injuries through overhead obstructions or falling
objects
- slips, trips or falls on companion ways, from open floor
plates, protruding parts or incautious haste
- hearing loss through constant exposure to high decibel
noise
- contact with moving parts of machinery such as grinder
wheels, flywheels, propeller shaft
.5 states that use of proper protective equipment is

absolutely necessary
.6 states that accidents can be prevented by good

housekeeping and safe working practices
.7 gives examples of good housekeeping as:

- oil or water leaks should be immediately attended to
- oil spills should be immediately cleaned and oil-stained
lagging replaced
- oily rags or cotton waste should be properly disposed of
in a closed container and not left lying around to ignite
spontaneously
- tools should be attended to during work, so that they do
not fall off ledges or platforms, and be properly
collected and stowed after work
- guards for moving parts of machinery should be in
position and in good condition
- equipment, stores and parts of opened-up machinery
should be lashed and secured against movement
- all parts of the engine-room should be adequately
lighted
25

Reference Bibliography Aid.
- bilges should be kept Clean and dry

- bottom platfonn gratings should never be left open
unless the area is fenced and warning signs are posted
- access to fire-fighting equipment, escape routes and
emergency exits should not be 05structed by stores or
equipment
.8 states that safe working practices should include:

.•.. proper locking and tagging of machinery under repair to
prevent inadvertent starting
- proper checks of equipment used for lifting or other
purposes prior to use
- proper calibration of test equipment
- proper tests of enclosed spaces prior to entry
- use of proper tools for the job and in the proper way
2 Contribute to effective human relationships R1-

Reg.VI/1 &
on board ship (2 hours) Sec. A-VI/1
pa.2&
Required performance Table A-VI/1-
4
2.1 Interpersonal relationships (IPR)
.1 states that good relationships make the life of all seafarers
more comfortable, healthy and less prone to accidents
.2 describes the elements which help in better relationships

like:
- policies of company
- function of shipboard management
- clarity of responsibilities with reference to shipboard
functions
- structure and flow of authority
- importance of understanding needs:
• individual needs
• ship needs
• company needs
• social needs
.3 states that everyone should respect each other's

individuality, value, culture and purpose of work
.4 states that open communication will enhance IPR
.5 states that shipboard environments demand better IPR

from seafarers during both on-duty or off-duty hours
.6 describes methods to improve IPR on board evolved from:

- introducing and understanding each other
- commitment of senior officers
- valuing of individual differences rather than maximizing
weakness
- fairness in dealing with personnel
- true appraisals and reporting
- discipline on board
26
Knowledge, understanding and proficiency IMO Textbooks, • Teaching

2.2 Team building

.1 states that the shipboard operation is team work and
effectiveness of it depends on effectiveness of the team
member
.2 states that team helps in better decision making
.3 describes:
- team goals/aims/objectives
- role of individual members
- need of cohesiveness
.4 lists deterrents to team operation

A1-
.5 discusses deterrents such as: Exercise 5
- distortion of aims
- inflexible behaviour of members
- groupism
- status/ego problems
- hidden agendas
- communication problems
- physical/environmental problems
- handling of grievances/counselling
.6 describes each in short with reference to the shipboard

environment
2.3 Team work

.1 explains that team work is essential on board for reasons
such as:
- the shipping company comprises a number of small
mobile industrial units (the ship) which may at any
particular moment be distributed over large distances
throughout the world
- when making a voyage, the ship can undergo
considerable climatic changes, which may adversely
affect personnel
- ships are operational for 24 hours each day, and the
R1-
crew must be organized in regulated shift system, such
Sec. A-VIII/1
that the people on board are well rested and fit for duty
at all times
- the personnel on the ship must be organized to operate
the ship safely and effectively with numerous
operations being performed simultaneously, e.g.
• watchkeeping at sea and in port (navigation and
machinery operation)
• cargo operations
• maintenance of hull, machinery and equipment
• safety checks and drills, emergency actions
• repair/dry-docking
• stocking provisions, cooking food, housekeeping
• communication ship - shore - ship
• the crew must be able to operate with a high degree
of responsibility and flexibility
27

.
R1-
3 Understand orders and be understood in Reg.vI/1 &
,
relation to shipboard duties Sec.A-VI/1
(3 hours) pa.2&
Table A-VI/1-
4
3.1 Fundamentals of communication R6
.1 states that good communication is the most essential

element of safety and pollution prevention on board
.2 states that people's co-operation can be achieved by

effective communication
.3 states that effective communication is the basic element

for human survival
.4 states that language is a means of transmitting ideas,

views, instructions, etc.
A1-
3.2 Methods of communication R6 Exercise 1
.1 lists basic elements of communication as:

- sender
- receiver
- modes of transmission
- methods of transmission
- barriers to communication
- feedback
.2 states that feedback is essential in ship's communication
.3 lists methods of communication
.4 classifies them under the following heads:

- verbal, e.g. reading, speaking, writing and any
communication using words
- non-verbal, e.g. body language, sounds, gestures
- iconic, e.g. signs, figures, diagrams, pictures and
photographs
.5 states that all three methods need to be effectively used

on board for proper understanding
.6 states that verbal communication includes all

communication pertaining to words, including reading,
writing and speaking
.7 states that body language and pictorial symbols are more

powerful means of communication than verbal means
alone
28

3.3 Barriers in communication R6

.1 states that there are barriers in each step of the'basic
communication process
.2 lists the barriers as:

- transmitter's conceptualization stage
- transmitter's capability .
- mode of transmission
- media of transmission
- receiver's capability
- receiver's understanding of the concept
- feedback stage
- receipt of feedback by transmitter
.3 demonstrates barriers at each of above
Requ.ired performance:
R6
3.4 Effective transmission skills
.1 states that the effectiveness of communication lies
primarily with the sender
.2 states that the sender should define the purpose of the

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

addressed in the context of initiating the communication
R5 A1-
.4 states importance of language and vocabulary, e.g.,
Exercise
examples of usage of maritime English
2&3
.5 states that understanding the different kinds of barriers in
communication helps in better transmission
.6 states that the sender must be capable of effectively

speaking, writing, acting, drawing and using available
sound signalling apparatus
.7 demonstrates above skills to the trainer
.8 describes that effectiveness of transmission can be

checked by the feedback from the receiver
.9 describes that this responsibility lies with the sender
29

Reference Bibliography Aid .
3.5 Effective listening skills R6

.
.1 states that listening is the responsibility of the receiver
.2 explains difference of hearing versus listening
.3 demonstrates difference of hearing I listening
.4 states that understanding the various barriers of listening

will improve listening capabilities
.5 states that there are intemal and external barriers to

listening and appreciating the effect of barriers on listening
described earlier
.6 describes that human beings are capable of speaking at a

rate of 150 words per minute whereas they can listen at a
rate of about 1000 wpm
.7 states that this results in idle time of 850 wpm, which

makes the mind wander
.8 states that ideally this idle time should be used for

paraphrasing the body language and other signals from
the speaker
3.6 Effects and consequences of wrong R6 A1-

Exercise 4
communication
.1 states that a wrong communication can affect safety of life,
property and the environment
.2 states that it causes human problems and problems in

relationships on board
.3 states that improper communication causes stress, loss of

time, loss of resources and even ship's profitability
.4 demonstrates cause I effect through an exercise
3.7 Communication sum-up

.1 states that effective communication creates the
atmosphere conducive to safe working, happy living and
sociable relationship among fellow shipmates
.2 states that habits, values and attitudes can also be

modified by effective communication and knowing the
basics of interpersonal relationships, learning skills and
team skills
30
Knowledge, understanding and proficiency IMO Textbooks, '!'eaching

R1-
4 Comply with emergency procedures Reg.VI/1 &
(2 hours) Sec. A-VI/1
pa.2&
Required performance . Table

A-VI/1-4
4.1 Explains the term 'emergency' T4
,
.1 emphasizes an emergency being a situation of imminent
danger:
- of loss of life
- of injury
- of loss of or damage to property
- of damage to environment
.2 emphasizes the need of immediate action in case of an

emergency
.3 lists various emergencies which may occur on board R2,R3,R8 T1, T2

ships:
- fire
- collision
- grounding
- foundering
- man overboard
- ingress of water
- heavy weather
- oil spill, etc.
.4 describes shipboard contingency plans for response to T1, T2, T4

emergencies mentioned above
.5 states the alarm systems available on board ships and

their locations:
- ship general alarm
- fire alarm T4
- ship's whistle, etc. R2
.6 states the various emergency signals to indicate

emergency situations
R1, R2 T4
4.2 Drills and muster
.1 describes general structure of muster lists:
- specific duties allocated to crew members
- division of crew in various squads and teams
- muster station
- emergency headquarters, etc.
.2 states action to be taken on hearing emergency alarm

signals and discovering potential emergencies as
mentioned above:
- attire yourself adequately and properly
- go to muster station
- find out nature of the emergency
- take action as per muster list or duty list
31

Reference Bibliography Aid.
4.3 Value and need of drills and training R1, R2, R3, T4
. R8
.1 states three aspects of needs of drills and training, e.g .
- regulatory or legislative needs, i.e. requirements of
SOLAS, MARPOL, STCW, ISM, etc.
- operational need - to ensure correct and effective
action, can only be achieved by regular and realistic
drills
- state of mind, e.g. on exposure to an emergency, all
persons are affected and there is general dip or
reduction in performance. This dip in performance can
only be compensated for by regular and realistic drills
R1
4.4 Internal communication
.1 explains various internal communications in use on board
ships - especially for emergency situations, e.g.
- telephone
- emergency powered or sound-operated phone
- public address systems
- lifeboat VHF
- walkie-talkies
- emergency alarms, etc.
.2 lists their location and operation
.3 describes probable location of emergency escape routes R10

on board ships
.4 explains need of knowledge of number and locations of

escape routes
5 Take precautions to prevent pollution of the R1- T4 V1

Reg.VI/1 &
marine environment (2 hours) Sec. A-VI/1
pa.2&
Required performance Table
A-VI/1-4
R8
5.1 Define term 'pollution'
.1 explains pollution caused by human activities and nature
.2 lists main sources of marine pollution
.3 states pollutants discharged or likely to be discharged by

ships due to operational or accidental causes
.4 explains causes resulting in marine pollution at sea by

ships as a result of:
- strandings and collisions
- lightening operations
- unchecked garbage and sewage disposal
- tank cleaning, washing and line flushing
- unchecked chemical disposal in bulk or packaged form
- deballasting
32

Reference Bibliography . Aid
5.2 Effects of operational or accidental pollution R3 V8

of the marine environment
.1 states impact of pollution on marine life and food chain
.2 explains hazards posed by chemical, sewage and garbage

disposal ,
.3 explains hazards to human beings, animals and livelihood

of human beings due to pollution of marine environment
5.3 International measures for pollution R3 V4,V5

prevention, pollution avoidance and
containment of pollutants
.1 briefly describes contents of MARPOL 73/78
.2 describes segregated ballast tanks
.3 describes double-hull design
.4 describes reception facilities
.5 explains sewage disposal arrangements and garbage

management plan I record book
.6 explains contents and purpose of the shipboard oil

pollution emergency plan (SOPEP)
.7 describes garbage disposal arrangements and handling
.8 states shipboard organisation to deal with pollution
.9 describes interface between shipboard and shore

organisations
.10 explains obligation to report pollution incidents
.11 states when to report pollution incidents
.12 states to whom to report pollution incidents
.13 describes structure of oil spill response team and

assigned duties to officers and crew
.14 explains measures for control of oil spills
.15 describes shipboard response to oil spills due to various

causes
.16 explains importance of shipboard drills to deal with

pollution of the marine environment
.
33

5.4 Pollution by sewage from ships R3
.1 defines what constitutes sewage
.2 explains prohibition on discharge of sewage and

exceptions depending upon distance from nearest land
,
.3 defines comminuted and disinfected sewage, briefly gives
details of holding tanks and approved sewage treatment
plant
5.5 Pollution by garbage from ships R3 V4

.1 defines what is garbage
.2 describes disposal of garbage outside special areas I

prohibited zones
5.6 Control of oil discharge from machinery R3
spaces and oil fuel tanks

.1 gives brief details of oily-water separating equipment and
oil filling equipment MARPOL requirements
R3
5.7 Contents of Oil Record Book
.1 states purpose of Oil Record Book
.2 lists entries which are made in the Book
5.8 Control of discharge of oil and special areas R3 V7
.1 gives details of special areas
.2 states requirements of regulation IX of MARPOL 73/78
.3 describes provisions of methods for the prevention of oil

pollution from ships while operating in special areas
5.9 Introduces the contents of Annex VI of

MARPOL
.1 states that Annex VI sets limits on sulphur oxide and
nitrogen oxide emissions from ships
34

Reference Bibliography .Aid
R1-
6 Contribute to effective human relationships Reg.VI/1 &
on board ship - social responsibility Sec. A-VI/1
(2 hours) pa.2&
. Table
A-VI/1-4
Required performance
6.1 Rights and obligations of crew ,
.1 states that each crew member has a social responsibility

to his ship, himself, his colleagues, to the company, and to
the environment
.2 describes his rights, such as:

- right to his convictions
- right to express his convictions
- right to make a request of another as long as he can
appreciate that the other has a right to say no
- right to clarify communications to enhance
interpersonal relationships
.3 describes his obligation towards employer
.4 states that shipping is a commercial entity and profit

making is part of the operation
.5 states that the employee must discharge his duties

sincerely to the fullest of his capabilities
.6 states that he should be responsible towards the three

elements of the shipping operation, namely, company,
government and individual
.7 states that there is dignity in labour
.8 states that there are responsibilities towards:

- obedience, respect, discipline and following orders of
his superiors
- abiding by company's policies as laid down in the
safety manuals and rules and regulations goveming
flag State requirements and other mandatory legislation
- adhering to the safety and environment protection
policy at all times and to assist fellow seamen in
distress, search and rescue operations and oil pollution
mitigation operations
6.2 Employment conditions, etc

.1 describes the employment conditions such as:
- employment contracts
- his rights
- national and international requirements
35

Drugs and alcohol

. 6.3 V11,V12
.1 states that there are international and national regulatiohs

against the use, carrying or distributing of any drug or
alcohol
.2 states that the punishment for above could be very, very

severe
.3 describes some examples from recent reports
.4 describes dangers of drug and alcohol abuse:

- how drugs and alcohol affect a human body - their
harmful effects and some misconceptions regarding
alcohol providing heat to the body in cold climates
- dangers of getting involved in drug trafficking/smuggling
- company's drug and alcohol policy
- narcotics and contraband search
.5 describes Port State, Flag State and other authorities'

methods of detecting drug/alcohol consumed
V3,V9
6.4 Health and hygiene on board
.1 states that it is a moral responsibility of all on board to
observe hygiene and promote good health
.2 states that cleanliness and good housekeeping is

fundamental to good health
.3 states that ship's personnel must be highly motivated:

- states that there is a definite relation between human
needs and motivation
- states that delegation can be a powerful tool in
motivating people
6.5 Summing up
.1 sums up this module by stating the importance of IPR
.2 states that delegation, trust and good relations are

motivational
.3 states that drug and alcohol abuse can be very costly and
may lead to prosecution of ship or/and the individual, and
may also result in dismissal and/or permanent loss of sea
career
7 Review and Assessment
36
PART D: INSTRUCTOR MANUAL
Part D: Instructor Manual
• Introduction
The instructor manual provides,guidance on the material that is to be presented.during the

course. The course material reflects the requirements for the basic training or instruction in
personal safety and social responsibilities, as specified in regulation VI/1 of the International
Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1995.
.
The material has been arranged in six sections:
1 Observe safe working practices
2 Contribute to effective human relationships on board ship: human relationships on

board ship
3 Understand orders and be understood in relation to shipboard duties
4 Comply with emergency procedures
5 Take precautions to prevent pollution of the marine environment
6 Contribute to effective human relationships on board ship (concluded): social

responsibilities
The consolidated text of the 1974 SOLAS Convention, the 1978 SOLAS Protocol and
amendments (R2) and Human Resources Management for Marine Personnel (R6) are used
as a basic reference throughout the course.
The course outline and timetable provide guidance on the time allocation for the course
material, but the instructor is free to make adjustments as necessary.
Throughout the course it is important to stress that rules and regulations must be strictly
observed and all precautions taken to minimize risks. Where appropriate, trainees should be
given advice on the avoidance of accidents.
The detailed teaching syllabus must be studied carefully and lesson plans or lecture notes
compiled where appropriate. An example of a lesson plan is given on page 42.
Instruction should be made as practical as possible and actual equipment should be used,
where available, to illustrate lessons in the classroom.
37
Guidance Notes
The following notes are intended to highlight the main objectives of the course. The notes also
contain some material and guidance on the conduct of the course and on topics which are not
adequately covered in the quoted references.
,
,
• Instructions to lecturers
It must be borne in mind that candidates for this course may have never been on a ship, have
definitely no idea of working procedures and may even be from non-coastal areas having no
idea of what a ship is or looks like. Hence the delivery of the course must be brought down to
an absolutely basic level. At every stage, especially in the beginning, it is necessary for the
teacher to give the student an understanding of a ship layout or environment by explaining, for
example, that the hazards of trips, slips and falls or head injuries are different in a shipboard
environment as compared to ashore. This may be done by extensive diagrams, photographs
or videos of the ship layout. At the same time it is not recommended that the candidate be
disciplined into blindly accepting these lessons so that he loses any initiative or thinking ability..
We do not want to bring out robots programmed to work without thinking. Candidates can be
taught to think by giving them a situation and asking them to respond, e.g.
~ At the scene of a road accident, what would you be expected to do? or

~ On a visit to the docks what would you see and what dangers could you be exposed to?
or
~ How can chemicals used to clean utensils, bathrooms and toilets harm us and what
precautions must be taken?
These questions must be continually asked throughout the course as the trainees' level of
knowledge increases, so that he does not close the responsive part of his mind and just sit in
class to accept whatever is told; but thinks before answering and develops the ability to reason
and question. Only then can we give him the responsibility of his personal safety and those of
his shipmates knowing that he will adapt his response to changed circumstances within the
basic principles of safety that he has been taught.
The course outline and timetable provide guidance on the allocation of time for the course
material, but the instructor is free to make adjustments as necessary. The detailed teaching
syllabus must be studied carefully and lesson plans or lecture notes compiled where
appropriate. An example of a lesson plan is attached at the end of Part D.
It may be helpful to prepare material for use with an overhead projector and for distribution to
trainees as handouts. Thorough preparation is essential if the course is to be effective and
successful. Teaching Aid A3 requires photographs or pictures of various parts of the ship
which must either be large in size for classroom viewing or able to be projected on a OHP
screen. The pictures should indicate the operations on board the vessel and provide an idea
of the likely hazards that could occur during these operations.
In the review of the course the instructor should stress the important aspects of each subject
area and clarify any doubts or answer any queries which might remain in the minds of the
students.
38
PART 0: INSTRUCTOR MANUAL
Evaluation covers any practical exercises and theoretical knowledge. Examples of exercises
are given below and may be used together with oral questions based on the course syllabus.
Once again, questions. based on hypothetical situations may be asked to test if the candidate
can apply the principles he has learnt to various changed circumstances, but should not be
used as a criteria for failing the candidate or repeating the course.
• Exercise 1 ,
Candidates are required to appreciate the process of communication with the help of the
diagram given below: ,
• Exercise 2
On a full-scale picture of a ship, ask the candidates to name the various parts in English.
• Exercise 3
Explain phrases or give orders in English and ask candidates to explain the meaning of the
phrases or respond to the orders.
• Exercise 4
~ Need two volunteers

~ Time: 5 mins.
Person 1
~ Enacts and speaks the following in a loud, belligerent voice while staring intensely at you
and shaking a finger.
"There is a meeting of all officers next Monday at 3 p.m. in the ship's office. Don't even
think about not being there. Understand!!!"
39
Faculty
~ Discusses pros and co~s of such a communication.

~ Enacts a possible right method.
~ Approaches you and says:
. ••There is a meeting of all officers next Monday at 3 p.m. It will be in the ship's'office. It is
very important that all of you attend the meeting.".
Faculty (5 mins) .
~ Explains the effect of soft voice, commanding approach, clarity of message, etc.
• Exercise 5
(1) List three qualities of a good team leader on your ship.
(a) ........................................... (b) ............................................ (c) .............................................
(2) List two communication skills you need to get the instructions clear to the subordinates.
(a) .................................................................... (b)........................................................................
(3) List two communication skills essential for the subordinate to clearly understand the
instructions.
(a) ................................................................ (b) .............................................................................
(4) Circle the right answer
(a) When you follow through the shipboard instructions, you

(i) blame others
(ii) act to complete the task
(iii) tell your senior what to do
(b) Disagreements on board the ship

(i) should be handled emotionally
(ii) must be avoided
(iii) can be handled smoothly
(c) Leadership quality in you means that

(i) you can work together
(ii) others are afraid of you
(iii) you can ask them to solve the problem
(d) Delegation of responsibilities is possible if

(i) There is a competent subordinate
(ii)There is an excellent leader
(iii)There is trust in a subordinate
,
40
PART D: INSTRUCTOR MANUAL
Instructor Notes:
After completion of the classwork, faculty must discuss the points and hear. out the
comments of the pa~icipants.
Discussion time - 5 mins.
41
APPENDIX 1
Appendix 1
Attached enclosed entry permit system is to be followed or your company's checklist as applicable, otherwise DO
NOT ENTER.
ENCLOSED SPACE ENTRY PERMIT
• General
,
Location/name of enclosed space .......................................................
Reason for entry ...................................................................................
This permit is valid * from ......................... hrs Date ....................
to ............................. hrs Date ....................
(*See Note 1)
• Section 1 - Pre-entry Preparations

(To be checked by the master or responsible officer)
0 Has the space been segregated by blanking off or

isolating all connecting pipelines? .............................................
0 Have valves on all pipelines serving the space been

secured to prevent their accidental opening? .............................................
0 Has the space been thoroughly ventilated? .............................................
0 Pre-entry atmosphere test readings: (See Note 2)

Oxygen .......................... % vol (21%)
Hydrocarbon ...................... % LFL (Less than 1%)
Toxic Gases ....................... ppm (specify gas & PEL) (See Note 3)
0 Have arrangements been made for frequent atmosphere

checks to be made while the space is occupied and after
work breaks? .........................................
0 Have arrangements been made for the space to be

continuously ventilated through the period of
occupation and during work breaks? .........................................
0 Is adequate illumination provided? .........................................
0 Is rescue and resuscitation equipment available for

immediate use at the entrance to the space? ........................................
0 Has a responsible person been designated to stand by

the entrance to the space? .........................................
0 Has the Officer of the Watch (bridge, engine-room,

cargo control room) been advised of the planned entry? .........................................
0 Has a system of communication between the person at

the entrance and those entering the space been agreed
and tested? .........................................
,
43
0 Are emergency and evacuation procedures established

and understood? .........................................
0 Is there a system for recording who is in the space? ..........................................
0 Is all equipment used of an approved type? ........................................

.
• Section 2 - Pre-Entry Check

(To be checked by the person authorised as leader of the team entering the space)
,
0 Has Section 1 of this permit has been completed fully ..........................................
0 I am aware that the space must be vacated immediately

in the event of ventilation failure or if atmosphere tests
change from agreed safe criteria - Evacuation level of atmosphere .........................................
0 I have agreed on the communication procedures .........................................
0 I have agreed upon a reporting interval of ................... minutes ........................................
0 Emergency and evacuation procedures have

been agreed and are understood .......................................
To be signed by:
Master or responsible officer .......................................... Date .................. Time ..............

Authorised team leader .......................................... Date .................. Time ..............
Responsible person supervising entry ............................. Date .................... Time ..............
Notes:
1. The Entry Permit should contain a clear indication as to its maximum period of validity which, in any event, should
not exceed a normal working day.
2. In order to obtain a representative cross-section of the compartment's atmosphere, samples should be taken from
several depths and through as many openings as possible. Ventilation should be stopped for about 10 minutes before
the pre-entry atmosphere tests are taken.
3. Testsfor specific toxic contaminants, such as benzene and hydrogen sulphide, should be undertaken depending on
the nature of the previous contents of the space.
44
APPENDIX 2
Appendix 2
HOT WORK PERMIT
This pennit to work relates to any work involving temperature conditions which are likely to be of sufficient intensity to
cause ignition of combustible gases, vapour or liquids in or adjacent to the area involved. Before completing this form, refer
to the accompanying guidance notes.
,
GENERAL
This permit is valid from .......................................... hrs. Date ..........................

To ............................................. hrs. Date .........................
Location of hot work ..............................................................................................................................................................

-
Has an enclosed space entry permit been issued? Yes INo
Reason if 'No' .................................................................................................................................................................
Description of hot work ....................................................................................................................................................

.........................................................................................................................................................................................
Personnel carrying out hot work ........................................................................................................................................

....................................................................................................................................
Person responsible for hot work .................................................................................
Person responsible for safety ......................................................................................
SECTION I
1.1 Has the hot work area been checked with a combustible gas indicator for
hydrocarbon vapours? Yes I No. Time .....................................
1.2 Has the surrounding area been made safe? Yes I No. Time ....................................
SECTION 2
2.1 Has the hot work area been checked with a combustible
gas indicator for hydrocarbon vapours? Yes I No.
2.2 Has the equipment or pipeline been gas-freed? Yes I No.
2.3 Has the equipment or pipeline been blanked? Yes/No.
204 Is the equipment or pipeline free of liquid Yes I No.
2.5 is the equipment isolated electrically? Yes I No.
2.6 Is the surrounding area safe? Yes INo .

.
45
2.7 is additional ftre protection available? Yes / No.
2.8 Special conditions / precautions .......................................................................................

..........................................................................................................................................
. In the circumstances noted it is considered safe to proceed with this hot work .
Signed ........................................................................................................................................ Master

........................................................................................... Person in charge of hot work teaIIl
SECTION 3
.
The work has been completed and all persons under my supervision, materials and equipment have been withdrawn.
Authorised offtcer in charge ........................................ Time .......................... Date .................................
First copy for display at work area

Second copy for ship or terminal records
GUIDANCE NOTES FOR HOT WORK PERMIT
GENERAL
(a) Starting/finishing time must not exceed the Authorised Signatories' /Responsible Officer's working hours.
(b) Speciftc location of hot work to be given
(c) Description of hot work to include type of equipment to be used.
SECTION 1:
Applies to all hazardous work not involving naked flaIIle or continuous spark production, and would include use of
electrical equipment, use of air-driven rotary equipment, sand or grit blasting, hammering and mechanical chipping and
movement of equipment or materials over or near to machinery that is operating.
SECTION 2:
Applies to all hot work involving high temperatures, open flaIIle, electric arc or continuous source of sparks etc. This type
of work includes but is not limited to welding, burning and grinding.
TESTS FOR COMBUSTIBLE GAS SHOULD BE CARRIED OUT IMMEDIATELY

BEFORE COMMENCEMENT OF HOT WORK AND AT FREQUENT INTERVALS AS
LONG AS THE WORK IS IN PROGRESS.
46
Attachment
GUIDANCE ON THE IMPLEMENTATION OF

MODEL COURSES
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES
Contents
Part 1 Preparation
. Part 2 Notes on Teaching Technique
Part 3 Curriculum Development
Annex A 1 Preparation checklist

.
Annex A2 Example of a Model Course syllabus in a subject area
Annex A3 Example of a lesson plan for annex A2
48
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 "checklisf', such as that set out in annex A 1, 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 "trouble-shoor any difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and
their views received on the particular parts they are to present. A study of the syllabus will determine
whether the incoming trainees need preparatory work to meet the entry standard. The detailed
teaching syllabus is constructed in "training outcome" format. Each specific outcome states precisely
what the trainee must do to show that the outcome has been achieved. An example of a model course
syllabus is given in annex A2.. Part 3 deals with curriculum development and explains how a syllabus
is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve
these outcomes. A sample lesson plan for one of the areas of the sample syllabus is provided in
annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge of the course,
their assessment of the course as it progresses.
3 Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any adjustment
in order to meet additional local or national requirements (see Part 3).
3.2 Course objective

3.2.1 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?
3.2.2 It is important that any subsequent assessment made of the course should include a review of
the course objectives.
49
3.3 Entry standards

3.3.1 If the entry standard will not be met by your intended trainee intake, those entering the. course
should first be required to complete an upgrading course to raise them to the stated entry level.
Alternatively, those parts of the course affected could be augmented by inserting course material
which will cover the knowledge required.
3.3.2 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.
3.3.3 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
Watch keeping (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 knowledg~ 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

3.5.1 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.
3.5.2 It may be necessary to make arrangements for accommodating the trainees and providing
facilities for food and transportation. These aspects must be considered at an early stage of the
preparations.
3.6 Staff requirements

3.6.1 It is important that an experienced person, preferably someone with experience in course and
curriculum development, is given the responsibility of implementing the course.
3.6.2 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.
3.6.3 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

Rooms and other services
3.7.1 It is important to make reservations as soon as is practicable for the use of lecture rooms,
laboratories, workshops and other spaces.
50
Equipment
3.7.2 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:
.1 blackboards and writing materials
.2 apparatus in laboratories for any associated demonstrations and experime~ts
.3 machinery and related equipment in workshops
.4 equipment and materials in other spaces (e.g. for demonstrating fire fighting, 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 illustrations can be transferred to these via photocopying.
Alternatively, transparencies can be produced by writing or drawing on the sheet. Coloured pens are
useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available.
.2 Slide projectors
If you order slides indicated in the course framework, check through them and arrange them in order
of presentation. Slides are usually produced from photographic negatives. If further slides are
considered necessary and cannot be produced locally, OHP transparencies should be resorted to.
.3 Cine projector
If films are to be used, check their compatibility with the projector (Le. 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 (Le. 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 voltage and whether it is AC or DC, 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.
51
3.10 IMO references

The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO
international conventions and the provisions of other instruments as indicated in the model course.
The relevant publications can be obtained from the Publication Service of IMO, and should be
available, at least to those involved in presenting the course, if the indicated extracts are not included
in a compendium supplied with the course .
.
3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books
are available to each student taking the course. If supplies of textbooks are limited, a copy should be
loaned to each student, who will return it at the end of the course. Again, some courses are provided
with a compendium which includes all or part of the training material required to support the course.
,
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in the model
course. This list should be supplied to the participants so that they are aware where additional
information can be obtained, and at least two copies of each book or publication should be available
for reference in the training institute library.
3.13 Timetable
If a timetable is provided in a model course, it is for guidance only. It may only take one or two
presentations of the course to achieve an optimal timetable. However, even then it must be borne in
mind that any timetable is subject to variation, depending on the general needs of the trainees in any
one class and the availability of instructors and equipment.
52
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 eleme,nts.
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 co-ordinating 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 straightforward 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 (Le.
do not look continuously at one particular person, nor at a point in space).
2.4 People are all different, and they behave and react in different ways. An important function of 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 neeessary.
53
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 everyon.e is invited to
. partici pate .
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.
54
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
taughf'). ,
2 Course content
The subjects which are needed to form a training course, and the precise skills an'd 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 Gob analysis). This
analysis determines the training needs, thence 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 time scales;
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 though of
as a list and, traditionally, there have always been an "examination syllabus" and a "teaching
syllabus"; these indicate, respectively, the subject matter contained in an examination paper, and the
subject matter a teacher is to use in preparing lessons or lectures.
7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the "depth" of
knowledge required. A syllabus is usually constructed as a series of "training outcomes" to help
resolve this difficulty.
,
55
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 (Le. 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.
S 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.
56
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)
59

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IMO 1.21 Model Course PSSR 2000

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Personal Safety

Revised edition 2000

Printed in the United Kingdom by CPC The Printers, Portsmouth

IMO wishes to express its sincere appreciation to the

International Safety Guide for Oil Tankers and Terminals

Copyright © IMO 2000

All rights reserved.

Part A: Course Framework 4

Part B: CourseOutline and Timetable 8

Part D: Instructor Manual 37

Appendix 1 EnclosedSpaceEntry Permit 43

Appendix 2 Hot Work Permit 45

Attachment: Guidance on the implementation of IMO model courses 47

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

• Purpose of the model courses

• Use of the model course

• properly 'qualified instructors

• Training and the STCW 1995 Convention

As previously mentioned, a separate model course addresses Assessment of Competence

Part A: Course Framework

A trainee successfully completing this course will be able to:

Such a certificate may be issued only by centres approved by the Administration.

• Course intake limitations

• Teaching facilities and equipment

Available from: IMO Publishing Service

V2 Personal Safety on Board Ship Series (Code No. 553-563)

Available from: Videotel Marine International Ltd

A5 .Demonstration equipment as follows:

• Internet website references

W1 DNV-STCW 95 Training and Qualification Support

W2 USCG STCW Home Page

W3 USCG Exam Question Bank

W4 USCG NVlCs published in the 90s

W5 ILO Sectoral Activities: Shipping

W6 ILO Datat)ase of Inttitrnational Labour Standards

W8 MARINTEK - Information Technology

Part B: Course Outline and Timetable

An effective manner of presentation is to develop a technique of giving information and then

1 Observe safe working practices

Course Outline Approximate time

6 Contribute to effective human relationships on board ship

Review and Assessment

Period/Day DAY 1 DAY 2 DAY 3

4 Comply with emergency 7 Review and

4th Period 2 Contribute to effective 5 Take precautions to

Part C: Detailed Teaching Syllabus

~ Teaching aids (indicated by A) and

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

The following are examples of the use of references:

R2 - Reg. 111/3.4refers to regulation 111/3,paragraph 4, of the 1974 SOLAS Convention;

R1 - Table A-VI/2-1, refers to Table A-VI/2-1 of the STCW Code.

Competence In Personal Safety and Social Responsibilities IMO Textbooks, Teaching

Competence 1: Comply with emergency

1 Complies with established emergency response

2 Identifies emergency alarm signal

3 Takes correct action in given emergency drills

Competence 2: Take precautions to prevent

1 States that it is a legal requirement to protect

2 Describes the effects of operational or

3 Describes procedures adopted on board to

Competence In Personal Safety and Social Responsibilities IMO Textbooks, Teaching

Competence 3: Observe safe working

1 Identifies safety hazards in given situations

2 Selects the correct personal protective