first draft report · 2019-11-18 · 6.1. the status of e-learning in met ... eto electro-technical...

ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER

MARITIME PROGRAMMES

1. 000

FIRST

DRAFT

REPORT

i

ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES

Table of Contents

List of Figures ............................................................................................................................. iii

List of Tables ............................................................................................................................. iv

Acronyms ................................................................................................................................. vi

1. Introduction ....................................................................................................................... 1

1.1. Project Scope ............................................................................................................ 1

1.2. Methodology ............................................................................................................. 2

2. Reference Framework for Vocational Education and Training................................. 3

2.1. Definition and Purpose of Vocational Education and Training ......................... 3

2.2. International Good Practices in Vocational Education and Training ............... 5

2.3. Case Studies ............................................................................................................ 14

2.4. Critical Success Factors.......................................................................................... 21

3. South African Context ................................................................................................... 26

3.1. PSET and Maritime Policies of Relevance ............................................................ 26

3.2. The South African Education and Training Environment ................................... 31

3.3. The Maritime Education and Training Framework ............................................. 37

4. Maritime Skills Demand Assessment ............................................................................ 42

4.1. Maritime Sector Skills Landscape in South Africa ............................................... 42

4.2. Local Maritime Industry and Economic Trends ................................................... 45

4.3. Educational Dynamics ........................................................................................... 46

4.4. Skills Requirements .................................................................................................. 48

5. TVET Colleges Readiness Assessment to offer MET Programmes ............................. 52

5.1. Assessment Approach ........................................................................................... 52

5.2. Overall Assessment Results .................................................................................... 55

5.3. Assessment Results per TVET College ................................................................... 57

6. Alternative Pathway/Methods of teaching ............................................................... 79

6.1. The Status of E-learning in MET .............................................................................. 79

6.2. Potential ways to achieve e-learning and blended learning .......................... 79

7. TVET College and Programme Offering Selection .................................................... 83

7.1. Proposed MET Programmes to be offered .......................................................... 83

7.2. TVET College Selection to offer proposed programmes ................................... 94

7.3. Acquiring SAMSA Accreditation ........................................................................... 96

7.4. Cost Estimate and implications to achieve readiness .................................... 113

8. Conclusion and Recommendation ........................................................................... 116

ii


8.1. Recommendations on integrating TVET Colleges into mainstream MET ...... 116

9. References .................................................................................................................... 119

Annexure A: Stakeholders and organisations consulted ............................................... 122

Annexure B: Assessment Matrix.......................................................................................... 123

iii


List of Figures

Figure 1-1: Project Methodology ........................................................................................... 2

Figure 2-1: VET benefits ........................................................................................................... 5

Figure 2-2: VET Systems practiced around the world ......................................................... 6

Figure 3-1: The South African Education System ............................................................... 31

Figure 3-2: The South African PSET Framework .................................................................. 32

Figure 3-3: MET institution distribution .................................................................................. 38

Figure 4-1: Maritime Skills Landscape.................................................................................. 44

Figure 5-1: Umfolozi TVET College: Performance Area Highlights ................................... 59

Figure 5-2: Elangeni TVET College: Performance Area Highlights ................................... 62

Figure 5-3: Port Elizabeth TVET College: Performance Area Highlights .......................... 68

Figure 5-4: Eastcape Midlands TVET College: Performance Area Highlights ................ 71

Figure 5-5: College of Cape Town: Performance Area Highlights ................................. 74

Figure 5-6:West Coast TVET College: Performance Area Highlights ............................... 77

Figure 7-1: Ranks and division for maritime operations/vessels ....................................... 97

https://urbaneconsa-my.sharepoint.com/personal/trudi_urban-econ_com/Documents/1.%20Work/2019/1.%20Current%20projects/P-18-420%20TVET%20Colleges%20Readiness%20to%20Offer%20Maritime%20Programmes/14.%20Final%20Report/TVET%20Final%20Report_24%20July%2019.docx#_Toc15298675

iv


List of Tables

Table 3-1: Detailed breakdown of institutions offering MET programmes ..................... 40

Table 4-1: Critical skills for Maritime ..................................................................................... 49

Table 5-1: Reference Framework ........................................................................................ 53

Table 7-1: Knowledge module composition for registered qualifications ..................... 85

Table 7-2: Knowledge module composition for qualifications under review ............... 86

Table 7-3: Workshop/lab requirements for proposed qualifications .............................. 86

Table 7-4: Able Seafarer Engine: Knowledge Modules currently offered at TVET

Colleges .................................................................................................................................. 87

Table 7-5: Able Seafarer Engine: Required facilities present at TVET Colleges ............. 87

Table 7-6: Able Seafarer Deck & Fishing: Knowledge Modules currently offered at TVET

Colleges .................................................................................................................................. 88

Table 7-7: Able Seafarer Deck & Fishing: Required facilities present at TVET Colleges

.................................................................................................................................................. 88

Table 7-8: Electro-Technical Rating: Knowledge Modules currently offered at TVET

Colleges .................................................................................................................................. 89

Table 7-9: Electro-Technical Rating: Required facilities present at TVET Colleges ....... 89

Table 7-10: Port Manager: Knowledge Modules currently offered at TVET Colleges .. 90

Table 7-11:Port Manager: Required facilities present at TVET Colleges ......................... 90

Table 7-12: Transport and Logistics: Knowledge Modules currently offered at TVET

Colleges .................................................................................................................................. 90

Table 7-13: Transport and Logistics: Required facilities present at TVET Colleges ........ 90

Table 7-14: Fishing Chief Engineer: Knowledge Modules currently offered at TVET

Colleges .................................................................................................................................. 91

Table 7-15: Fishing Chief Engineer: Required facilities present at TVET Colleges ......... 91

Table 7-16: Port Operations: Knowledge Modules currently offered at TVET Colleges

.................................................................................................................................................. 92

Table 7-17: Port Operations: Required facilities present at TVET Colleges .................... 92

Table 7-18: Marine Motorman: Knowledge Modules currently offered at TVET Colleges

.................................................................................................................................................. 93

Table 7-19: Marine Motorman: Required facilities present at TVET Colleges ................ 93

Table 7-20: Percentage of knowledge modules currently offered per proposed

qualification ........................................................................................................................... 94

Table 7-21: Percentage of required workshops/labs present ......................................... 94

Table 7-22: Certificates and Requirements: Master .......................................................... 98

Table 7-23: Certificates and Requirements: Chief Mate .................................................. 99

Table 7-24: Certificates and Requirements: OOW .......................................................... 100

Table 7-25: Certificates and Requirements: Ratings forming part of the navigational

watch .................................................................................................................................... 101

Table 7-26: Certificates and Requirements: Able Seafarer Deck & Fishing ................. 101

Table 7-27: Certificates and Requirements: Radio Operators ...................................... 102

Table 7-28: Certificates and Requirements: Chief Engineer .......................................... 103

Table 7-29: Certificates and Requirements: Second Engineer ..................................... 104

Table 7-30: Certificates and Requirements: EOW ........................................................... 105

Table 7-31: Certificates and Requirements: Electro-Technical Officer ........................ 106

Table 7-32: Certificates and Requirements: Ratings forming part of the Engineering

Watch .................................................................................................................................... 106

v


Table 7-33: Certificates and Requirements: Able Seafarer Engine .............................. 107

Table 7-34: Certificates and Requirements: Electro-Technical Rating ......................... 108

Table 7-35: Cost breakdown for special equipment ...................................................... 113

vi


Acronyms

4IR Fourth Industrial Revolution

AASTMT Arab Academy for Science, Technology & Martitime Transport

AB Able Seafarer

AET Adult Education and Training

AIS Automatic Identification System

CC College Council

CCT College of Cape Town

CDP Career Development Programmes

CEDEFOP European Centre for the Development of Vocational Training

CET Continuing Education and Training

CFO Chief Financial Officer

CHE Council on Higher Education

CoS Centres of Specialisation

CPUT Cape Town University of Technology

CVET Continuous Vocational Education and Training

DHET Department of Higher Education and Training

DoT Department of Transport

DUT Durban University of Technology

EC Eastern Cape

ECDIS Electronic Chart Display and Information System

ECM Eastcape Midlands TVET College

EMC eThekwini Maritime Cluster

EMSA European Maritime Safety Agency

EOW Officer in Charge of Engineering Watch

ESSA Employment Services South Africa

ETO Electro-Technical Officer

ETQA Education and Training Quality Assurance

ETR Electro-Technical Rating

FET Further Education and Training

GDP

GMDSS

Gross Domestic Product

Global Maritime Distress and Safety System

GP Gauteng Province

GPS Global Positioning System

HEI Higher Education Institutions

HR Human Resources

HRDC Human Resources Development Council

ICT Information and Communication Technology

ILO International Labour Organization

IMO International Maritime Organization

IVET Initial Vocational Education and Training

IVH Institute for Hydrollogy

KZN KwaZulu-Natal

LP Limpopo Province

MARPOL Prevention of Pollution from Ships

MDK Maritime and Coastal Services

MET Maritime Education and Training

MSSTTT Maritime Sector Technical Skills Task Team

MSTI

NATED

Maritime Services Training Institute

Report 191 National Technical Education programmes

vii


NCV National Certificate (Vocational)

NDP National Development Plan

NDP National Development Plan

NOCC National Occupational Curriculum Content

NQF National Qualifications Framework

NSDS National Skills Development Strategy

OOW Officer in Charge of Navigational Watch

PE Port Elizabeth

PM Port Manager

PPE Personal Protective Equipment

PPP Public-Private Partnerships

PSET Post-School Education and Training

QCTO Quality Council for Trades and Occupations

RPL Recognition of Prior Learning

SADC Southern African Development Community

SAIMENA South African Institute of Marine Engineers and Naval Architects

SAIMI South African International Maritime Institute

SAMSA South African Maritime Safety Authority

SAMTRA South African Maritime Training Academy

SAQA South African Qualifications Authority

SAS South African Sailing

SDP Skills Development Providers

SETA Sector Education and Training Authority

SOLAS Safety of Life at Sea

SOMMSA Society of Masters Mariners South Africa

SSS Student Support Services

STCW Standards for Training, Certification and Watchkeeping

STEM Science, Technology, Engineering and Mathematics

TETA Transport Education and Training Authority

TVET Technical Vocational Education and Training

UK United Kingdom

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organisation

VET Vocational Education and Training

VLE Virtual Learning Environments

VLS Virtual Learning System

VTC

WBE

Vocational Training Council

Work-Based Exposure

WBL Work-Based Learning

WC Western Cape

WCC West Coast TVET College

WPBL Workplace-Based Learning

1


1. Introduction

The Transport Education and Training Authority (TETA) was established in terms of the Skills

Development Act of 1998. The primary functions of TETA are, inter alia, to implement its

Sector Skills Plan through development and promotion of learning programmes.

TETA is committed to facilitating and ensuring that through the National Skills Development

Strategy (NSDS III) 2011-2016, South Africa will have a pool of highly skilled, competitive and

competent people trained in the various facets of the transport sector (Rail, Aerospace,

Maritime, Road Freight, Road Passenger, Taxi, Freight Handling and Forwarding & Clearing)

to address the country‘s skills shortage and demand for scarce and critical skills.

TETA has entered into a co-operation agreement with the Belgian Development Agency

(Enabel) under the framework of building academic partnerships for economic

development. The agreement represents an opportunity for research within the maritime

sector, of which this assignment forms part.

Even though the maritime industry in South Africa, from an employment perspective, is small,

it remains a very important industry. More than 95% of South African trade (by volume) is

moved by sea through the country’s seven commercial ports. The industry holds significant

economic linkages through the import and export activities it enables and is therefore a

crucial sector for the country in terms of international trade. The importance of the maritime

sector is also recognised by the government of South Africa through the launch of

Operation Phakisa: Oceans Economy, which seeks to capitalise on the opportunities and

expand the activities of the maritime industry.

It is against this background that only the development of appropriate learning materials

for newly developed occupational qualifications, but also by assessing the current

institutional capacity of selected Technical and Vocational Education and Training (TVET)

colleges to deliver such programmes.

Accordingly, Urban-Econ Development Economists (Pty) Ltd was appointed by Enabel to

conduct a research study which assesses the readiness of seven identified TVET colleges to

offer maritime programmes in their curriculum.

1.1. Project Scope

The purpose of the assignment is to undertake an assessment of the readiness of the seven

identified TVET colleges to offer maritime programmes in their curriculum. The objectives for

the assignment are to:

• Identify the capacity of seven pre-identified TVET colleges to deliver accredited

programmes or qualifications that meet the learning outcomes of both the national

education framework i.e. National Qualifications Framework (NQF) and Quality

Council for Trades and Occupations (QCTO) as well as the requirements of the safe

manning, training and certification regulations, as administered by the South African

Maritime Authority (SAMSA);

• Investigate alternative learning pathways or platforms to reduce the high cost of

offering the above-mentioned programmes or qualifications, which may include

2


digital migration of maritime subjects within the TVET, as well as partnerships with

private institutions or other higher education institutions;

• Within the scope of occupationally-based programmes and qualifications, provide

a detailed roadmap that outlines how TVET colleges can be integrated into

mainstream Maritime Education and Training (MET).

In accordance with the prioritisation by Operation Phakisa of specific TVET colleges to be

capacitated to deliver new occupational qualifications in the maritime sector, the following

TVET colleges will be evaluated as part of the readiness assessment:

• Umfolozi TVET (Richards Bay);

• Elangeni TVET (Durban);

• Esayidi TVET (Port Shepstone);

• Eastcape Midlands TVET (Uitenhage);

• Port Elizabeth TVET (Port Elizabeth);

• College of Cape Town (Cape Town);

• West Coast TVET College (Saldanha Bay).

1.2. Methodology

The assignment is being undertaken in ten main steps. The project steps are illustrated in the

Figure below.

Figure 1-1: Project Methodology

3


2. Reference Framework for Vocational Education and Training

2.1. Definition and Purpose of Vocational Education and Training

Globally, no single, standard definition for Vocational Education and Training (VET) exists.

Throughout the world, many different terms are used to describe VET, each encompassing

slightly different meanings or approaches. Some of these terms include (McGrath, 2012):

• Vocational Education

• Vocational Training

• Vocational Education and Training

• Technical and Vocational Education and Training

• Skills Development

• Workforce Development

• Etc.

However, the European Centre for the Development of Vocational Training (CEDEFOP) as

well as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) have

each put forward definitions to capture the essence of VET:

General characteristics of VET, as illustrated through various literature and institutions,

include the following:

• It aims to develop skills for a specific occupation or set of occupations (this is in

contrast to general education, which aims to enhance general skills) (CEDEFOP,

2017)

• Typically, VET programmes comprise academic or theoretical components,

practical components as well as on-the-job training and/or apprenticeship training

(Tripney & Hombrados, 2013; Hiim, 2017)

• It is restricted to non-university education (CEDEFOP, 2011)

“Education and training which aims to equip people with knowledge, know-how, skills

and/or competences required in particular occupations or more broadly on the labour

market.”

(CEDEFOP, 2014)

“‘Technical and vocational education and training’ (TVET) is understood as comprising

education, training and skills development relating to a wide range of occupational

fields, production, services and livelihoods.

TVET, as part of lifelong learning, can take place at secondary, post-secondary and

tertiary levels and includes work-based learning and continuing training and professional

development which may lead to qualifications. TVET also includes a wide range of skills

development opportunities attuned to national and local contexts. Learning to learn, the

development of literacy and numeracy skills, transversal skills and citizenship skills are

integral components of TVET.”

(UNESCO, 2015)

4


• VET finds reflection in a nation’s productivity and competitiveness through the

specialised, vocation/occupation-specific courses being offered (VET is labour

demand-driven) (CEDEFOP, 2011)

• Facilitates collaboration between industry and VET institutions (both in conception of

training programmes, and training of students) (Mikkonen, et al., 2017)

As the UNESCO definition of TVET states, VET can take place during different stages within

the education system. For this reason, VET can be divided into two classifications: Initial

Vocational Education and Training (IVET) and Continuous Education and Training (CVET),

as set out below:

Source: (CEDEFOP, 2011)

The purpose of VET is to promote personal, social and industry development, to ultimately

stimulate and ensure economic growth. VET achieves this through providing individuals with

intermediate to high-level skills (that would lay a foundation for higher education). VET

furthermore aims to facilitate the transition from school to work and to develop opportunities

for continuous learning (UNESCO-UNEVOC, 2014).

The rationale for pursuing VET is nestled within the benefits that VET holds. VET provides a

platform to promote learning principles as national and industry priorities and can aid in the

reduction of skills mismatches between workers and enterprises. VET ensures greater

employment opportunities for those capacitated, which leads to lower unemployment

rates and ultimate Gross Domestic Product (GDP) growth (CEDEFOP, 2011).

It should be noted that vocational learning contributes to the growth of individuals and

communities beyond productivism. VET provides individuals an opportunity for personal

growth and social inclusion which inadvertently result in improved livelihoods and quality of

life (McGrath, 2012).

IVET refers to vocational education or training undertaken within the

secondary or tertiary education system, prior to entering work life,

or prior to entering a new occupation or field (also known as

retraining)

IVET can be carried out at any level in Vocational Education

Pathways (full-time, part-time, apprenticeship, etc.)

CVET refers to vocational education or training undertaken after

work life has commenced. The aim of CVET is to allow individuals to:

• improve/update knowledge or skills

• continue personal or professional development

• acquire new skills for a career move

CVET forms part of continuing education and training and can be

formal or informal; general or specialised.

5


The benefits of VET can thus be categorised according to economic and social benefits.

CEDEFOP (2011) have further classified these benefits according to three levels:

• Micro (individual level)

• Meso (enterprise/industry level)

• Macro (society level)

Examples of these benefits are illustrated according to the dimension and level of benefit in

the figure below:

Figure 2-1: VET benefits

2.2. International Good Practices in Vocational Education and Training

VET around the Globe

Around the world, the role of VET to combat youth unemployment has become more

prominent. The approach to VET, however, differs around the world. When considering

formal VET, there are generally two approaches (Eichhorst, et al, 2012; Hiim, 2017):

• School-Based Education System

• Dual-Based Apprenticeship System

The School-Based Education System typically consists of curricula with a mix of general or

academic subjects (the general/academic component), and vocational subjects and

practical exercises (the vocational component). The rationale for including general or

academic subjects is to ensure a basis for the individual to be able to access further and

higher education. The vocational subjects and practical exercises are meant to impart

practice-orientated knowledge and skills onto an individual that would be required for a

specific occupation (Eichhorst, et al, 2012).

The Dual-Based Apprenticeship System consists of the same components found in the

School-Based Education System (general/academic and vocational component), with an

additional on-the-job training component (apprenticeship). The inclusion of apprenticeship

• Higher labour

participation rate

• Lower unemployment

• Economic growth

• Technological innovation

• Reduction of skills mismatch

• Improved employee

productivity

• Employment opportunities

• Improved earnings

• Career development prospects

• Reduced crime levels

• Improved health

• Better social integration

• Social cohesion

• Improved organisation culture

• Inclusion of disadvantaged

groups (immigrants, individuals

with special needs, etc.)

• Personal and professional satisfaction

• Improved quality of life

• Individual motivation

6


in this system is based on the argument that on-the-job training and actual work experience

will ensure that the individual obtains greater occupation-specific skills and will become

more employable (Eichhorst, et al, 2012; Hiim, 2017). The Dual-Based Apprentice System is

followed mostly by European countries (such as Norway, Germany, Austria, Denmark and

Switzerland), Russia, and select few African countries (such as Egypt, Benin and Mali)

(Eichhorst, et al, 2012).

These VET approaches are illustrated in the figure below:

Figure 2-2: VET Systems practiced around the world

VET is generally integrated into the national education framework at the

compulsory/secondary schooling level. VET is offered as an alternative to the ‘traditional’

academic-oriented schooling (Eichhorst, et al, 2012).

Key elements for good VET

The way in which VET is approached differs from country to country. This, in part, is due to

the different approaches to education and composition of educational frameworks

deployed across the world. Irrespective of the VET system practiced by a country, certain

key elements are required for VET to be successful. Literature suggests a number of key

elements that are required for successful VET implementation:

• An enabling legal/policy environment

• Partnerships, cooperation and networks

• Relevant curricula

• Quality assurance

• Career pathways

• Transition guidance and support

• Adequately qualified staff

These elements are summarised below:

7


An Enabling Legal/Policy Environment Relevant Curricula

To ensure successful VET within a country, it is

imperative that a national legal framework

exists which:

• ensures that inclusive education takes

place

• ensures that adequate funding and other

resources are allocated to VET

• allows for VET to offer different levels of

training and curricula that lead to

different qualification levels

It is critical for VET programmes to keep evolving

and to be in sync with the industry and its

changes to the occupations. In particular, it is

important that:

• the educational content is sufficiently

related to the vocation/occupation

• clear linkages exist between theoretical

and practical subjects, and the actual

workplace

• digital technology is incorporated both

in learning methods, and for actual

workplace application

• occupation projections and skills

forecasts be taken into consideration for

curricula development

• in addition to specialised skills, the

curricula should ensure generic,

transferable skills are included

VET curricula need to be informed by industry

stakeholders, employers, trade unions and

national development goals

Partnerships, Cooperation & Networks

For VET to be relevant, close contact with the

labour market is required. To this end, the

establishment of partnerships with industry

stakeholders is key in:

• ensuring alignment with education and

training requirements

• establishing opportunities for on-the-job

training and apprenticeship

Quality Assurance Career Pathways

Structures need to be in place to ensure

relevance of programmes, and to provide

accreditation. Key aspects of this include:

• decentralised accreditation and quality

assurance

• Output-based funding (to stimulate

competitiveness between VET institutions

and to ensure high quality programmes)

Successful VET provides students with a career

path to pursue. This should translate in:

• options for qualification grade

improvement (continuing specialisation)

through linking or comparing

programmes wo academic paths

• options for switching between

programmes

Transition Guidance and Support Adequately Qualified Staff

It has been shown that the success of VET lies in

ensuring that VET students are able to find

employment and are able to apply their skills

and knowledge. VET institutions should

therefore:

• provide resources for career guidance

(and pathways)

• build a framework of guidance through

partnership with industry stakeholders

and employers

It is important for teachers and trainers in the

TVET space to be qualified with industry

experience. The best way to achieve this is to:

• encourage trainers to spend time

working in the industry

• promote hiring practices that

encourage those in the industry to

become part of the VET workforce

Trainers and teachers should also be motivated

and committed. It is thus critical for VET

institutions to be sufficiently funded to

guarantee the availability of appropriate and

well-trained teachers and trainers.

(CEDEFOP, 2011; Eichhorst, Rodríguez-Planas, Schmidl, & Zimmermann, 2012; European Agency for Special

Needs and Inclusive Education, 2018; Hiim, 2017; Jose Pio, 2018; Mayhew, 2018)

8


Key elements for good MET

In addition to key elements identified for effective VET, there are specific requirements for

successful MET within the VET framework.

(Albayrak & Ziarati, 2009; Erdogan & Demirel, 2017; Sampson & Tang, 2015)

Current trends and advances in VET

The skillsets and innovation of a nation are becoming increasingly important on a global

scale, as skills have become a currency for the global economy (Davies, 2016). As such,

there are emerging trends amongst VET. The most prominent trends and advances in VET,

according to the literature consulted, are highlighted below:

Economy-led VET

Increasingly, VET programmes around the world are looking at the economy (both local

and global) and industries to dictate the course of VET and its programmes. As a result,

VET curricula around the world are subject to ongoing changes and have become

The International Maritime Organization (IMO) Standards for Training, Certification and

Watchkeeping (STCW) defines international standards for crews on board. The STCW is thus

the main reference for MET.

The Maritime industry, and MET in particular, holds a unique characteristic – it has

to ensure that programmes are in line with international standards, while also

complying with national vocational qualification requirements. The following

aspects are important for MET programmes in the VET space:

While local requirements in

terms of VET are important, it is

crucial for MET to meet

international standards. This

ensures trans-national career

pathways.

In order to ensure that MET

programmes meet the required

international and local standards,

it is recommended that external

verification (external to the

institution) of programmes are

undertaken.

A critical factor for successful MET is

to ensure that terminology is

standardised. To this end, seafarers

are required to have sufficient

English language skills – this is the

lingua franca of the Maritime

Industry.

In the Maritime sector,

accidents may occur which

could lead to environmental

damage and loss of life. In

these cases, companies may

face hefty fines and

penalties.

Safety training that meets the

required standards has to

form part of any successful

MET.

9


flexible to adapt to the economy and industry needs. To this end, the demand for STEM

(Science, Technology, Engineering and Mathematics)-related skills have increased,

especially in Asian VET institutions (Davies, 2015).

Focus on competencies and job-readiness

More focus is being placed on ensuring that vocation-specific competencies are taught

through VET programmes. In many instances, programmes follow job-like training where

learning outcomes are presented as workplace tasks or roles (Mikkonen, et al., 2017;

Davies, 2015).

Apprenticeships

Apprenticeships have become a compulsory component for many VET

programmes around the world. Many European countries follow this approach,

dedicating a considerable component of VET programmes to apprenticeships

and on-the-job training. Apprenticeships have proven to increase the

marketability of individuals and their skills (Hashim, et al., 2013)

Industry integration

VET institutions are moving beyond partnerships with industry and increasingly integrating

industry in all aspects of VET. This includes curriculum design, indicating the demand for

specific skills, undertaking of student training and providing feedback on the quality and

level of graduates. To this end, many VET institutions target specific firms to ensure

continued signalling of changes in the industry (Davies, 2015).

ICT driving the VET pedagogy

Information and Communication Technology (ICT) has been used as a tool to

complement teaching methods and delivery for many years. However, ICT has become

integrated in everyday life and the way in which youth interact and industries function,

that today it is driving VET learning. Emerging trends in this regard include:

• Mobile learning (students accessing learning materials from

mobile devices)

• Predictive analysis (using students’ data and online

behaviour to create personalised learning)

• Gamification of learning (learning through presenting

coursework in a video game design or incorporating

game elements in learning)

• Blended learning (remote attendance of online classes,

flipped learning, multi-channel learning, etc.)

• Immersive learning (Simulation, Virtual Learning

Environments (VLE) and Virtual Reality (VR))

To this end, VET campuses are becoming increasingly smart with seamless ICT integration

in classrooms and learning courses. Some VET institutions are taking advantage through

monitoring attendance in real time trough Wi-Fi endpoints as well as moving towards cost

saving through green innovation (Hashim, et al., 2013; Davies, 2015).

10


Global integration

With globalisation and increasing porous borders, migrant workers have

become the norm. In an effort to avoid unnecessary reskilling, retraining and

accreditation of migrant workers, VET programmes are moving towards

promoting skills at an international accepted level.

Current trends and advances influencing MET

Trends and advances in VET, as discussed above, have a direct impact on MET. However,

as with any vocation, advances and trends in the industry will also have an impact on

training. This is also true for MET, which are influenced by both the maritime industry and

trends in VET. The following trends have been identified:

1. Bigger Ships

A trend towards building bigger ships has

been observed within the Maritime industry.

These new ships are outfitted with the latest

technology and innovation (Erdogan &

Demirel, 2017).

The implication of bigger ships for MET is that there is a greater demand for specialised skills

to manage and maintain these enormous machines.

2. Semi- and Fully-Automated Ships

Many ships already operate semi-automated, while a great push in the industry is to launch

fully-automated, crewless cargo ships. There are many advantages listed in favour of

automation, such as lower operating and voyaging costs and thus the potential for higher

revenue. Automated ships will undeniably impact MET and skills requirements within the

Maritime industry (Erdogan & Demirel, 2017).

MET has to capacitate crew to be able to monitor ships remotely, and to ensure that

seafarers are ‘digital native’ (inherently familiar with digital systems) to be able to operate

and troubleshoot cyber-physical problems (machinery and computer network operation

system) (Kinthaert, 2017).

3. Use of Simulators

The use of simulators to imitate real-life conditions at sea has become increasingly common

in MET. The use of simulators has been described as critical to ensure a greater

understanding of real-life application. These include ship handling (bridge operation) radar

navigation, ice and other weather conditions navigation, engine room and fleet operation

simulations and many more (Erdogan & Demirel, 2017; Sellberg, 2017).

Simulators are used in training and assessment of maritime professionals and regulated in

the Standards of Training, Certification and Watchkeeping (STCW) convention. However,

simulation training is expensive to set up and maintain as technology and systems advance.

This has a direct impact on institutions offering MET (Goldberg, 2017).

11


4. ‘Flagging Out’

Within the Maritime industry, ships are allowed

to be registered in countries other than the

country where the ownership of the ship lies.

This is referred to as ‘flagging out’. This

practice has resulted in outsourcing of crews

to countries where labour is more affordable

and labour supply is abundant (Sampson &

Tang, 2015).

The implications of’ flagging out’ for MET is the

fact that a greater emphasis has to be placed on ensuring that basic standards of training

are met, and that international regulations are adhered to in MET across the globe

(Sampson & Tang, 2015).

5. Responsive to World Trade

The Maritime industry is very reliant on the status of world trade as it is regarded as a critical

component for international cargo transport and trade. As a result, the demand for

seafarers and maritime professionals fluctuate with the world economy. It has also been

reported that a continuous capacity lag exists within the industry. This is in large due to the

lead time between ships being ordered, and the delivery of ships at the few operational

shipyards located in Asia (which can be a number of years) (Sampson & Tang, 2015).

The cyclical nature of the Maritime industry means that at any time, the shortage of

seafarers and maritime professionals could change. For MET, this means that training the

right number of individuals is very difficult to ensure that there is no shortage or oversupply

of capacity.

6. Technological Innovation

Major technological innovation and advances are evident in the Maritime Industry.

Examples of new systems and equipment include (Sampson & Tang, 2015):

• Navigation assistance in the form of the Global Positioning System (GPS) and

electronic charts

• Communication systems such as the Global Maritime Distress and Safety System

(GMDSS)

• Information systems such as the Automatic Identification System (AIS) which reveals

information of ships that appear on the radar

Although these technological innovations are meant to ensure greater efficiency, it could

lead to confusion and even fatal accidents if the relevant crew members are not well-

versed in using the equipment. To this end, MET has to keep up to date with innovations and

advances to ensure that seafarers are competent in operating equipment and machinery.

Alternative training and development methods

Global trends in VET, MET, and education in general increasingly show a shift away from

traditional ‘talk-and-chalk’ teaching towards teaching and training entrenched in ICT. The

fundamentals of teaching methods and delivery are changing to an extent that ICT delivery

12


is becoming the ‘situation normal’. This, to a large degree, can be attributed to the fact

that millennials have had early exposure to and intensive use of technology (Davies, 2015).

Traditional training and teaching methods have shown to become less effective, and

alternative, ICT-based training and teaching hold many advantages such as reduced cost

to offer courses/programmes (reduced paper usage, limited infrastructure required) the

ability to connect remotely with students and the flexibility it offers (Blend4VET, 2018).

The most commonly used alternative methods to traditional classroom learning are e-

learning and blended learning. These methods are defined as follows:

E-learning can be classified as either asynchronous or synchronous. Asynchronous e-

learning refers to online courses that allow the student to complete the course at his or her

own pace. This means that the student will not be expected to interact with an instructor or

take part in real-time webinars or online discussions. Therefore, learning can take place at

any time, which gives asynchronous e-learning its appeal.

Synchronous e-learning, on the other hand, refers to online courses with a real-time

component. Students may be expected to join a virtual classroom, real-time webinars or

online discussions. Although synchronous e-learning is less flexible than asynchronous, it

provides the benefit of collaboration and real-time monitoring of students, their abilities and

challenges.

Blended learning is becoming increasingly common and ensures better learning

experiences. The fact that mobile devices have become embedded in our daily

functioning further means that learning can take place at any time and any place (Davies,

2015).

The online or e-component of blended learning can consist of any one or a combination

of the following:

• Lab simulations

• Virtual Learning Environment (VLE)

• Webinars

• Live feeds

• Games

• Online tutorials

• Podcasts

• Etc.

E-learning refers to learning that utilises electronic technologies

to access educational curriculum, outside of a traditional

classroom setting. E-learning usually refers to a course,

programme or qualification completely offered/delivered

online (limited to no contact sessions).

Blended learning is a teaching methodology that

combines e-learning and face-to-face, classroom

interaction (Davies, 2015).

Learning analytics

E-learning allows institutions to analyse data

and feedback for each student through their

online learning behaviour. This gives VET

institutions the opportunity to tailor learning experiences and to assess

the suitability of specific courses to

the individual student.

13


The above list is not exhaustive, and various other online learning methods are evident.

A number of different blended learning models exist, of which the following are most widely

used (Blended Learning Universe, 2019):

Remote blended Flex blended

Variations: Online blended; A la Carte blended

Students complete the online coursework at

their own pace, within the given course

timeframe. Face-to-face interaction with the

instructor occurs at the student’s discretion.

Variations: Enriched virtual blended

The online component(s) form the backbone of

the course or programme, while also consisting

of mandatory offline activities. These may

include group projects, classroom lectures or

tutoring.

Rotation blended Flipped classroom

Variations: Station rotation; lab rotation;

individual rotation

The coursework or programme consists of

different components, some of which are

online, while others are class-based. The

attendance of the components is scheduled to

ensure that each student rotates through the

different stations/components. This could apply

on an individual or classroom format.

Students are required to watch a

lecture/interact with the lesson online prior to

attending the class. Students then spend class

time applying and testing their knowledge.

In this method, the role of instructor moves away

from being the subject matter expert, to

becoming a facilitator for knowledge.

E-learning at sea

Seafarers and those in training spend a considerable time at

sea. With advances in the Maritime industry, there is increased

opportunity to access the internet while at sea. Subsequently,

e-learning programmes, or theoretical components of

maritime courses, are an ideal fit (Demirel & Ziarati, 2012;

Albayrak, et al., 2010; Acar, et al., 2012)).

14


2.3. Case Studies

The specific focus of the research is on the critical success factors for MET within the VET

space. These critical success factors are identified for the purposes of learning lessons that

could assist in the successful development and implementation of the MET system at related

TVET and higher education and training institutions.

This sub-section focusses on four case studies in both developed and developing countries

that are member states of the IMO. Particularly vital is the maritime education at the

vocational training centre level and those ensuring seafarers’ top rank qualifications in

accordance with the International STCW Convention. Each case study presented here

provides, identifies, and examines a number of factors, including, but not limited to, the

following:

1. Vocational training undertaken;

2. Business & management models used;

3. Key features of facilities/ training provision; and

4. Learning pathways being used.

15


Case Study 1: Antwerp Maritime Academy, Belgium

Antwerp Maritime Academy The Antwerp Maritime Academy (Hogere Zeevaartschool Antwerpen or HZS) is a diversified centre of

maritime knowledge. The Academy is the only vocational training college/centre in Belgium to provide

training in Nautical Sciences and Marine Engineering.

1. VOCATIONAL TRAINING UNDERTAKEN:

Apart from offering full-time bachelor’s and master’s degrees in nautical sciences and in marine

engineering, the academy offers vocational skills and shorter skills training programmes.

Maritime Training Programmes:

i. Commercial Yachting 500 GT - training programme

This training is aimed at the crew of pleasure craft used for commercial activities, with a gross tonnage

lower than 500. The training programme is based on STCW requirements and is approved by the Belgian

Federal Administration for Mobility and Transport.

ii. Commercial Yachting 200 GT – training programme

This training is aimed at the crew of pleasure craft used for commercial activities, with a gross tonnage

lower than 200 or a length from 2,5 to 24 meters. The crafts are allowed up to 30 nautical miles of coast.

The programme is based on STCW requirements and is approved by the Belgian Federal Administration

for Mobility and Transport.

2. BUSINESS MANAGEMENT MODEL:

The Academy was established by the

Institute for Hydrography (IVH), in

collaboration with Ghent university.

The Academy has established

partnerships with government

organisations, employers and industry

role-players to facilitate fieldwork and

workplace-based learning (WPBL).

iii. Hydrography – training programme

The emphasis of the Hydrography programme lies on a solid theoretical

framework, complemented by practical and hands-on experience. The

academic year is divided into two semesters, where students participate in

classes for four theoretical modules. Students also engage in fieldwork at a

hydrographic company, to obtain real work experience. Students also have to

participate in workshops, seminars and company visits. The course is accredited

by the International Board of Specailty Certification (IBSC).

iv. STCW Management Level

A minimum requirement for enrolment into this programme is STCW Operation Level. This course consists

of different modules covering all competencies in accordance with STCW 1978 convention and code,

as amended.

v. Training Modules

The Academy offers more than 40 training modules. These modules are offered to companies, official

authorities and individuals. These range from STCW Basic Safety Training to advanced, technical

training.

Organisational structure:

16


Source: Hogere Zeevaartschool Antwerpen (2019)

3. BUSINESS MANAGEMENT MODEL:

The Academy relies on its partners from governmental organisations and the industry, i.e. the Agency of

Maritime and Coastal Services (MDK), Flanders Hydraulics Research, DEME and Eurosense, amongst others.

Some training programmes are organised by:

• Secondary education (Technical Secondary Education): KTA Zwijndrecht – Cenflumarin and het

Maritiem Instituut Mercator in Ostend; and

• Adult education: CVO Antwerpen and CVO Ostend.

Additionally, there is collaboration between the Antwerp Maritime Academy and Ghent University, which

results in a unique concentration of combined knowledge and experience.

4. KEY TRAINING PROVISION FEATURES AND FACILITIES

• The academy is fully equipped with state-of-the-art didactic equipment,

laboratories and workshops including simulators for cargo handling,

propulsion, marine communications, and ship navigation with a well-

equipped library.

• Apart from simulators, students take part in training on board commercial

merchant marine or dredging vessels during holidays.

• The Academy is also participating in the Erasmus + programme. The Erasmus + programme aims to

support actions in the fields of Education, Training, Youth and Sport. The programme gives

opportunities to students and staff to spend a period abroad to increase their skills and employability.

5. LEARNING PATHWAYS/METHODS

As a member institution of the Association of Antwerp University and Colleges

(AUHA), the Antwerp Maritime Academy has developed a Blackboard digital

learning platform

17


Case study 2: Maritime Services Training Institute (part of Vocational Training Council), Hong

Kong (China)

Maritime Services Training Institute (MSTI) is subsidiary of the Vocational

Training Council (VTC) which is the largest vocational education, training

and professional development body in Hong Kong.

MSTI provides a range of courses for secondary school leavers, local and foreign in-service seafarers and

employees of marine-related and shore-based industries. It is also the approved institution to provide

specific mandatory training courses to meet the local standards and international requirements of the

marine industry.


Formal education and traineeship, as vocational training, are carried out at the Institute. The programmes

that MSTI range from 3-year full-time Higher Diploma Courses in Maritime Studies, to new entrant and

modular day courses for deck cadet officers, local and foreign in-service seafarers, and employees of

marine-related and shore-based industries. These programmes are classified as follows:

Full-time & special programmes

These programmes include more academic orientated, or more specialised

vocational courses

STCW Courses

These courses conform with STCW convention standards

2. BUSINESS & MANAGEMENT MODELS

MSTI is one of the 13-member institutions of VTC. VTC has a well-established governance structure. The

Council - the highest authority in VTC - comprises senior government officials and representatives from the

industrial, commercial, service, labour and educational sectors.

The operation of the Council is supported by 5 Functional Committees and 25 Training Boards.

• Council Membership

• Council Meetings

• Functional Committees

• Training Boards

Marine Department Approved Courses

These courses are specific courses developed and offered in accordance with the Marine Department

Local Craft Courses

Local craft courses refer to courses related to general marine occupations (or craft) found in China

Cruise Related Programmes

At present only one cruise related course is offered: Diploma in Cruise Operations

18


Source: MSTI (2019) and VTC (2019)

3. KEY TRAINING PROVISION FEATURES & FACILITIES:

Facilities and support:

The academic building houses the following facilities:

• 14 multi-purpose classrooms

• a mock-up bridge equipped with full-mission radars

• 3 simulator rooms equipped with ship-handling simulation system

• a simulator room equipped with desk-top radar, ship-handling simulation (R&SS), electronic chart

display information system (ECDIS), and desktop liquefied cargo handling simulation (LCHS) system

• a global maritime distress safety system (GMDSS) simulator training room

• a seamanship training workshop

• an engine-room training workshop

• a model display and room

• a PC and language laboratory

• a canteen/assembly hall

• a multi-function room

• an administrative office

• a library/conference room

The open yard has the following training facilities:

• a survival drill tank for personal survival training

• a lifeboat platform equipped with boat davits, lifeboats and rescue boats

• a forecastle for mooring, anchoring and single buoy mooring training

• two mock-up ship structures for hot fire and safety training

• a fire pit

• an LPG storage tank and pipeline system for firefighting training

• various types of lifting appliances and lifting gear

• a cargo hatchway together with a hatch cover

• a simulated double bottom tank for breathing apparatus and confined space training

• a bunkering arrangement

• an open area for forklift truck training

• a football pitch/helicopter landing pad

4. LEARNING PATHWAYS/METHODS:

The MSTI offers both face-to-face and e-learning courses, depending on the

training programme.

19


Case Study 3: International Maritime Training Center (Batumi Navigation Teaching

University), Georgia

Source: Batumi Navigation Teaching University (2016)

• Human resource management

• Registration, Evaluation and Monitoring

• Technological support and communication

• Practice and employment

• Training Vessel.

The functioning of vocational training is undertaken by the office of the Chancellor


The Centre is equipped with the following facilities:

• Swimming pool to perform the simulation of abandon-ship procedures

• Shore-based firefighting simulator

• Lifeboat simulator

• Specialised laboratories (ship handling and manoeuvring laboratory, wall wash test laboratory, etc.)


Theoretical classes are offered separately in computerised classrooms.

2. BUSINESS & MANAGEMENT MODELS:

Business model employed by the University is partnership with crewing companies such as Cargo Trans

Group Ltd, Geo Trans Group Ltd and Elseri Ltd, amongst others.

The management model is made up as follows:

• The Institution Head is made up of a Partner’s Assembly, which is made of the Rector and Chancellor.

• The administration aspect of vocational training is undertaken by Academic arm of the Rectors’ office.

The Marine Engineering Faculty is responsible for the International Maritime Training Centre which functions

in the following services:


i. Deck Officer (Level III & IV)

ii. Engine Room Seaman (Level III & IV)

iii. Logistics Operator (Level III & IV)

iv. Ship’s Electrician (Level III)

v. Ship’s Cook (Level II)

vi. Nurse Assistant on-board (Level III)

STCW Courses

These courses conform with STCW convention standards

Batumi Navigation Teaching University The International Maritime Training Centre is one of the organisational

developments of Batumi Navigation Teaching University and provides training,

retraining and certification of marine specialists (seafarers) and students of high

and vocational programs of the University in accordance with the requirements

of the International Convention STCW 78, as amended.


Apart from higher education programmes, formal education and traineeship as vocational training, are

carried out at the Centre.

20


Case Study 4: Arab Academy for Science, Technology & Maritime Transport, Egypt

Source: AASTMT (2018a, 2018b)

The Arab Academy for Science, Technology & Maritime

Transport (AASTMT) is engaged in education, training,

research, community service and projects. The Academy

comprises of four entities: College of Maritime Transport &

Technology, Maritime Upgrade Studies Institute, Maritime

Postgraduate Studies Institute, and Maritime Research and

Consultation Centre.

The Academy focusses on educating, training and qualifying students for all sciences and technologies

with particular emphasis on the various aspects of the maritime industry, logistics and quality.


Apart from presenting higher education programmes such as degrees, the academy offers shorter,

vocational skills programmes.


Short Courses

i. Diving

ii. Port State & Audit Scheme

iii. Meteorology & Hydrographic Survey

iv. Regional Maritime Security

v. Natural Gas & Petrochemicals

vi. Global Maritime Distress and Safety System (GMDSS) Simulator

vii. STCW

viii. Marine Simulators

2. BUSINESS & MANAGEMENT MODELS:

The business model used by the Academy is a consultancy board, where stakeholders from the blue

economy companies such as oil, shipping and port companies are consulted.

The organizational structure of the Academy is the Maritime Affairs (Higher Council for Maritime Affairs). The

Maritime Affairs comprise the following entities:

• College of Maritime Transport and Technology

• Maritime Upgrade Studies Institute

• Maritime Safety Institute

• Sea Training Institute

• Maritime Postgraduate Studies Institute

• Quality Maritime Education and Training Deanery

• Maritime Research and Consultation Centre


The Academy comprises the following facilities:

• Full Mission Ship Handling Simulator

• Full Mission Engine Room Simulator

• Full Mission Offshore Vessel Simulator

• Liquid Cargo Handling Simulator

• Engineering Workshop

• Global Maritime Distress & Safety System Simulators

• Firefighting Facilities

• Diving Centre

• Maritime Training & Sail Sports Centre


Although most programmes require face-

to-face interaction, the Academy offers

and Open Resource portal for students to

access digital materials and support.

21


2.4. Critical Success Factors

Vocational training, characterised by a more ‘hands-on’ approach to training, is organised

by vocational educational institutions (and professional higher education institutions). The

vocational education system is regulated by various legislation per country, which provide

the basis for the establishment, maintenance, transfer, reorganisation and closure of

vocational educational institutions, the basis for the right to provide instruction,

management, organisation of studies, state-commissioned education and financing, the

rights and obligations of members of schools, and state supervision over the activities of

schools. Some of the critical success factors and elements that generally take place for

vocational education institutions to be effective are:

• Business models/governance/management structure

• Financial support systems

• Learner management systems

• Training programmes and facilities

Vocational education institutions in the maritime sector may be divided based on the

ownership status into state/municipal (government) and private institutions. In many

countries, VET systems utilise their capacity efficiently because of adequate organisation

and management skills. Many VET systems have the necessary institutional capacity,

infrastructure and training legislation, and they tend to create parallel and centralised

organisational structures.

In terms of business model, some vocational education institutions apply a consultancy

approach, where they work with industry partners or international organisations to provide

MET services in the sector, while others are subsidiaries of shipping companies.

As is the case with all formal education institutions, vocational education institutions may

have faculties, a host of centres and institutes, several decision-making and advisory bodies

and central departments. It also has members of personnel in various layers, organised

according to academic and administrative structure requirements.

Vocational education institutions do not operate alone. Vocational education in general is

administered by some government ministry such as a Ministry of Education or a Ministry of

Labour, or of Higher Education and Training (as is the case in South Africa), ministry of

education and training, in collaboration with various stakeholders. Formal VET institutions

will, apart from an oversight relationship with a Ministry, have some form of an Advisory

Council which focuses on educational policy and related matters. These Advisory Councils

(or Boards) are valuable structures to, at strategic level, direct the institution and its

management in its offerings, its academic and educational orientation, science and

technology, teacher and lecturer affairs and other policy matters such as life-long learning,

engagement with private sector or industry and its teaching philosophy.

Public vocational education institutions will normally report directly to some ministry (such

as Higher Education and Training in South Africa). Technical support services are centralised.

Business models, management structures and alternatives

22


The vocational education qualifications, training curricula and examination programmes

for vocational education institutions are drafted by industry representatives (associations)

and subject to approval by ministry of education and training. Vocation education

institutions have to teach the approved curriculum and cannot offer any other training

programmes.

Different types of actors and organisations can be involved in education and training

provision. In some countries, education and training is primarily provided by the state, while

in other countries the private sector plays a key role, with all gradients in between. However,

the mixture of stakeholders involved in the provision of education and training are highly

dependent on national education systems, and thus unique to each country.

Generally, one can accept that Public MET institutions are mainly funded by the state. This

is normally done using two possible formulae. In some cases, the public institution will draw

up and submit an annual budget that is then funded from the budget of its line function

ministry. Alternatively, funding is based on a formula applied to each learner enrolled and

the institution will receive a standard amount per student or learner. A third possibility is a

mix of both.

In the case of private MET institutions, it is generally true that the bulk of its funding will be

from the private sector or industry. In many countries, if such private institutions meet certain

minimum accreditation and quality criteria, they may actually also receive partial funding

from the state (this generally happens where there are no or too little public institutions to

provide the required services).

Progressive public institutions will engage with the private sector for funding. This is frequently

in the form of donations (especially of state of the art tools and equipment) and the

payment of course fees, even though it is a public institution. Private sector funding (and

participation) is normally a function of the extent to which the public institution listens to and

address the skills needs of the private sector. With the rising of the Centres of Specialisation

(CoS) in South Africa, this partnership arrangement with the private sector is becoming

evident.

Actors involved in the provision funding for MET

23


In education institutions, digital learning environments, referred to as virtual learning systems

(VLS), have been adopted and are becoming increasingly popular among academics.

Web-based e‐learning is a new training and learning mode, which is completely different

from traditional training and learning. The information network such as the Internet or LAN

network is the important foundation of e‐learning training. Examples of a VLS in use are

Blackboard, ATutor, and Moodle, amongst others.

The e‐learning status of maritime education and training

Some vocational educational institutions, professional higher

education institutions and industry companies in the maritime

sector have launched network courses, such as (Bauk and

Radlingera, 2013; Chen, Bai and Xiao, 2017; AUHA, 2019):

• California Maritime Academy developed the e‐

learning Maritime Security and other courses;

• Antwerp Maritime Academy (Belgium), as a member institution of the Association of

Antwerp University and Colleges (AUHA), developed a Blackboard digital learning

platform;

• Singapore Maritime Institute uses online teaching and in‐school training to provide

appropriate e‐learning courses required by the competency certificate;

• University of Plymouth (UK) has done a lot of research in e‐learning, and opened a

number of e‐learning courses;

• Classification societies and regional organizations, such as the Baltic Shipping

Council, Lloydʹs Register, launched a series of e‐learning network training courses;

• Some shipping companies, such as OOCL and China Shipping Group, provide some

continuing education e‐learning courses;

• E‐learning courses are also introduced by a number of commercial MET institutions,

such as:

o Aliquot Training & Consultancy Service, which is headquartered in the UK,

offers several STCW‐compliant training courses; and

o Seagull AS, headquartered in Norway, provides training courses and

assessment tools for seafarers in compliance with the STCW and IMO

conventions, as well as traditional classroom courses, and onboard courses

emphasising skills training.

The MET institutions, as noted, have constructed a network teaching platform1 and

introduced e‐learning courses, using various digital learning platforms. As pointed out by

1 “The network teaching platform is the product of computer technology development. It can be

considered as an online teaching support platform which is based on the Internet. It also has

materials contents for personal learning”. It can be “defined as a high technology systems-combined

intelligence platform which can assist teaching and make personal study easier and more

convenient” (Zhang, 2017)

Learner management systems

24


Chen, Bai and Xiao (2017), in order to promote the application and development of e‐

learning in the MET system, the following must be accomplished:

• Complete the existing legal system - It is suggested that the relevant country’s

authorities, in accordance with the Amendment to the STCW Convention, clarify that

distance learning and e‐learning have become one of the methods of MET by

revising or improving existing laws and regulations, and applying e‐learning to create

conditions in MET.

• Use the blended learning teaching mode combining traditional teaching with e‐

learning - Using a variety of teaching methods of blended learning, students can

learn knowledge after the class, and in the class for questions and answers, skills

training, teacher‐student interaction and finishing homework.

• Build lifelong learning platform for maritime practitioners - It is suggested to set up the

distance education system of MET, make full use of e-learning, improve the e‐learning

curriculum resources and assessment system, and build a platform for continuing

learning and lifelong learning for maritime practitioners.

• Use e‐learning to promote the internationalisation of maritime education and training

- Internationalisation of MET includes both the introduction of advanced international

teaching ideas and teaching resources. Relevant ministries, such as those of

transport and education, must support maritime educational institutions to recruit

overseas students to carry out overseas education.

Vocational education institutions work closely with related associations and industry

companies to design and implement effective training programmes or courses. They offer

a wide variety of educational and training options, including STCW training programmes, to

local and foreign in-service seafarers, employees of marine-related and shore-based

industries and individual trainees. Some offer both professional and simulator-based

maritime courses as well as a variety of training services and customised training solutions.

Trainees might engage in learning activities both in more traditional face-to-face sessions

and via e-learning and other digital learning components, so a blend might include:

• e-learning;

• face-to-face workshops;

• scenarios (digital or offline);

• workbooks (digital or offline);

• simulators; and

• online forums

Training programmes/services/support offered to trainees

25


In support of the above, vocational education institutions have a full range of industry-

leading simulation and training facilities. Trainees benefit from using unique virtual learning

environment and online support services. These facilities may include, amongst others:

• Bridge simulators and Electronic Chart Display and Information System (ECDIS) suites;

• Ship handling centre;

• Engine room simulator;

• Liquid cargo operations simulator;

• Maritime and offshore safety facility;

• Fire school;

• Radio communications centre;

• Seamanship centre;

• Engineering workshops and laboratories; and

• Accommodation.

Online and blended learning at Warsash Maritime Academy,

Solent University (UK)

Distance learning – Maritime postgraduate studies:

MSc Shipping Operations (Distance Learning)

• This postgraduate programme is offered fully online by distance learning

using Solent University’s virtual learning environment (SOL), a web-based

platform that is accessible from anywhere in the world, day or night

• Students learn as part of an online community of tutors, fellow students, library, and

student support services

• Each student has their own dedicated academic tutor and study partner, and studying online is made

interesting, interactive, and engaging by forums, wikis, reflective journals and video presentations.

• Additionally, shipping industry experts are involved in the programme and in the mentoring of work-

based projects, enhancing the value of the students’ learning.

Blended learning – Maritime postgraduate studies:

BEng (Hons) Marine Engineering Management

• 15- week period of study at Warsash Maritime Academy

• Thereafter, 18 months to complete the course by flexible (distance) learning, supported by nominated

tutorial staff

BSc (Hons) Marine Operations Management

• The course is delivered via blended learning commencing with a 15-week period of attendance at

Warsash Maritime Academy

• Thereafter, 12 months to complete the course by flexible learning, supported by your supervisor and

course leader.

26


3. South African Context

The purpose of this section is to review South Africa’s post-school education and training

(PSET) system and institutions, especially in relation to MET. This section starts by providing a

broad overview of the key legislation and policies that are meant to guide PSET institute

development in the country. This is followed by the South African training environment.

Finally, the maritime education and training framework is described.

3.1. PSET and Maritime Policies of Relevance

PSET Legislation and Policies

Historically, education, skills development and post-school training in South Africa was

characterised by deep divisions along racial lines. In an attempt to eradicate these

inequalities, a set of new legislation and policies were passed. The most prominent of these,

guiding PSET in South Africa, are set out below (DHET, 2017; DHET, 2013):

• The Constitution of South Africa (Act 108 of 1996)

• The Labour Relations Act (Act 66 of 1995)

• Higher Education Act (Act 101 of 1997)

• Skills Development Act (97 of 1998)

• Skills Development Levies Act (Act 9 of 1999)

• National Student Financial Aid Scheme Act (Act 56 of 1999)

• Continuing Education and Training Act (Act 16 of 2006)2

• National Qualifications Framework Act (Act 67 of 2008)

• White Paper for Post School Education and Training, 2013

• National Development Plan 2030

The collective objective of these Acts and Policies is to see the restructuring and

transformation of the PSET environment. The legal framework allows for an environment that

ensures that further education, skills development and human resource development is

accessible, credible and that it address economic and social development needs of the

country.

The relevance of the legislative and policy context to the current assignment, together with

the key implications for the study, is highlighted in the diagram below:

2 Formerly known as the Further Education and Training Act (Act 16 of 2006)

The right to further education

The right to education is contained in Chapter 2, the Bill of Rights,

of the South African Constitution.

According to Section 29(1)(b):

“Everyone has the right to further education, which the state,

through reasonable measures, must make progressively available

and accessible”

27


• Sets out the framework to restructure and

transform programmes and institutions to

respond better to human resource, economic

and development needs

Labour Relations Act

(Act 66 of 1995)

& Labour Relations Amendment Act (Act 127 of

1998)

Higher Education Act

(Act 101 of 1997)

Skills Development Act

(Act 97 of 1998)

& Skills Development Levies Act

(Act 9 of 1999)

Continuing Education and

Training Act

(Act 16 of 2006)

National Qualifications Framework Act

(Act 67 of 2008)

National Student Financial Aid Scheme

Act

(Act 56 of 1999)

White Paper for PSET, 2013

National Development Plan

• Sets out the laws that govern Labour in South Africa

• Its outcome is improved interface between PSET

providers (institutions) and the workplace

• Sets out an institutional framework

to devise and implement

national, sector and workplace

strategies to develop and

improve the skills of the South

African workforce and provided

the legal framework for the

establishment of the QCTO

• The Act governs and recognises

the link between CET Colleges,

TVET Colleges and Community

Learning Centres

• Facilitates and supports the access to and

success in higher education and training for

students from poor and working-class families

who would otherwise not be able to study

• Sets out the framework for development of

quality qualifications

• Specifically recognises the social and economic

transformation of the nation at large

• Sets out strategies to improve the

capacity of the PSET system to meet

South Africa’s needs

• Envisions that the post-school

sector will play a significant role in

producing skills and knowledge

the country needs to drive its

economic and social

development

Transform the PSET

environment to

ensure that skills

development is

accessible, credible

and addresses the

economic & social

needs of South Africa

28


Maritime Policies and Legislation

The Maritime Industry is a highly

regulated environment, and as

such, the industry is not only

subject to South African

Legislation and Policies, but also to

regional, continental and

international policies, protocols

and standards.

Within the South African context,

the South African Maritime Safety

Authority (SAMSA) Act (Act 5 of

1998) is arguably one of the most

critical pieces of legislation

governing the Maritime industry.

Section 2 of the Act states that

SAMSA is responsible to administer

a number of maritime legislations,

to ensure safety and coherence

within the Maritime environment.

These acts are:

• Merchant Shipping Act (Act 57 of 1951 as amended)

• Marine Traffic Act (Act 2 of 1981 as amended)

• Marine Pollution (Control and Civil Liability) Act (Act 6 of 1981)

• Carriage of Goods by Sea Act (Act 1 of 1986)

• Marine Pollution (Prevention of Pollution from Ships) Act (Act 2 of 1986)

• Marine Pollution (Intervention) Act (Act 64 of 1987)

• Maritime Zones Act (Act 15 of 1994)

• Wreck and Salvage Act (Act 94 of 1996)

• South African Maritime Safety Authority Act (Act 5 of 1998)

• South African Maritime Safety Authority Levies Act (1998)

• Ship Registration Act (Act 58 of 1998)

Through the Act, SAMSA is furthermore mandated to:

• Aid the Department of Transport (DoT) to draft maritime policies and to consult with

stakeholders in this regard

• Stay abreast of legal and regulation changes

• Conduct research into the legal and regulatory framework that guide the Maritime

Industry, and to make recommendations for improvements

• Provide legal advice and opinions to government departments relating to Maritime

matters

• Ensure that international regulations (standards, conventions, protocols, codes) are

adopted, and ensure these regulations and international best practices are applied

within the South African context (SAMSA, 2019).

With regards to the latter, South Africa follows the following SADC and Continental codes:

South African Maritime Acts and Policies

Southern African Development

Community (SADC) Protocols

African Charters International Standards & Regulations

29


• SADC Protocol on Transport Communications and Meteorology

• SADC Protocol on Shared Watercourses

• African Maritime Transport Charter

• African Integrated Maritime Charter (AIM)

International standards and regulations are administered and managed by the IMO. The

IMO is a specialised agency of the United Nations (UN) and is responsible for the safety and

security of shipping, and the prevention of atmospheric pollution by ships (IMO, 2019). South

Africa is represented on the IMO, and as such, IMO protocols impact not only the local

Maritime Industry, but also skills demand and supply.

The key protocols/conventions of the IMO are:

• International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended

• International Convention for the Prevention of Pollution from Ships, 1973, as modified

by the Protocol of 1978 relating thereto and by the Protocol of 1997 (MARPOL)

• International Convention on STCW as amended, including the 1995 and 2010 Manila

Amendments

The STCW is particularly important in the context of this study, as it is the main reference for

MET. In this regard, SAMSA has compiled the SA Marine Qualifications Code (SAMSA Code),

which gives effect to the provision of STCW and the Code for Training for Seafarers and

Medical Fitness Standards.

Other acts, policies and strategies that influence the South African Maritime environment

include:

• Sea Transport Documents Act (Act 65 of 2000)

• The National Ports Act (Act 21 of 2005)

• Comprehensive Maritime Transport Policy, 2017

• The National Commercial Ports Policy, 2002

• The Comprehensive Maritime Transport Policy

• Operation Phakisa: Oceans Economy

Operation Phakisa, an initiative designed to fast-track implementation of developmental

projects and programmes, is designed to help implement the National Development Plan

(NDP) 2030 goals to boost economic growth and create jobs. Operation Phakisa was

announced in 2014, consisting of seven ‘labs’, of which the ocean economy lab was the

first to be implemented. The ocean’s economy was chosen due to the fact that it holds

enormous economic potential. Since its announcement, much work has been done to fast-

track some of the key initiatives of the programme, including the education agenda within

the ocean economy stream by DHET (the dti, 2016). Highlights of the education agenda are

set out below:

https://www.samsa.org.za/legislation/sadc-protocol-transport-communications-and-meteorology

https://www.samsa.org.za/legislation/sadc-protocol-shared-watercourses

https://www.samsa.org.za/legislation/african-maritime-transport-charter

https://www.samsa.org.za/legislation/aim-charter-0

30


Source: DHET (2015)

Education Agenda Milestones

• DHET activated the South African

International Maritime Institute (SAIMI) as the

vehicle to coordinate skills

• The Skills Initiative Working Group Leaders have been appointed for each of the lab areas;

• A process has been initiated to recruit and appoint a CEO for SAIMI

• Workplace-based Learning Programme Agreement Regulations for placement of 2550

TVET College graduates is under development by DHET to allow for a broader, more

effective legal basis for funding of learners by SETAs and the National Skills Fund

• Occupational Teams have been established for the Strategic Infrastructure Projects (SIPs)

being utilised for Operation Phakisa

• West Coast TVET College (Saldanha) and Umfolozi TVET College (Richards Bay) to be

allocated Marine Industry Learner Programme Specialisation

• DHET signed a Memorandum of Agreement with the Department of Labour to increase

usage of the Employment Services System of South Africa (ESSA) system

• An interim draft Skills Strategy Roadmap was completed for the oil and gas sector

Identified Maritime Skills in Demand

• Seafarers and technically skilled occupations

(artisans, engineers, technicians)

• Management and technical professionals in

demand in each of the primary maritime sub-

sectors

• Occupations within operational support services:

stevedoring, clearing and forwarding, logistics,

port operations, ships’ chandlering, etc.

Other Skills in Short Supply

• Shipping and Ports: Navigation Officers, Ship’s Engineers, Engine and Deck Ratings,

Hydrographers, Oceanographers, Maritime Technologists, Meteorologists, Dockmaster,

Transport and Logistics Management, Vessel Traffic Management, Sea-watch and

rescue operators, Port Captain/Harbour Manager;

• Offshore Oil and Gas: Geologists/Geophysicists, Engineers (Chemical, Geotechnical),

Drilling, Structural, Marine, Mechanical, Deck Officers, Artisans;

• Fisheries and Aquaculture: Engineers, Artisans, Ratings, Engine;

• Vessel Construction and Repairs: Naval Architects, Production Managers, Designers,

Electricians, Electronics, Metal Fabricators, Fitter, Boiler Makers and Welders, Riggers,

Technicians, Boat Builder and Repairer;

• Commercial Services: Marine Attorneys/Lawyers, Marine and Environmental Lawyers,

Maritime Economists, Marine Financiers/Underwriters, Maritime Consultants, Crewing,

Training, Research and Innovation, Business; and

• Marine Tourism: Hospitality Officers (Chefs, Stewards), Marine Conservation Officers; Dive

Videographers/Photographers.

31


3.2. The South African Education and Training Environment

The South African education and training environment can be described as both robust

and dynamic, catering for the needs of a diverse and growing population of learners and

students. The education system is, however, also affected by challenges associated with

rapid education expansion.

The system comprises three broad bands of education, i.e. general education, further

education and higher education, as illustrated in the diagram below.

General Education:

This band consists of primary and

some secondary school phases:

• Foundation Phase (Grade R to

Grade 3)

• Intermediate Phase (Grade 4

to Grade 6)

• Senior Phase (Grade 7 to

Grade 9)

Further Education:

Further education comprises the

National Senior Certificate

Phase. In the traditional

secondary school setting, this

translates to Grade 10 to Grade

12 (National Senior Certificate),

and in the VET environment, this

refers to, amongst others the

National Vocational Certificate

(NVC) level 2 to level 4 or Report

191 N1 to N3.

Higher Education:

The higher education consists of

PSET (post-National Senior

Certificate or equivalent). This

ranges from National Higher

Certificates, National Diplomas,

to undergraduate Degrees and

postgraduate Degrees. These

can be obtained from various

institutions.

In order to illustrate the various

pathways for obtaining post-school qualifications, and to show how TVET Colleges fit into

the South African education and training framework, the following subsection will discuss

South Africa’s PSET environment.

Figure 3-1: The South African Education System

32


The South African PSET Environment

According to the Department of Higher Education and Training (DHET, 2018), the post-

school education system comprises all education and training provisions for those who have

completed school, those who did not complete their schooling, and those who never

attended school. In this regard, the following institutions in South Africa fulfil this space:

Public Higher Education Institutes (HEI)

• 11 general academic universities

• 9 comprehensive universities

• 6 universities of technology

Private HEI • 123 private HEI

Technical and Vocational Education and

Training (TVET) Colleges

• 50 public TVET Colleges with 250

associated registered campuses

Community Education and Training (CET)

Colleges • 9 CET Colleges (one per province)

Private Colleges

• Includes former private Adult Education

and Training (AET) Centres

• Includes Skills Development Providers

(SDP) (DHET, 2018)

The PSET environment structure has various linkages between institutions, as illustrated in the

diagram below:

Figure 3-2: The South African PSET Framework

33


TVET Colleges

The TVET colleges, formerly known as Further Education and Training (FET) colleges in South

Africa, offer vocational education and training programmes. Enrolment in a TVET college

can be done via a number of pathways, with NQF 1 as minimum requirement. This could be

done either through leaving high school upon completion of Grade 9, or upon

achievement of AET level 4. Alternatively, enrolment into a TVET college can be done at

any stage post-school to achieve occupational or part qualifications.

TVET colleges offers 3 categories of qualifications and part qualifications:

i. National Certificate (Vocational) (NCV). Completion of NCV 2, 3 and 4 is an

alternative vocational learning pathway equivalent to Grades 10, 11 and 12.

NQF 2 – NQF 4

ii. Report 191 National Technical Education programmes (NATED).

o Engineering studies: N1 to N6 and 24 months (2 670 hours) of applicable work

experience/trade test certificate (National N Diploma)

NQF 2 – NQF 6

o Business and general studies: Introductory, N4 to N6 and 18 months (2 000

hours) work experience (National N Diploma)

NQF 2 – NQF 6

iii. Occupational qualifications and part-qualifications

Qualifications that are inclusive of workplace-based learning (WPBL).

Once category i and ii are completed, the individual can either start working, or pursue

further education at a public or private HEI (university or university of technology).

The aim of TVET colleges is to provide young school leavers with the skills, knowledge and

capacities necessary for employment for an array of occupations. In 2016, the TVET system

consisted of 50 multi-campus colleges, with over 250 individual campuses and a total

enrolment of approximately 705 397 students (DHET, 2018).

One of the greatest priorities of DHET is to strengthen and expand the TVET system. The aim

is to ensure TVET colleges become the institution of choice for a significant number of school

leavers. At present, however, TVET colleges face poor public perception. This, in part, is due

to the complicated mix of programmes and qualifications, conflicting and uneven quality

assurance mechanisms, and complex funding systems (DHET, 2013).

Given that the primary role of TVET colleges is to prepare students for the labour force, these

institutions should have strong partnerships with employers, although presently this is not the

case. The DHET therefore acknowledges the need to develop these partnerships in order

to facilitate work-integrated learning, upgrading of instructor knowledge, joint curriculum

development, and access to equipment donations. In an attempt to improve the image of

the public TVET Colleges DHET initiated the Centres of Specialisation (CoS) project where 26

TVET College campuses will be recognised as a CoS and will focus on one of 13 priority

trades. These CoS were specially equipped with the assistance and guidance of industry

and will implement the dual system to train artisans where the employer takes the lead by

employing an apprentice and then placing the apprentice in one of the CoS. Special

structures were established where employers take the lead, employers are central to the

design of appropriate curricula and employers drive the rotational system between the

college and the workplace – “employers are in the driving seat”.

34


The DHET has identified an important role for Sector Education and Training Authority (SETAs)

in facilitating this process (DHET, 2013).

Development Trends and Advancements in the PSET environment

South Africa, as with many other developing countries, in many aspects lags behind in

gearing industries for the fourth industrial revolution (4IR). This is also true for the PSET

environment, as education and training needs are informed by industry.

The 4IR has been identified as the technological change that will affect and challenge skills

in South Africa. Reportedly, a lot of investment will have to go into training systems,

especially in Maths and Science, to keep on par with technologies introduced in South

Africa (Biepke, 2018). This will require a change in curricular development which

encourages critical thinking, creativity and emotional intelligence, bearing in mind that not

all jobs will be replaced by ICT-intensive jobs (WEF, 2017).

Development trends in the South African PSET environment are moving to incorporate

aspects associated with the 4IR. This includes not only a refocus on the skills being taught,

but also the teaching and training methods deployed. It is interesting to note that all the

training material for the 26 CoS will be digital and each of the 780 apprentices are issued

with a tablet and each of the 52 facilitators with laptops.

35


In South Africa, a number of development trends have emerged within the PSET

environment. Some of the most prevalent trends are summarised below:

Alternative/flexible education options such as online learning or digital

education to accommodate all people who want to learn but have

limited access to traditional modes of tertiary education.

PSET Development Trends

Delivery of education across various industries is increasingly being

informed by disruptive and innovative trends influenced by the Fourth

Industrial Revolution (4IR). Examples include the use of digitised formats

and online methods for instruction, learning and learning materials.

STEM education. It is estimated that 80% of all future jobs will require

science, technology, engineering and mathematics. Government has

already begun to address the shortfall.

The demand for affordable, accessible and quality higher education,

as seen in the Fees Must Fall campaign. This will result in the provision of

high impact, but value-for-money education and training.

Interactive learning approaches, which involves real-world simulation

(virtual reality) to test learners in various fields.

The evolution of teaching and learning curricula influenced by the

impact of globalisation and new information and communication

technologies ICT.

Digital skills capacity development initiatives as seen in the iKamva

National e-Skills Institute (iNeSI) Bill passed by the National Assembly

late 2018.

Hands-on, practical learning, and work-based learning

Addressing the divide in education technology (edtech), less than 30%

of public schools have access to technology and computers in their

teaching/learning environments, leaving over 70% unserved. Those

entering the PSET or working environment need to be 4IR-ready when

they leave school. Molakeng (2018); Kuaho (2019)

36


Technology and Alternative Learning Methods Implementation

TVET colleges have been undergoing a process of modernisation, with nearly R11 billion

invested into infrastructure, which includes ICT infrastructure. Communication books for both

students and lecturers are being introduced, where textbooks have been digitised. Many

colleges are also already incorporating blended learning into many of their programmes

(DHET, 2018a).

The Impact of Occupational Qualifications

Skills are a major policy priority both nationally and internationally. It is necessary to explore

the feasibility of the development of a new and comprehensive set of detailed, multi-

dimensional occupational skills profiles for South Africa which describe the skills required by

employers and used by individuals in the modern workplace. These occupational skills

profiles can have a myriad of potential uses and users, including providing a much richer

and deeper understanding of the changing patterns of the demand for skills in South Africa,

and informing individuals and those who advise them on the skills that are useful in

employment today.

In 2020, most legacy qualifications will be phased out and only the QCTO occupational

qualifications will be registered on the NQF. The new qualifications require work-based

learning to be integrated into the qualification’s curriculum. SETAs, and in this particular

instance, TETA should ensure that it can provide the relevant (budget and institutional)

support in ensuring that individuals receive the relevant exposure (e.g. assisting individuals

to obtain required seatime). A conducive working relationship between TETA and the QCTO

is required to ensure that the qualifications are specialised and tailored to the industry. TETA

should also influence the formulation of part-qualifications to ensure greater specialisation.

Finally, TETA should be pro-active and take the lead in developing both occupational

qualifications and curricula, now referred to as National Occupational Curriculum Content

(NOCC) as it is in the NOCC where work-integrated learning is embedded.

Maritime Sector Context

In addition to occupational qualifications already developed in the South African maritime

sector, there has been a need to develop new curriculum for national certificates in

Alternative learning methods at TVET Colleges

Distance Learning offerings respond to the increase of growing further and higher education

demands. Distance learning programmes provides access to restricted persons/areas. Distance

learning supports e-learning or computer-based learning platforms. This means that learning is

supported with the use of technology and the online capability.

Open Learning is another alternative learning pathway supported by

technology and online capability in TVET environments. Open Learning has a

low-entry barrier and provides low to no cost education and learning

materials. The National Open Learning System website is to be launched in

2019.

Flexible delivery of education/training: face-to-face classroom style, online or

web/computer-based platforms, or blended learning modes (a combination

of online and face-to-face methods).

37


maritime studies which is accepted by maritime commerce and industry. The introduction

of the newly developed curriculum (national maritime sector occupational qualifications)

is driven by the maritime industry in collaboration with the QCTO, SAMSA and TETA among

others (SAMSA, 2016). Particularly, TETA in collaboration with Enabel have come up with the

five (of the eight national maritime sector occupational qualifications [including part

qualifications] by SAMSA) to be assessed at selected TVET colleges. These qualifications are:

Qualification Part-qualification

Able Seafarer Engine

Able Seafarer Deck and Fishing

Marine Engineer

Fishing Chief Engineer

Electro-Technical Rating

Port Operations

Marine Motorman

Ship’s Officer Fishing Deck Officer

Ship’s Master

Coastal

Port Operations

Skipper Fishing

Some of these maritime occupational qualifications are already registered and/or in the

process of registration with the South African Qualification Authority (SAQA). The expansion

of MET to TVET colleges is envisaged to have positive impact in the upskilling of people within

the ocean’s economy, in line with the objectives of Operation Phakisa. TVET colleges are

viewed as key vehicles through which large numbers of seafarers can be trained. Therefore,

the South African government is piloting a dual system apprenticeship project which aims

to:

• improve the quality of seafarer training at public TVET colleges;

• build employer trust in the quality of the public seafarer training system; and

• position TVET education as an attractive option for young people.

The intention is for the selected TVET colleges to be assessed in terms of their readiness to

offer these above listed qualifications.

3.3. The Maritime Education and Training Framework

MET System in South Africa

MET is, of course, is but one sub-set of the wider education and training system in general,

and, as such, MET providers must be cognisant of both current educational practices and

the wider environment within which education operates.

According to Basaka (2017), MET is vital in supplying maritime related industries with much

needed skills and knowledge. A great opportunity furthermore exists for established

educational institutions (such as TVET Colleges) to embrace MET and ensure strengthened

and amplified cooperation among maritime industry sectors.

At present, the MET institutions in South Africa implement their programme content in

accordance with the STCW Convention requirements and the contents of the IMO Model

Courses. The country is a signatory to the convention and, just like the European Maritime

Safety Agency (EMSA), SAMSA is the implementing authority that presides over seafarer

38


qualifications (Luttenberg and Rukavina, 2011; Human Resource Development Council of

South Africa, 2014).

In terms of the National Qualifications Framework (NQF), the South African Qualifications

Authority (SAQA) presides over all qualifications issued in the country. However, as argued

by the Human Resource Development Council of South Africa (2014: p8), there is a

disconnect between SAMSA and SAQA: “this disconnect creates a challenge as employers

usually prefer to employ those in possession of a SAMSA accredited qualification (especially

seafaring) that is not necessarily accredited by a SETA (TETA in particular). This conflict may

have an impact on skills development within the maritime sector, particularly in seafaring”.

MET Institutions in South Africa

Provision of maritime subjects especially within higher education institutions in South Africa

is being promoted by DHET and with the support of the government’s Operation Phakisa.

MET providers are public universities, private colleges and private companies. These

institutions offer MET programmes and courses as defined by SAMSA. Most of these

institutions are located along the coast (14 in the Western Cape, 3 in the Eastern Cape and

9 in KwaZulu-Natal), with two institutions in Gauteng offering maritime-related courses (as

illustrated below).

Figure 3-3: MET institution distribution

Table 3-1 below provides a detailed breakdown of institutions offering maritime-related

courses:

39


Furthermore, the related higher education institutions and training providers currently offer

undergraduate and postgraduate studies as well specialised trainings that present

candidates with an opportunity to further qualify as a seafarer. However, there are currently

no TVET colleges that offer maritime specific training in the country. As pointed out by the

Human Resource Development Council of South Africa (2014), based on the available

Maritime Sector Skills Technical Task Team (MSSTTT) Report, a number of skills development

challenges within the maritime sector have been identified which include, amongst others,

inadequate capacity and infrastructure for MET and a lack of suitable institutional and

funding arrangements at the TVET level . Therefore, a number of initiatives to address these

challenges have been proposed and these include, amongst others, closer cooperation

between industry and TVET Colleges in respect of curriculum development.

40


Table 3-1: Detailed breakdown of institutions offering MET programmes

Institution & Accreditation Courses offered

SA Maritime School and Transport

College

WC, KZN, GP

Accreditation: SAQA; SAS

Certificate/diploma:

• Customs & Freight Forwarding

• International Trade

• Shipping Practice

• Freight Logistics

• Freight Handling

• Offshore Sailing School

Durban University of Technology

KZN

Accreditation: SAQA

N. Diploma:

• Navigation

• Shipping and Logistics/shore-based

• Nautical Studies

• Mechanical Engineering

Cape Peninsula University of

Technology

WC

Accreditation: SAQA; CHE; SAMSA

N. Diploma:

• Maritime Studies

• Fisheries Resource Management

Bachelor of Technology:

• Oceanography

The Maritime School

KZN

Accreditation: SAQA

N. Certificate:


• Freight Forwarding & Customs Compliance

University of KwaZulu-Natal

KZN

Accreditation: CHE

Master of Laws (LLM):

• Maritime Law

Master of Commerce:


Post Graduate Diploma:


University of Cape Town

WC

Accreditation: CHE

Master of Laws (LLM):

• Maritime Law

Master’s Degree:

• Applied Ocean Science

BSc, Honours, Masters, PhD:

• Oceanography

Nelson Mandela University

EC

Accreditation: CHE

Postgraduate Diploma:

• Maritime Studies:

Bachelor of Engineering Technology:

• Marine Engineering

Maritime Business Institute

KZN

Accreditation: SAQA

N. Certificate:


University of Zululand

KZN

Accreditation: CHE

Diploma:

• Logistic Management

• Transport Management


University of South Africa

Country wide

Accreditation: SAQA; CHE

Postgraduate Diploma:

Bachelor of Commerce:

• Transport and Logistics

Bachelor of Commerce Honours:

• Transport Economics

University of Johannesburg

GP

Accreditation: CHE

Diploma:

Advanced Diploma:

BCom:

BCom Honours:

• Transport Management

• Logistics/ Logistics Management

• Transport Economics

University of Venda

LP

Accreditation: CHE

Certificate:

• Geographic Information System

South African Maritime Training

Academy (SAMTRA)

WC

Accreditation: SAMSA; TETA

Basic Training:

• Oil and Chemical Tanker Cargo Operations

Training:

• Able Seafarer Deck

• Electronic Navigation Systems – Management

Level/Operational Level

• Ship Handling Simulator

Sea Safety Training Group

WC, EC


Training:


• Able Seafarer Engine

• Coastal Skipper

• Electronic Navigation System (non-STCW)

• Electronic Navigation Systems –Operational Level

• Fishing Safety

Accelerated Training:

• Deck Ratings (Fishing Vessels)

• Officer in Charge of Navigational Watch

Advanced Training:

• Firefighting

STC-SA

WC


Training:



• Crowd Management & Passenger Safety


• Electronic Navigation Systems –Operational Level

Grindrod Shipping Training

Academy

KZN


Basic Training:

• Oil and Chemical Tanker Cargo Operations

Training



• Crowd Management & Passenger Training

41



African Marine Solutions

WC



• Officer in Charge of Engineering Watch

• Officer in Charge of Navigation Watch

Marine Crew Services

WC





• Deck Ratings

• Engine Ratings

Seatrain Consulting

WC





• Deck Ratings

• Engine Ratings

Transnet Maritime School of

Excellence

KZN


Training:

• Marine Pilot


• Deck Ratings (Port Operations)

Pulse Training

WC


Advanced Training:

• Firefighting

Red Watch Fire Training

EC


Advanced Training:

• Firefighting

Riverport Training Academy

EC


Training:


Advanced Training:

• Firefighting

Mandrie Maritime Services

WC


Advanced Training:

• Firefighting

ISPS Africa

WC


Training:


NSRI

WC


Training (in-house staff)


* full list, see SAMSA (2017)

42


4. Maritime Skills Demand Assessment

Maritime in South Africa has been identified as a sector that holds immense untapped

economic potential. Under Operation Phakisa, the oceans economy is predicted to

contribute approximately R177-billion to the national GDP and between 800 000 and one

million direct jobs by 2033. Some of biggest challenges currently facing the maritime industry

relates to the lack of effectiveness in current sectoral skills development and available skills

that are not specialised for maritime (HRDC, 2014).

In an effort to understand the status of sectoral skills development, and to identify the need

for specific maritime related skills and training programmes, key maritime organisations,

stakeholders and role-players were engaged. Results were gathered through the following

methods:

• An electronic survey targeting maritime employers

• Two focus group discussions (hosted in Cape Town and Durban)

• Face-to-face interviews

Inputs and insights gained through the primary data collection was used to verify and

substantiate secondary data findings.

The following subsections unpack the demand for skills in response to the changing labour

environment, in line with the maritime industry and local economic trends, according to the

following aspects:

• Maritime Sector Skills Landscape

• Industry and economic trends

• Educational Dynamics

• Skills Requirements

4.1. Maritime Sector Skills Landscape in South Africa

With the intent of aligning the maritime sector skills study with the national skills development

agenda, as well exploring economic growth and job creation opportunities more widely

along the maritime value chain, a South African maritime sector model has been

developed by SAMSA that incorporates all identifiable segments of South Africa’s maritime

sector. The model is illustrated in Figure 4-1.

The diagram depicts the seven maritime clusters, representing subsectors of the maritime

sector, and the skills profiles within each cluster. These seven clusters are further clustered

into three primary and four secondary industry clusters, as structured by SAMSA (2011).

i. Primary industry cluster includes:

a. Shipping and transport, includes maritime logistics infrastructure, shipping transport

and ports, marine services and coastal administration;

b. Marine resources, includes fishing, pharmaceuticals and aquaculture, as well as off-

shore energy and mining; and

c. Marine tourism is broken down into boating and cruising, sports and recreation and

leisure.

ii. Secondary industry cluster includes:

43


a. Operational support services, includes shipping logistics and marine technologies;

b. Manufacturing and construction, includes civil engineering, marine manufacturing

(ship/boat building, component manufacturing), ship repair and maintenance (ship

modifications, oil and gas structures, etc.);

c. Business and operational support services, looks at maritime specialised professionals

within the banking, legal, insurance, ICT, forwarding and clearing and consulting

domain;

d. Public interest looks at public maritime functions and services (maritime regulatory

and naval defence), enforcement, emergency and disaster management.

This maritime sector model was used as the framework for identifying those industries that

contribute the most towards the economy and employment.

44


Sector Industries Operational Areas requiring dedicated

skills

Shipping &

Transport

Marine Logistics

Infrastructure

• Ports

• Pipeline

• Road

• Rail

• Maritime logistics hub

Shipping Transport • Shore-based management

• Long-haul shipping

• Short-haul shipping

• Vessel operations

Ports, Marine &

Coastal Services

• Shore-side Operations, aids to navigation

• Off-shore Operationss, ship to shore transfer, diving

• Infrastructure development & maintenance

• Ports & coastal administration

Marine

Resources

Fisheries,

Pharmaceuticals &

Aquaculture

• Ocean, tidal inland water resource management

• Pharmaceuticals

• Catching & processing

• Aquaculture

Off-Shore Energy &

Mining

• Minerals mining

• Oil & gas exploration & production

• Renewable energy (wind, tides, nuclear)

Marine Tourism

Boating & Cruising • Hospitality & entertainment

• Cruising, ferrying

• Yachting

Sports & Recreation • Sailing

• Swimming

• Diving

• Marine activities

Leisure • Adventure & views

• Real estate

• Eco-marine tourism

Operational

Support Services

Shipping Logistics

• Vessel management

• Crewing services

• Ship/cargo agency

• Customs clearance

• Freight forwarding

Marine Technologies

• Green technologies

• Marine software

• Marine traffic management

• Environmental management

• Biotechnology, R&D

Manufacturing

& Construction

Marine & Civil

Engineering

• Vessel repairs & construction

• Marine equipment manufacturing

• Observatories & aquaria

• Maritime corridors

• Waterfront & cruise terminals & jetties

Business

Services

Banking & Consulting

• Auditing

• Legal services

• Technical & Business Consulting

• Financing

• Insurance

Public Interest Maritime Regulatory

& Naval Defence

• Safety – navigation, environment, property

• Security, defence, customs

• Training & education

• Governance, regulatory, compliance

• R&D, innovation

Figure 4-1: Maritime Skills Landscape

Source: SAMSA (2011)

45


4.2. Local Maritime Industry and Economic Trends

Main contributing Sectors

The consensus amongst industry

stakeholders consulted is that Shipping

Transport is driving the maritime industry,

and probably the most important for the

rest of the value chain. This sentiment is

echoed by SAMSA research, which further

goes on to say that despite its

significance, the industry has a very low public profile (SAMSA, 2011).

Other significant industries worth noting include:

Marine Resources:

Reportedly, the fishing industry is generating significant employment. Estimates by industry

stakeholders revealed that more than 700 fishing vessels are active in the Western Cape.

Renewed interest in offshore energy and mining is evident, with the recent announcement

of a significant gas find at the ‘Brulpadda’ well the coast of Mossel Bay.

Operational Support Services:

Shipping logistics are key with regards to imports and exports into the country. It is noted

that whilst the industry regards clearing and forwarding (at least the sea transport

component of it) as part of the industry, TETA treats it in another chamber, the Clearing and

Forwarding Chamber. For planning and skills development purposes it will be necessary for

the Maritime and Clearing and forwarding Chambers to engage closely.

Manufacturing and Construction

It is anticipated that construction within the industry will take off with small harbour

development being prioritised under Operation Phakisa.

Ship repairing and leisure vessel construction is also an active industry, with big ship builders

and repairers evident in the Cape Town region.

Marine Tourism

It was reported that the contribution of Sports and Recreation and Leisure are often

underestimated, with an estimate of over 30 000 privately-owned small vessels registered –

each requiring a skipper licence, which translates to (potential) employment in the sector.

Boating and Cruising have picked up in recent years, with the advancement of two cruise

terminals located in Cape Town and Durban.

Responding industries

Approximately 57% of

organisations that took part in

the online survey indicated

that they are involved in the

Shipping and Transport Sector.

46


Industry Trends and Change Drivers

Reportedly, technology onboard vessels are becoming more advanced, and the concerns

amongst industry stakeholders is that the South African Maritime industry is not geared

towards 4IR. The concern is that, legislatively and technologically, the industry is lagging

behind. Internationally, STCW allows for blended learning, while stakeholders have

highlighted the fact that SAMSA does not allow for e-learning components. Outdated

teaching methods such as exclusive contact sessions and paper charts as opposed to

teaching using electronic charts are putting South African cadets and the industry at a

major disadvantage.

The need to align MET in South Africa with technological advancements and global best

practices and international standards have been stressed by industry stakeholders as a

matter of urgency.

Other change drivers that have been identified, include:

• Operation Phakisa and renewed interest in the ocean’s economy

• The reported global shortfall of seafarers

• The necessity for a close working relationship between QCTO, TETA and SAMSA.

4.3. Educational Dynamics

The general feeling amongst industry stakeholders is that not enough is being done to

promote awareness of the Maritime industry at basic education level. It is the general belief

that a lack of maritime exposure and its offerings may lead to a lack of interest in MET at a

post-school level.

The Durban University of Technology (DUT) and the Cape Peninsula University of Technology

(CPUT) have been identified as the forerunners in offering MET at higher education level.

The opportunity for MET to be offered at TVET Colleges has been received with mixed

feelings from industry stakeholders, with some believing that the TVET framework has a role

to play in supplying occupational qualifications such as Able Seafarers, while others feel

that public funding should rather be invested in those private organisations already offering

MET.

A potential challenge identified that TVET Colleges may encounter is securing the

specialised skills required in order to deliver maritime-related modules. Reportedly, there are

currently limited or no educators (lecturers/facilitators) available to teach marine specific-

subjects such as Naval Architecture (Ship Stability & Ship Construction), Marine Engineering

Knowledge (Application of Mechanical, Control & Electrical Engineering to Ship Operation

The Fourth Industrial Revolution (4IR)

The fourth industrial revolution (4IR), or the ‘digital revolution’ is

anticipated to have a significant effect on the maritime

sector. 4IR is seeing the deployment of cyber-physical systems;

merging physical, digital and biological processes to produce

artificial intelligence; automated processes and real-time

communication (Internet of Things), reactions and ledgers

(blockchain).

47


& Marine Environment), Legal Knowledge (As applied in Ship Operations in an Engineering

& Marine Environment).

The maritime sector is one domain wherein professionals have to keep themselves

upgraded with the latest technologies and regulations at regular intervals of time. Maritime

courses are extremely necessary for both sea-going and onshore professionals to keep

themselves in sync with the ever-changing marine sector. Continuous education is thus key

for this sector’s growth.

It is worth mentioning that according to representatives from SAMSA, South African seafarers

remain employable in the maritime sector worldwide with no reported allegations of

incompetence.

The National Qualifications Framework and Maritime Education and Training

In order for MET programmes to meet international standards, it has to adhere to SAMSA

codes and STCW standards. At present, most STCW are not benched by the South African

Qualifications Authority (SAQA) against the National Qualifications Framework (NQF).

As a result of the above, there is a lack of articulation between different qualification levels

and career paths, both within the Maritime sector, and beyond. Stakeholders have

revealed that this results in a scenario where individuals who struggle to find employment

within the sector cannot use their maritime qualification to secure employment, as it is not

recognised by SAQA, and cannot be compared with other qualifications on NQF basis.

The process that TETA and SAMSA have embarked in terms of accrediting these courses

with the Quality Council for Trades and Occupations (QCTO) has been welcomed by those

stakeholders consulted. Stakeholders are hoping that this will mean that individuals within

the maritime industry would be able to have their “tickets” (Certificates of Competency)

recognised by SAQA and benchmarked against NQF levels. This will also provide the

opportunity for formal articulation between qualifications and career paths.

Workplace Based Learning and the Local Maritime Industry

Workplace Based Learning (WPBL), also referred to ‘seatime’ is the norm in the maritime

industry and is a statutory requirement to become a seafarer. However, cadets face a huge

challenge in completing the required seatime in South Africa. There are very few merchant

ships in South Africa, with industry stakeholders reporting that only three ships are registered

on the South African flag.

It has been noted that seatime can be obtained on foreign vessels, and SAMSA has I/103

agreements in place to ensure SA Certification are recognised and that seatime aboard

foreign ships can be undertaken. However, there are very few incentives for foreign

companies to provide onboard training to South African cadets or to recruit South African

seafarers.

3 STCW parties whose certificates of competency for ships' officers have been accepted by SAMSA,

in terms of regulation 98 of the Merchant Shipping (Safe Manning, Training and Certification)

Regulations, 2013, and whose certificates of proficiency can be used for revalidation purposes only

48


As a result of the challenges faced in obtaining the required seatime, the norm for the

current MET system in South Africa is to split the academic component and the practical

component. The implication is that, in many cases, if a cadet is unable to secure seatime

and the required practical experience, he or she becomes unemployable and is lost to the

industry.

Appropriately qualified Facilitators

One of the greatest challenges that have been identified in offering SAMSA accredited MET

programmes is the sourcing and retaining of appropriately qualified lecturers and

facilitators.

According to SAMSA requirements, the ranking and certification of an officer determines

the level of operation and certification they can teach. The problem is that appropriately

qualified officers have a very high earning potential working onboard, and thus TVET college

cannot offer these individuals competitive remuneration.

Creative solutions have been proposed to mitigate this challenge, such as:

• Identifying semi-retired or retired, appropriately qualified officers (through

professional bodies)

• Appointing one appropriately qualified officer, to offer courses from a central

location via live streaming, complemented by e-learning and supporting lecturers at

each of the colleges

• Aligning and coordinating contact learning with periods where appropriate qualified

officers are onshore

4.4. Skills Requirements

At present, the supply of skills within the sector is limited. Reportedly, just over 4 000

certificated seafarers for merchant ships, and even less for fishing, are currently on SAMSA’s

database.

A report compiled for SAMSA in 2014, aimed to provide a knowledge management

navigation chart for the South African Maritime Sector, identified the critical skills for seven

maritime subsectors (CSIR, 2014). These are listed below:

Industry stakeholders have expressed concerns with regards to

targets set by Operation Phakisa. It has been indicated that over

700 seafarers are required for the local industry; however, the

feeling is that these cadets will be trained for unemployment, as it

would be very difficult for them to obtain the required seatime.

49


Table 4-1: Critical skills for Maritime

Sub-sector Critical skills

Shipping, Ports and Logistics

• Navigation Officers

• Engineers

• Engine and Deck Ratings

• Hydrographers

• Oceanographers

• Maritime Technologists

• Marine Ecologist

• Meteorologists

• Fire‐fighters

• Transport and Logistics

management

• Maritime Project

Management

• Vessel Traffic Management

• Sea‐watch & Rescue

Operators

Offshore Oil and Gas

• Geologists/Geophysicists

• Deck Officers

• Artisans

• Structural Engineers

• Mechanical Engineers

• Chemical Engineers

• Geotechnical Engineers

• Drilling Engineers

• Marine Engineers

Fisheries and Aquaculture

• Aquatic Health

• Artisans

• Engine Ratings

• Deck Officers

• Marine Engineers

Vessel Construction and Repairs

• Naval Architects

• Production Managers

• Designers

• Electricians

• Electronics

• Metal Fabricators

• Boiler Makers and Welders

• Riggers

• Technicians

Commercial Services

• Marine Attorneys/lawyers

• Marine & Environmental

Lawyers

• Research and Innovation

• Maritime Economists

• Marine

Financiers/underwriters

• Maritime Consultants

Marine Tourism

• Hospitality Officers (Chefs

& Stewards)

• Officers

• Marine Conservation

• Dive Videographers/

Photographers

Safety, Security and Defence • Security

• Defence Personnel

• Inspectors

• Lawyers

CSIR, 2014

The following subsections provide an indication of the occupations and skills in demand, as

identified by maritime organisations/employers and industry stakeholders consulted.

Occupations and skills in demand

The following list of occupations in demand for the maritime sector has been identified

through primary data collection:

• Able Seafarer Deck and Fishing


• Cargo Operational Personnel

• Clearing & Forwarding Agent

• Diver

• Dock Masters

• Education/Training Advisor

• Electro-Technical Officer

• Electro-Technical Rating

• Environmentalists

• Lecturers to offer training in maritime

• Marine Manager

• Marine Engineer

• Marine Pilots

• Marine Safety Officer

• Marine Surveyors

• Master and the Deck Officer

• Nautical and Technical Superintendents

• Navigating Officer

• Officers of the Watch

• Ship’s Master

• Ship’s Engineering Officer

• Ship’s Officer

• Transport Economists

50


The following skills gaps were identified as the top skills gaps found within responding

organisations within the Maritime Sector:

• Technical, practical or job specific skills

• Management skills

• IT user skills

The main reason put forward for these skills gaps were lack of experience, and lack of

training and development of staff. Organisations that experience difficulties in recruiting staff

or filling vacant positions indicated that it is mainly due to the fact that the skills required to

fill the vacancies are very scarce, or candidates do not have the relevant experience

required.

Approximately 70% of organisations indicated that they offer training to their employees,

with most of those indicating that training is offered both on- and off-the-job. The targeted

occupations include, in order of relevance:

• Marine Engineer

• Master and the Deck Officer

• Able Seafarer Deck and Fishing


Relevance of proposed MET programmes

In order to understand whether the proposed MET programmes would talk to the skills needs

identified within the industry, stakeholders and organisations were asked to indicate the

relevance of the proposed qualifications.

The ratings of these programmes, in terms of importance and relevance, are set out below:

Qualification Relevance


Very important/relevant Able Seafarer Deck and Fishing

Marine Engineer

Transport & Logistics

Important/relevant Ship’s Master

Ship’s Officer

Port Manager Somewhat important/relevant

Those organisations that provide training to their employees usually offer

once-off/short-term training. Training is mostly done through Universities,

SAMSA Accredited Training Companies, or General Training Providers.

The most popular reasons provided for providing training include:

• Adhering to SAMSA requirements

• The need for specialist skills within the organisation

• To grow the skills base of the industry

51


Overall, stakeholders and organisations were satisfied with the TVET Colleges selected to

offer these programmes, citing the fact that they are located in close proximity to the

ocean as an important factor. It was, however, indicated that False Bay TVET College should

perhaps also be considered to offer some of these programmes, as the college has a Yacht

and Boat Building Academy.

52


5. TVET Colleges Readiness Assessment to offer MET Programmes

Readiness assessment is a well-known management tool used by organisations world-wide.

It is used to measure the readiness of an organisation to undertake a new process or

undergo a change. These processes and changes could include a new procedure, a

different structure, or an addition to the core business of the organisation.

In this instance, the assessment was undertaken to establish the readiness of the selected

TVET Colleges to offer MET programmes. The overall inclusion of MET programmes, as well as

aspects related to specific qualifications to be offered, were assessed.

One of the greatest advantages of undertaking readiness assessments is that it identifies the

strengths and the gaps in the organisation and allows for planning to take advantage of its

strengths, and to overcome the identified gaps prior to undergoing the proposed change.

This section seeks to draw from the previous sections in order to assess the readiness of the

seven identified TVET Colleges to offer MET programmes. This is done based on the reference

framework that has been developed.

5.1. Assessment Approach

To measure the readiness of the TVET colleges, and in order to compare the readiness levels

of the respective colleges, the following four-step approach was followed:

i. Reference framework development

ii. TVET College visits

iii. Scoring

iv. Weighting

i. Reference framework development

Considering the scope of the study and the team’s understanding of VET, PSET and MET, a

reference framework was developed to guide the assessment to establish the readiness of

the seven identified TVET Colleges to offer Maritime programmes.

The following table provides the outline of the reference framework. The framework

indicates the performance areas subjected to the assessment and the criteria or

performance indicators employed.

53


Table 5-1: Reference Framework

Performance area Criteria/performance indicators Rationale

Governance &

Management

• Functioning Governing Board

• Partnerships with Maritime industry

• Key financial players

• Standing Committees for HR, Finance,

Audit and Risk

• Permanent Key Staff

• Working relationships with Government

bodies

• Policies, standard operating procedures

& QMS for occupational qualifications

Governance and

management aspects were

assessed to establish the

functionality and fitness of

the college to consider

offering MET programmes.

Project

Management &

Student Support

• Standing/establishment of MET reference

group

• Position of MET within College structure

• Integration of Maritime WPBL within

College learning

• Employer engagement strategy

• Existing subjects offered

• Status of student support function

To offer MET programmes,

each college would have to

effectively manage the

introduction, roll-out and

functioning thereof. This

includes providing required

support to prospective MET

students.

Facilitators and

Lecturers

• MET capacitated lecturers/facilitators

• Identified lecturers/facilitators to be

capacitated

• Career Development Programmes (CDP)

in place for lecturers/trainers

In order to offer MET

programmes at a level that

will meet SAMSA

accreditation, specialised

facilitators and lecturers with

occupational competency

are required.

Assessors,

Moderators &

Accreditations

• QCTO status to offer proposed MET

Programmes

• ETQA status to offer proposed MET

Programmes

• Teaching staff trained as assessors

• Availability of moderators to assess unit

standards

For MET programmes to be

recognised against the NQF

and international standards,

specific accreditation,

moderation and assessment

is required.

Recruitment

Activities and

Teaching Methods

• Student recruitment strategies in place

• Specific MET recruitment strategy

development

• Existing alternative teaching methods

• E-learning and blended learning

• Staff capacitated: alternative teaching

methods

Offering MET programmes

will require a

specific/specialised

approach with regards to

recruitment and teaching.

Practical Training,

Facilities and Tools

• Access to appropriate workshops

• Access to appropriate laboratories

• Practical equipment procurement

• Access to required specialised

facilities/tools

• ICT network status

• Access to mobile devises and computers

The proposed MET

programmes all consist of

practical skills modules,

which would require access

to specific facilities and

equipment.

54


Core Knowledge Modules4

ii. TVET College Visits

Each TVET College was visited during the first two weeks of March 2019. Senior Management

and relevant staff were interviewed, and the relevant campus/campuses were assessed

against the performance criteria listed in the table above. Site visits were carried out at the

same time, to view/establish the facilities and equipment in place, and to determine the

potential to accommodate additional workshops, facilities and equipment.

Details with regards to the campuses visited, are set out below:

College Campuses visited

Umfolozi TVET College

Richtek Campus

Esikhawini Campus

Alton Campus

Elangeni TVET College Kwadabeka Campus

Esayidi TVET College Port Shepstone Campus

Eastcape Midlands TVET College Brickfields Road Campus

Port Elizabeth TVET College Dower Campus

Iqhayiya Campus

College of Cape Town Thornton Campus

Pinelands Campus

Athlone Campus

West Coast TVET College Vredenburg Campus

4 Evaluation of the proposed subjects and facilities were based on both registered qualifications and

submissions to QCTO. Please see the Limitations section for greater details on the qualifications used

within this assessment.

In addition to the above, a list of the core knowledge modules that make up the

proposed qualifications and part-qualifications were produced. Each college was asked

to indicate which of the subjects they currently offer or are planning on offering in the

near future.

55


iii. Scoring

Each evaluation criteria (performance indicator) was awarded a score between 0 and 2

for each of the performance areas. The scoring translates as follows:

0 – indicator not in place/none/not aware

1 – indicator partially in place/in progress/aware/informal

2 – indicator in place/active/formal

iv. Weighting

The evaluation criteria (performance indicators) were weighted to increase the significance

of the criteria accordingly.

The following subjects received a 0.4 weight:

• Naval Architecture

• Naval Architecture (Fishing)

• Personnel Management (Fishing)

• Marine Engineering Knowledge

The following criteria received a 0.2 weight:

• Engine Room Simulator Lab/Ship Design and Operations lab

• Marine Engineering Lab

• Applied Underwater Robotics Lab

• Navigation equipment

5.2. Overall Assessment Results

Following the assessment approach stipulated above, the overall results for the colleges are

set out below. A detailed breakdown of the scoring for each of the performance indicators

are set out in Annexure B.

Performance Area Umfolozi Elangeni Esayidi ECM PE CCT WCC Overall

Governance &

Management 0.9 1.0 0.7 0.8 0.9 0.9 0.8 0.8

Project Management &

Student Support 0.4 0.2 0.2 0.2 0.3 0.2 0.3 0.3

Facilitators & Lecturers 0.6 0.3 0.1 0.2 0.4 0.4 0.2 0.3

Assessors, Moderators &

Accreditation 0.8 0.6 0.4 0.4 0.3 0.8 0.6 0.6

Recruitment Activities &

Teaching Methods 0.6 0.5 0.6 0.4 0.5 0.8 0.6 0.6

Practical Training, Facilities &

Equipment 0.7 0.2 0.2 0.5 0.5 0.5 0.5 0.4

Subjects Offered 0.6 0.3 0.3 0.2 0.5 0.5 0.4 0.4

TOTAL 4.6 2.1 2.5 2.8 3.4 4.1 3.4 3.4

Readiness score (out of 10) 7 4 4 4 5 6 5 5

56


Overall, the TVET colleges are about 50% ready to offer MET programmes, when assessed

as a collective. When viewing the results according to assets, needs and industry resources,

the following is evident:

Assets:

Collectively, the colleges scored well with regards to Governance and Management. The

colleges have the required governance, committees and key staff in place to function.

Overall, the colleges have assessors and moderators in place, and are familiar with the

process to ensure that assessors and moderators would be in place for MET programmes.

All the colleges are accredited by QCTO and ETQA for their occupational qualifications

currently being offered.

The colleges all have formal recruitment strategies in place, and most are willing to establish

a specialised recruitment strategy for MET programmes. Most colleges also deploy some

form or level of e-learning.

Apart from specialised maritime laboratories and equipment, in general, the colleges are

well-equipped with workshops, equipment and tools. Only two of the seven colleges did not

have high-speed internet but indicated that it will be addressed in due course.

Needs:

With regards to the greatest needs in order to offer MET programmes, Project Management

for MET requires attention. Only Umfolozi have some form of formal structure for MET. It should

be noted that most of the colleges are Centres of Specialisation (CoS), and as such, are

familiar with the reference group and implementation committee structure deployed in this

regard and are willing to undertake the same process for the introduction of MET.

It was evident that none of the colleges have existing MET lecturers or facilitators employed.

Umfolozi TVET College and the College of Cape Town have undergone some form of

capacitation with subjects accredited by SAMSA, while PE TVET College have some

facilitators with experience working in the maritime sector. Reportedly, finding appropriately

qualified and certified lecturers are predicted to be a great challenge in offering MET

programmes at TVET Colleges.

At present, none of the TVET Colleges offer Maritime Specific modules/subjects. Umfolozi is

in the process of being accredited by SAMSA to offer Able Seafarer Deck and Able Seafarer

Engine qualifications but are yet to offer the required subjects.

Industry resources:

In order for TVET Colleges to become a viable option for offering MET, it requires support

from industry. It is of the utmost importance for the TVET Colleges to form formal partnerships

with industry role-players and stakeholders. This will be important to ensure curriculum

relevance and appropriate programme offerings, securing WBL and practical experience

for students (which should include seatime).

At present, very few Colleges have meaningful or formal partnerships with maritime role-

players, apart from Umfolozi TVET College.

57


Furthermore, the maritime industry has a role to play in assisting those TVET College that will

offer Maritime Programmes, in finding adequately qualified and certified individuals that

would be available to lecture and teach the specialised maritime subjects.

5.3. Assessment Results per TVET College

The following section provides a brief qualitative overview of the performance of each of

the TVET Colleges at the hand of the identified indicators, as well as the overall willingness

of the TVET Colleges to become involved in MET.

58


Overview of Umfolozi TVET College

Performance Area Umfolozi

Governance & Management 0.9

Project Management & Student Support 0.4

Facilitators & Lecturers 0.6

Assessors, Moderators & Accreditation 0.8

Recruitment Activities & Teaching Methods 0.6

Practical Training, Facilities & Equipment 0.6

Subjects Offered 0.6

TOTAL 4.6

Readiness score (out of 10) 7

Umfolozi TVET College is infrastructurally ready for maritime programmes to be

introduced into their curriculum. According to the College’s representatives,

Umfolozi TVET College is keen on offering programmes in Able Seafarer Engine, Able

Seafarer Deck (excluding Fishing) and Marine Engineering, while Transport &

Logistics (National Certificate Vocational/NCV) is already being offered. For the

project to be feasible, the College would require support (financial and work

placement) from industry role-players.

The College is currently renovating the building which will host the Maritime

Academy, located at Esikhawini Campus. The Academy will have two departments;

Nautical Science and Marine Engineering. The Centre already has equipment such

as GMDSS and ship handling simulators, classrooms, computer labs and a library for

maritime studies. It also has a pool that is suitable to offer commercial diving.

Out of the seven Colleges assessed, Umfolozi TVET College has made the greatest

strides towards being ready to offer MET programmes. One of the biggest concerns

for the college is the recruitment of adequately qualified lecturers. Very few

individuals with the required level of qualification and accreditation are willing to

lecture on a full-time basis at the current income level offered by TVET Colleges.

The diagram below provides aspects worth noting for with regards to each of the

performance areas that assessment was done on.

59


Figure 5-1: Umfolozi TVET College: Performance Area Highlights

KZN

● Richtek Campus ● Esikhawini Campus ●

● Alton Campus ●

Governance & Management

• The College has an active College Council (CC), which are appointed by the

Minister of Higher Education and Training

• Most key positions permanently filled within College (Principal, Deputy Principals,

Campus Managers); however, the CFO position is currently vacant

• The College is part of Operations Phakisa and was selected to offer Marine

Industry Learner Programme Specialisation

• Standing partnerships/relationship with SAMSA, SAIMI and Transnet

Project Management & Student Support

• As part of Operation Phakisa, the college has been allocated Marine Industry

Learner Programme Specialisation

• Esikhawini campus will start offering Nautical Science and Marine Engineering

studies. Transport & Logistics are already offered

• Already offering 24, and planning on offering another 4 of the 35 subjects of the

proposed MET qualifications

• MET will become a new department at the College “Maritime Academy”

• The College is in the process of setting up a dedicated committee to spearhead

MET

• The College has a functional Student Support Service (SSS)

Facilitators & Administration

• HR department is in the process of appointing appropriate qualified MET staff

• Recruitment of MET staff has proven challenging, due to the salary expectations

• The administrative systems are capable of accommodating additional MET

students

• CDP is in place at the College, and specific MET CDP will be implemented

Assessors, Moderators & Accreditation

• The College is QCTO & ETQA accredited for programmes offered.

• The College is in the process of being accredited by SAMSA for Able Seafarer

Engine and Able Seafarer Deck (not Fishing)

• Lecturers have undergone assessor training, and some have been trained as

moderators

•

Recruitment Activities & Teaching Methods

• The College has a formal recruitment strategy

• When the Maritime Academy is operational, MET specific recruitment will be

done

• No strategy is yet in place to drive relationships with MET, in order to secure

seatime for MET students

• At present, the College offers mainly contact/traditional learning

60


Dedicated Facilities & Equipment

• The College has all the required workshops to offer the

proposed Maritime programmes

• Umfolozi TVET College, is the only of the seven selected

colleges with some specialised Maritime equipment and

laboratories in place

• Internet and computer access are available on campus

61


Overview of Elangeni TVET College

Performance Area Elangeni








TOTAL 2.1


The college’s representatives (campus and marketing management team)

indicated that the College (and specifically the KwaDabeka Campus) is ready to

add some of the proposed maritime programmes, particularly Able Seafarer Engine

and Able Seafarer Deck and Fishing, into their curriculum. This is due to the fact that

the college specialises in electrical/electronic & mechanical engineering. The

college already produces students repairing ships.

The college has already established partnerships with eThekwini Maritime Cluster

(EMC), which provides a platform for collaborative engagement between different

levels of government, state-owned enterprises, and the maritime community to

implement programmes of common interest that support the growth and improve

performance and competitiveness of the maritime industry. The college is linked with

EMC as one of its objectives is to improve education and training for the maritime

industry and to enable talented people to enter the industry.

The college also has external partnerships. It has entered into a British Council

International Skills Partnerships with Dudley College (UK). Designed to enable

curriculum development in Welding and Maritime, Dudley College provides a full

programme of support for Elangeni TVET College, including sharing good practice

in teaching, introducing the college to City & Guilds in order to obtain international

accreditation for their courses, and technical skills.

In terms of infrastructural development, the College is expanding its computer lab

facilities by building a fourth lab. It is also planning to build a bigger workshop facility.

The diagram below provides aspects worth noting with regards to each of the


62


Figure 5-2: Elangeni TVET College: Performance Area Highlights

KZN

● Kwadabeka Campus ●


• The process of appointing a new College Council (CC) has commenced

• Key positions filled within College (Principal, Deputy Principals, Campus Managers)

• Existing MET partnerships within the eThekwini Maritime Cluster, and Dudley

College in the UK

• Formal relationship with Transnet, SAMSA and SAIMI

• College Council in support of MET, but no formal work done to offer MET




• The College offers Student Support Service to promote student development and

give resources and measures central to students’ and institutional needs

• No separate committee has been set up to organise the introduction of MET

• Apart from Transnet, the College is not aware of employers in the Maritime sector

that would recruit students for WBL


• No lecturers have been capacitated to offer MET programmes

• Possibility exists to have lecturers capacitated and trained in MET through the

relationship with Dudley College in the UK

• Existing administrative systems adequate to accommodate additional MET

students

• CDP in MET will occur through relationship with Dudley College


• The College is accredited by QCTO and ETQA for subjects already offered

• Although no courses have been accredited by SAMSA, the College is familiar

with the SAMSA accreditation process

• Lecturers have undergone generic assessor training

• Some lecturers are trained as moderators


• Formal recruitment strategy in place, which will be deployed to attract MET

students

• WBL and seatime will be negotiated through the partnerships and ties the

College has through the eThekwini Maritime Cluster

• E-learning is taking place for select qualifications

63



• The College has limited facilities required to offer the proposed MET

programmes, but looking into expanding its facilities

• The College has no specialised Maritime Laboratories or Equipment


64


Overview of Esayidi TVET College

Performance Area Esayidi








TOTAL 2.5


Despite Esayidi TVET College having the required governance in place to be

functional, very little has been done in terms of actively pursuing MET at the College.

The College is aware of MET, as they were assessed as part of the TVET Colleges

Maritime Capacity Building Project that was commissioned by SAMSA in 2015.

Of the selected TVET Colleges, Esayidi is the least ready to offer MET programmes.

This is due to the lack of facilities, equipment and resources at the college (Port

Shepstone Campus). The workspace is also much smaller in comparison to the other

colleges.

Another constraint facing Esayidi TVET College is the limited number of Maritime

companies in its direct vicinity. The interviewed staff expressed their concerns in

terms of guaranteeing Workplace-Based Learning and seatime to prospective MET

students.

An advantage that the college does have above some of the others is the fact that

e-learning is an active component and method of teaching at the college. The

college has dedicated staff managing the e-learning programmes.



65


● Port Shepstone Campus ●


• The College Council is in the process of being appointed by the Minister of Higher

Education and Training

• Key positions filled within College (Principal, Deputy Principals, Campus Managers)

• Assessment of the College to offer MET was done 5 years ago, so management is

aware of MET

• The College is not part of any Maritime associations or in any formal partnerships


• The College already offers 15 of the 35 subjects of the proposed MET qualifications

• The College has an active Student Support Unit. A dedicated student liaison officer

is appointed

• No committee currently in place to organise the introduction of MET

• No WBL recruitment agreements are in place for MET qualifications. Limited

businesses on the South Coast will be a challenge in this regard


• No lecturers have been capacitated to offer MET programmes

• Limited CDP are offered at the College. Lecturers and facilitators need to pass

induction and enrolment test prior to be appointed


• QCTO and ETQA accredited for programmes currently offering

• Unfamiliar with SAMSA accreditation

• All teaching staff have undergone assessor training

• A great number of teaching staff are moderators


• There is little need for active recruitment, as the College experiences an

oversupply of students every year

• No strategy is in place to drive relationships with MET, in order to secure seatime

for MET students

• E-learning is an active component at the College. There is a full-time staff

member appointed to manage e-learning.

KZN

66



• The College has limited workshops and laboratories

required to offer the proposed MET qualifications

• The College has no specialised Maritime Laboratories or

Equipment

• Internet and computer access are available on

campus

67


Overview of Port Elizabeth TVET College

Performance Area PE








TOTAL 3.4


The college has not considered offering any Maritime Programmes but showed interest in

introducing it. The college is already offering Transport & Logistics and believe that other

proposed MET programmes such as Port Management would fit in well.

It was revealed that the College has engaged with SAIMI towards the end of 2018 regarding

the possibility of offering Maritime Programmes, but they realised that it would be a long

process as it seemed as if a lot of red tape is involved to obtain the required accreditation.

At present, the college has limited and informal partnerships with actors in the maritime

industry, and it was realised that securing partnerships would be key in being able to offer

MET programmes. It was also revealed that the college does not have sufficient

background information on what MET programmes should and would entail, and they are

uncertain where to begin.

It was indicated that the SA NAVY is however one of the Dower Campus Stakeholders, and

the possibility of approaching the SA NAVY as a partner for the Maritime Programmes

became evident.

The Iqhayiya campus is very well equipped with regards to workshops and lecturers/trainers

for engineering subjects in general. Some lecturers have previously been employed within

the Maritime sector.

The greatest concern for the Colleges is funding. They are aware that they would not be

able to fund MET programmes from their current budget and would require assistance in

this regard.



68


Figure 5-3: Port Elizabeth TVET College: Performance Area Highlights

EC

● Dower Campus ● Iqhayiya Campus ●


• Active College Council (CC), which is an authoritative, decision-making body

• The CC is aware of MET, but no formal attempts have been made to offer MET

• Key positions filled within College (Principal, Deputy Principals, Campus

Managers)

• The college has a standing relationship with the SA Navy and NMU

• The college has informal relationships with Transnet and SAIMI


• As part of the maritime supply chain, the college already offers a Transport &

Logistics qualification

• 26 of the 35 subjects of the proposed MET qualifications are already offered

(which include those for Transport & Logistics)

• Active Student Support Services, looking after the health and well-being of its

students, and providing a conducive environment for sports, arts and culture to

be practiced


• No WBL recruitment or agreements for MET qualifications Facilitators & Administration

• Although no capacitation for staff has been done to offer MET programmes, one

of the lecturers has experience in working on harbours

• College intend on recruiting specialists/lecturers from NMU and capacitating

existing teaching staff

• Required administrative systems are in place that could accommodate

additional students

• CDP is achieved through programmes such as “train the trainer”, and the

personnel Growth Path


• The College is accredited by QCTO and ETQA for subjects it’s already offering

• Unfamiliar with SAMSA accreditation

• Lecturers have undergone generic assessor training

• College unaware if moderators for MET subjects are available


• A formal and comprehensive recruitment strategy is followed by the College

• MET recruitment will involve approaching graduates from NMU to enrol

• In order to secure WBL/WBE for MET students, the College will host Maritime

Industry Breakfasts and get buy-in from the industry

• Only contact learning undertaken

69



• The Iqhayiya campus hosted most workshops required for the

proposed qualifications

• No specialised Maritime Laboratories and Equipment were

present

• Computer and internet access are readily available to students

70


Overview of Eastcape Midlands TVET College

Performance Area ECM








TOTAL 2.8


Eastcape Midlands TVET College have not formally undergone a process of investigating

the possibility of offering MET programmes. However, two current members of the College

Council (CC) in particular, are passionate about MET and are actively advocating for it.

Due to the proximity to one another, PE TVET College is a direct competitor to Eastcape

Midlands TVET College. It is of great interest to the college to offer MET programmes to be

able to compete with PE TVET College in terms of programme and qualification offerings.

The most appropriate campus for MET programmes is the Brickfields Road Campus. The

current facilities and workshops are state of the art, and the facilities are very neat and

professional. The campus has received funding from merSETA to build additional labs and

workshops. The funding has been secured and construction is underway to convert and

equip an abandoned factory building located on the premises.

The college is limited with regards to teaching methods, as no e-learning or blended

learning is currently followed.



71


Figure 5-4: Eastcape Midlands TVET College: Performance Area Highlights

EC

● Brickfields Road Campus ●


• Active College Council (CC), which fulfils a governing function.

• Council is aware of MET, with two members in particular, very interested in

introducing MET at the college


Campus Managers) (Acting Deputy Principal: Registration)

• Informal relationship with Coega Harbour and Transnet (through SETA involvement)

• Formal relationship with NMU




• College has a student support service, however, ‘working learners’

(interns/apprentices) at the Brickfields Road campus are supported differently

• No WBL recruitment or agreement in place for MET qualifications



• No specific Maritime training or capacitation in MET for teaching staff

• Willing to employ MET expert on contract basis, if and when required

• CDP occurs through ensuring teaching staff attend regular training to stay

abreast of new technology and changes in the industry


• QCTO and ETQA accredited for programmes currently offering

• Not familiar with SAMSA accreditation

• Teaching staff undergo assessor training

• Moderators are identified through consulting with relevant SETAs


• For courses offered at the Brickfields Road campus (focussing on “working

learners”), recruitment usually occurs via funding or bursaries opportunities, or

the campus is approached directly by private companies.

• Will work with TETA to ensure WBE/WBL for MET students

• Only contact learning is currently undertaken at the college

72



• The Brickfields Road campus host the practical and artisan workshops

required

• The facilities and equipment are very well maintained

• The campus has received funding from merSETA to construct and

equip additional workshops and laboratories


73


Overview of the College of Cape Town

Performance Area CCT








TOTAL 4.1


At present, MET programme offerings are not something that is being marketed by the

College of Cape Town, despite the fact that the college is accredited by SAMSA to offer

practical workshop training (A-III/1) & (B-III/1.2). These courses are mainly offered as and

when required by private companies. The college is unwilling to market MET until such a

time that they are able to provide a lucrative career path to students. Currently, placement

of students that complete this course is done through SAMSA, CPUT and other private

companies.

The College furthermore offer programmes that complement or feed into the maritime

industry, such as cosmetology and hospitality (occupations required aboard

leisure/pleasure cruises) but is not specifically for the maritime industry.

The College does not have a committee or structure in place specifically for MET. However,

the College is a Centre of Specialisation (CoS) for Plumbing and Automotive Mechanics.

This means that the College is familiar with the reference committee structure and how it

works. They are willing to set up such a structure for the introduction of MET into the college.

The college is very willing to provide the proposed courses, with the required funding and

support from the industry. The college is not prepared to offer programmes if they cannot

offer a career path to its students within the maritime industry. They will thus need buy-in and

support from industry role-players.

Between the Thornton, Pinelands and Athlone campuses, the college has all the required

workshops to offer the proposed programmes. The college does not have any specialised

maritime laboratories or maritime equipment at present.

The college is well-versed in offering e-learning programmes, with complete courses being

offered electronically within the education and training department at the college. Some

theoretical aspects of the current engineering subjects are offered following a blended

approach. E-learning is encouraged at the college, specifically for occupational

qualifications, which allow employed individuals to further their education and technical

abilities, without having to take too much time off from work.



74


Figure 5-5: College of Cape Town: Performance Area Highlights

WC ● Thornton Campus ● Pinelands Campus ● Athlone Campus ●


• Active College Council (CC)

• Key positions filled within College (Principal, Deputy Principals, Campus

Managers)

• Existing partnerships and relationships with maritime organisations/associations:

SAMSA, SAMTRA, STC-SA, SAIMI, Sea Safety

• Involved in Operations Phakisa

• College Council aware of MET


• 24 of the 35 subjects of the proposed MET qualifications are already offered

• College offers both academic support and non-academic support to its students


• No WBL recruitment or agreements for MET qualifications


• Have undergone some capacitation of staff in offering SAMSA accredited

programmes

• Administration able to accommodate MET students

• CDP in place for staff:

– Re-training and additional training for staff to keep up with

advancements in the industry

– Offers bursaries/funding for teaching staff to further their studies


• QCTO & ETQA accredited for subjects currently being offered

• SAMSA accreditation: Practical Workshop Training (A-III/1) & (B-III/1.2)

• Lecturers undergo assessor training & some lecturers are trained as

moderators


• Comprehensive recruitment strategy followed to recruit students

• College will deploy a specific MET recruitment strategy once it can ensure

a lucrative career path for its prospective MET student

• The College offers both contact and e-learning teaching methods

• Encourages e-learning for occupational qualifications to allow employed

individuals to study without taking too much time off from work

75



• The three campuses visited host most workshops required for the proposed

qualifications

• The College has no specialised Maritime Laboratories and Equipment

• Computer and internet access are readily available to students

76


Overview of West Coast TVET College

Performance Area WCC








TOTAL 3.4


Representatives from the West Coast TVET College indicated that the college has not

looked into offering MET programmes themselves but were very pleased to be one of the

seven colleges selected to potentially offer MET programmes.

The introduction of Maritime programmes related to engineering and fishing interested the

college in particular, due to the fact that the college is already offering engineering

subjects and have most of the required workshops on their Vredenburg campus. The local

economy is furthermore driven by the fishing industry, and the college has existing

relationships with the fishing companies in the area, such as Sea Harvest.

Apart from existing relationships with fishing companies in the area, the college does not

have formal partnerships with maritime organisations. The college is willing to set up a

committee or reference group dedicated to the maritime industry.

One of the biggest challenges that the college is facing, is the fact that the internet

infrastructure serving the college is limited. This means that the college is unable to offer e-

learning and blended learning as a method of teaching. The lecturers and facilitators are

however encouraged to use electronic sources in their contact sessions. Reportedly

however, the college will be receiving fibre internet this year (2019).



77


Figure 5-6:West Coast TVET College: Performance Area Highlights

WC

● Vredenburg Campus ●


• The college has an active College Council (CC)


Campus Managers) (Acting Deputy Principal: Corporate Services)

• CC is aware of Maritime Industry, as the local economy is centred around the

fishing industry (Saldanha bay/Vredenburg)

• Informal relationship with Transnet, and formal relationships with major fishing

companies in the area


• The college already offers 17 of the 35 subjects of the proposed MET qualifications

• Student support consist of both academic and social/well-being support


• MOU already exist with fishing and maritime companies (such as Sea Harvest) for

WBL of specific occupations


• Teaching staff have not undergone any MET-related training or capacitation

• MET lecturers will be recruited and existing teaching staff will be trained as

required

• Current administration and systems would be able to accommodate additional

students

• Lecturers undergo industry training on a monthly basis as part of CDP

• The college has PMD and IQS in place


• The college is QCTO accredited for all engineering and other required subjects

currently offered

• Although no programmes are currently accredited by SAMSA, the college is

familiar with the accreditation process

• Teaching staff have undergone assessor and moderator training

• The college is also a QCTO accredited trade test centre


• The Marketing Department is responsible for recruitment of students

• With the prominence of the Fishing industry in the area, a special recruitment

strategy will be deployed

• The College has a relationship with fishing companies and fishing factories, and

believe that negotiating seatime for students should not be a problem

• Due to limited internet infrastructure, no e-learning is currently undertaken

78



• The Vredenburg campus has most of the workshops required for the

proposed qualifications

• No specialised Maritime Laboratories and Equipment were present

• New classrooms are currently being constructed

• Although students have access to computers and internet on the campus,

the internet infrastructure is a huge concern. It was indicated that fibre roll-

out is scheduled in the area within this year (2019)

79


6. Alternative Pathway/Methods of teaching

With advancements in technology within the Maritime industry, it has become increasingly

important for individuals and professionals working within the industry to keep up to date

with latest technologies and changing regulations.

At present, the methods of teaching deployed in MET in South Africa is very limited.

Traditional teaching methods are the norm for those programmes that require SAMSA

accreditation.

The following subsections look at the status of alternative methods of teaching (e-learning

and blended learning) in MET, challenges experienced in this regard, as well as

opportunities for e-learning and/or blended learning programmes within the MET framework

in South Africa.

6.1. The Status of E-learning in MET

Industry collectively agrees that there is a great need for MET in South Africa to embrace e-

learning and blended learning for theoretical components of training.

The Manila Amendments to the Seafarers’ Training, Certification and Watchkeeping (STCW)

Code ensures that administrations may allow the training of seafarers by distance and e-

learning, in accordance with standards stipulated in Section A-I/6 (Training and

Assessment). Section B-I/6 furthermore provides guidance in this regard. SAMSA, the

responsible administrator mandated to ensure that international regulations and

international best practices are applied within the South African context, does not allow for

or accredit e-learning.

It has been highlighted by many industry stakeholders that e-learning could add value to

learning, and that it holds many more advantages than disadvantages. Some of these

advantages mentioned include:

• Allowing students flexibility in terms of learning (employed students would not be

required to take time off at work to attend classes)

• Non-invasive monitoring of students’ progress, through monitoring log-in and

participation on online forums

• Cost benefit (reduced need for lecturers, classrooms, physical learning materials,

etc.)

The process of transitioning from traditional, contact learning to e-learning will require time,

and may not be an easy process; however, industry has indicated a willingness to go

through the process with SAMSA, in order to advance education and skills within the

maritime sector.

6.2. Potential ways to achieve e-learning and blended learning

E-learning development

E-learning, as a teaching method, has the potential to transform the way in which quality

education is delivered across training providers. It is important not only for SAMSA to

embrace e-learning, but training providers need to maximise the potential of e-learning in

creating innovative learning solutions.

80


Although some of the selected TVET colleges already offer e-learning and blended learning

at varying degrees, the education delivery approach has to shift from one that is highly

dependent on physical infrastructure, physical learning materials, and in class education

delivery to one that makes extensive use of interactive education technology.

Due to the identified scarcity of specialised and sufficiently qualified lecturers and

facilitators to offer specific MET modules or subjects at TVET colleges, innovative solutions

are required. One such possibility is to make use of e-learning for the maritime subjects

required in order to complete modules.

These subjects could have pre-recorded presentations/interactive video lectures or live

feeds that would be transmitted into the TVET college classrooms as required on a structured

timetable. One expert experienced in maritime practice could reach all seven selected

colleges at one time. The Gandhi Mandela component of the CoS aims to establish virtual

classrooms between False Bay College and Tshwane South College so that the trade

presented at both colleges can simultaneously benefit from the inputs of a single specialist.

It can be useful to learn from this initiative.

Similarly, assessment could be prepared for future use in tests and examinations, all being

controlled from one central source.

The subjects for possible e-learning include:

• Marine Engineering Knowledge

• Naval Architecture (Ship Stability)

• Marine Law (Engineers)

• Navigation

• Marine Law (Navigators)

• Sea Transport

It is possible that some personnel required to design and prepare these subject lessons

could be sourced from members of the Professional Bodies, i.e. South African Institute of

Marine Engineers and Naval Architects (SAIMENA), and Society of Master Mariners in South

Africa (SOMMSA).

Blended learning development

Although the distance learning programme or e-course development for maritime studies

in the country is currently not implemented, the proposal is to integrate distance education

and on-campus education into a blended learning concept. The development of blended-

learning programme would provide graduates, from both TVET Colleges and Universities of

Technology, in the mechanical engineering field, the means for transition to marine

engineers. During a workshop attended by TETA, SAMSA, DHET, SAMTRA, SAIMI and CPUT in

March 2017, SAMSA has agreed, in principle and subject to meeting applicable conditions,

to recognising this method of course delivery.

The organisations mentioned above, agreed to assist in establishing a skills programme for

Marine Engineers at selected TVET colleges. This would be a five-step programme, which

will take five years for a student to become a marine engineer qualified at operational level.

The five steps are set out below:

81


82


It is noted that the research team is aware of government’s intention to phase out the

NATED programmes. Before adopting the N-programmes it is recommended that TETA work

in close collaboration with the QCTO to understand the intended changes and to ensure

that acceptable alternatives to the N-programmes list, is developed.

83


7. TVET College and Programme Offering Selection

Given the fact that the seven selected TVET Colleges are on different levels of readiness to

offer MET programmes, it is recommended that specific programmes be offered at specific

TVET Colleges. The identification of programmes to be offered by each of the TVET Colleges

was done through looking at the following comparative advantage aspects, emanating

from the assessment undertaken:

• Existing facilities

• Existing capacity

• Subjects or modules currently being offered

• Locational factors

• Presence of industry and sectoral circumstances

7.1. Proposed MET Programmes to be offered

The following qualifications are proposed to be introduced and offered at TVET Colleges:

Qualification Part-Qualification SAQA/QCTO Status

Able Seafarer Engine Registered. ID: 101729

Able Seafarer Deck

& Fishing

Able Seafarer Deck Able Seafarer Deck registered as 93792. This will

be replaced by 101730, which will include both

Deck and Fishing (two part-qualifications) Able Seafarer Fishing

Marine Engineer

Fishing Chief Engineer Qualification returned by SAQA for resubmission

Electro-Technical

Rating Registered. ID: 103260

Port Operations Qualification returned by SAQA for resubmission

Marine Motorman Qualification returned by SAQA for resubmission

Ship’s Officer Ship’s Officer Qualification returned by SAQA for resubmission

Fishing Deck Officer Qualification returned by SAQA for resubmission

Ship’s Master

Coastal Qualification returned by SAQA for resubmission

Port Operations Qualification returned by SAQA for resubmission

Skipper Fishing Qualification returned by SAQA for resubmission

Port Manager Registered. ID: 94026

Transport & Logistics Registered. ID: 50441

The subject and facility requirements for the listed qualifications were also used to inform

the assessment/reference framework with regards to subjects already offered by the

selected TVET Colleges.

It should be noted that for the Ship’s Officer, Ship’s Master qualifications, limited information

was available with regards to subjects (knowledge and practical skills modules). The

resubmission of these qualifications requires the development of new knowledge modules,

which need to be customised according to complexity level for each occupational

qualification. This process is currently underway.

For the Marine Motorman part-qualifications for Marine Engineering, information with

regards to modules were extracted from previous submissions, to provide an indication of

the possibility of offering these programmes.

84


Given the above, it is important to note that realistic recommendations for offering

programmes could only be based on the requirements for the following qualifications:


• Able Seafarer Deck & Fishing

• Electro-Technical Rating

• Port Manager

• Transport & Logistics

The following qualifications were included, based on previous submissions to SAQA, to

provide an indication of the likelihood to offer these qualifications, but no recommendation

was made in terms of which colleges to offer these:

• Fishing Chief Engineer

• Port Operations

• Marine Motorman

85


Qualification composition

In order to establish which of the colleges are best suited to offer the specific proposed MET

programmes, the core knowledge modules and required facilities for each of the

qualifications had to be established. These are set out below, and form the framework

against which appropriate programmes are measured for implementation at the selected

colleges.

Knowledge modules:

The table below provides a breakdown of knowledge modules that make up the registered

qualifications:

Table 7-1: Knowledge module composition for registered qualifications

Subject NQF

level AB E AB D & F ETO R PM T & L

Airport/Harbour Operations Management 6 ●

Applied Marine Science & Mathematics 3-6 ●

Business Essentials 3 ●

Designated Security Duties 3 ●

Electro-technology 4-6 ●

Engineering Drawing 4 ●

Engineering Knowledge 5 ●

Entrepreneurship/New Venture Creation 2 ●

Environment, Energy Efficiency & Ethics 6 ● ●

Fire Prevention & Firefighting 3-5 ● ●

Freight Logistics 4 ●

Fundamentals of Communications 3 ● ● ●

General Engineering Science/ Applied Mechanics 3-6 ●

Health, Safety, Quality & Legislation 3 ●

High Voltage training 5 ●

Industrial Electronics 6 ●

Management Theory 6 ●

Marine Engineering Operations Theory 3 ●

Maritime Operations Theory 3 ● ●

Maritime Transport Risk 3 ●

Mathematics 3-6 ● ● ●

Medical First Aid 3 ● ● ●

Personal Safety & Social Responsibilities 4 ● ● ●

Personal Survival Techniques 4 ● ● ●

Project Management 3-4 ●

Safety Familiarisation 3 ● ●

Security Awareness 3 ● ●

Survival Craft & Rescue Boats 4 ● ● ●

Transport Economics 4 ●

Transport Operations 4 ●

Transport Risk 6 ●

The table below provides a breakdown of knowledge modules that make up the

qualifications under review, for which information for proposed/preliminary modules were

available.

86


Table 7-2: Knowledge module composition for qualifications under review

Subject NQF

level

Fishing

Chief

Eng

Port

Operations

Marine

Motorman

Advanced Firefighting 6 ● ●

Applied Marine Science & Mathematics 3-6 ● ●

Control Systems 6 ● ● ●

Electro-technology 4-6 ● ● ●

Emergency Procedures 4 ● ●

Engineering Drawing 4 ● ●

Engineering Knowledge 5 ● ● ●

Fire Prevention & Firefighting 3-5 ●

Fishing Safety 3 ●

Fundamentals of Communication 3 ●

General Engineering Science/ Applied Mechanics 3-6 ● ● ●

Heat Engines/ Thermodynamics 5 ● ●

Industrial Electronics 6 ● ● ●

Medical First Aid 3 ●

Naval Architecture/ Naval Architecture (Fishing) 5-6 ● ● ●

Personnel Management & Ships Master Business (Fishing) 5-6 ● ● ●

Survival Craft & Rescue Boats 4 ● ●

Workshop/laboratory requirements:

The table below lists the different workshops/laboratories and facilities required in order to

offer the proposed qualifications:

Table 7-3: Workshop/lab requirements for proposed qualifications

Workshop/lab AB E AB D & F ETO R PM T & L FCE PO MM

Basic Workshop ● ● ● ● ● ●

Electrical & Electronics

Workshop ● ● ● ● ●

Machining Workshop ● ● ● ● ●

Diesel Workshop ● ● ●

Sheet Metal & Pipework

Workshop ● ● ●

Pneumatics Workshop ● ● ●

Refrigeration Workshop ● ● ●

Electrical & Control Systems

Workshop ● ● ● ● ●

Welding Workshop ● ● ● ● ●

Engine room simulator/ship

design and operations lab ● ● ● ● ● ●

Computer lab ● ● ● ● ● ● ● ●

Pool ● ● ● ● ●

Modules offered, equipment & facilities per TVET College

This section provides an overview of the modules currently offered by each college, which

forms part of the respective qualifications, as well as the facilities required to offer the

proposed qualifications. These are set per qualification.

87



Of the knowledge modules that make up the Able Seafarer Engine qualification, only one

subject is currently being offered at six of the colleges respectively. At present, Elangeni

does not offer any of the required subjects.

It should be noted that, from the assessment conducted, it was indicated that Umfolozi TVET

College is in the process of obtaining SAMSA accreditation to offer Able Seafarer Engine,

and that in due course, they will be offering all the required subjects.

Table 7-4: Able Seafarer Engine: Knowledge Modules currently offered at TVET Colleges

Able Seafarer Engine Umfolozi Elangeni Esayidi ECM PE CCT WCC

Applied Marine Science and

Mathematics

Fire Prevention and Firefighting

Fundamentals of Communications ● ● ● ● ● ●

Marine Engineering Operations Theory

Maritime Operations Theory

Medical First Aid

Personal Safety and Social Responsibilities

Personal Survival Techniques

Safety Familiarisation

Security Awareness

Survival Craft and Rescue Boats

Percentage required subjects offered 9% 0% 9% 9% 9% 9% 9%

When considering the facilities required to offer the Able Seafarer Engine qualification, it is

clear that Umfolozi has all the required workshops and laboratories in place, including

specialised maritime facilities. The College of Cape Town only require an engine room

simulator/ship design and operations lab, while Eastcape Midlands TVET College, Port

Elizabeth TVET College and West Coast TVET College have 75% of the required facilities.

Table 7-5: Able Seafarer Engine: Required facilities present at TVET Colleges

Able Seafarer Engine Umfolozi Elangeni Esayidi ECM PE CCT WCC

Basic Workshop ● ● ● ● ● ● ●

Electrical & Electronics Workshop ● ● ● ● ● ● ●

Machining Workshop ● ● ● ● ● ●

Electrical & Control Systems Workshop ● ● ● ● ●


Engine room simulator/ship design and

operations lab ●

Computer lab ● ● ● ● ● ● ●

Pool ● ●

Percentage required workshops/labs 100% 38% 50% 75% 75% 88% 75%

Able Seafarer Deck and Fishing

Apart from Elangeni, all TVET Colleges currently offer two of the subjects required for Able

Seafarer Deck and Fishing. As highlighted previously, it is the intention of Umfolozi TVET

College to offer Able Seafarer Deck (and Fishing), and that the college is planning on

offering the required subjects once accredited by SAMSA.

88


Table 7-6: Able Seafarer Deck & Fishing: Knowledge Modules currently offered at TVET Colleges

Able Seafarer Deck & Fishing Umfolozi Elangeni Esayidi ECM PE CCT WCC

Environment Energy Efficiency and Ethics


Health Safety Quality & Legislation

Maritime Operations Theory

Maritime Transport Risk

Mathematics ● ● ● ● ● ● ●

Medical First Aid



Safety Familiarisation

Security Awareness



When considering the facilities required to offer Able Seafarer Deck and Fishing, Umfolozi

TVET College has all the required facilities. The College of Cape Town has 83% of the

required facilities, while Eastcape Midlands TVET College, Port Elizabeth TVET College and

the West Coast TVET College have 67% of the facilities required. The required facilities that

are not present in these cases, refer specifically to specialised maritime laboratories (Engine

room simulator/operations lab) and a pool.

Table 7-7: Able Seafarer Deck & Fishing: Required facilities present at TVET Colleges

Able Seafarer Deck & Fishing Umfolozi Elangeni Esayidi ECM PE CCT WCC





operations lab ●


Pool ● ●


Marine Engineer: Electro-Technical Rating

From the table below, it is clear that less than half of the knowledge modules required for

the part qualification Electro-Technical Rating, are currently offered by the seven TVET

Colleges.

It is worth highlighting that certain of the required subjects overlap with those for Able

Seafarer Engine and Able Seafarer Deck and Fishing. Therefore, should Umfolozi TVET

College be accredited to offer these courses, the viability to also offer Electro-Technical

Rating becomes greater.

89


Table 7-8: Electro-Technical Rating: Knowledge Modules currently offered at TVET Colleges

Electro-Technical Rating Umfolozi Elangeni Esayidi ECM PE CCT WCC

Designated Security Duties

Electrotechnology ● ● ● ● ● ● ●

Engineering Drawing ● ● ● ● ● ● ●

Engineering Knowledge



General Engineering Science / Applied

Mechanics ● ● ● ● ● ● ●

High Voltage Training

Industrial Electronics ● ● ● ● ● ● ●


Medical First Aid





With regards to the facilities required to offer this part-qualification, most of the colleges

have the required workshops, with Umfolozi TVET College having all the required facilities.

Table 7-9: Electro-Technical Rating: Required facilities present at TVET Colleges

Electro-Technical Rating Umfolozi Elangeni Esayidi ECM PE CCT WCC





operations lab ●


Pool ● ●


Port Manager

With regards to Port Manager, the required knowledge modules are not very specialised,

and do not required specialised facilities (although it may require access to a port for

practical modules). The viability to offer this qualification becomes high, and can be offered

to compliment the Transport and Logistics qualification already offered at Umfolozi and Port

Elizabeth TVET Colleges.

90


Table 7-10: Port Manager: Knowledge Modules currently offered at TVET Colleges

Port Manager Umfolozi Elangeni Esayidi ECM PE CCT WCC

Business Essentials ● ● ● ● ●

Environment Energy Efficiency and Ethics

Management Theory ● ● ● ● ●

Transport Risk ● ●


Table 7-11:Port Manager: Required facilities present at TVET Colleges

Port Manager Umfolozi Elangeni Esayidi ECM PE CCT WCC



Transport and Logistics

The table below shows that Umfolozi and Port Elizabeth TVET Colleges already offer Transport

and Logistics. Esayidi already offer most of the required subjects, and could thus consider

offering the qualification.

Table 7-12: Transport and Logistics: Knowledge Modules currently offered at TVET Colleges

Transport & Logistics Umfolozi Elangeni Esayidi ECM PE CCT WCC

Entrepreneurship/New Venture Creation ● ● ● ● ● ●

Freight Logistics ● ●


Project Management ● ● ● ● ● ●

Transport Economics ● ● ●

Transport Operations ● ●


Table 7-13: Transport and Logistics: Required facilities present at TVET Colleges

Transport & Logistics Umfolozi Elangeni Esayidi ECM PE CCT WCC



Marine Engineer: Fishing Chief Engineer

Fishing Chief Engineer is a part-qualification of Marine Engineer. This qualification is currently

not registered with SAQA and is undergoing a review process. However, previous

submissions to SAQA provided some guidance with regards to proposed modules. The table

below is thus based on proposed modules and should be revisited once registered with

SAQA.

91


Table 7-14: Fishing Chief Engineer: Knowledge Modules currently offered at TVET Colleges

Fishing Chief Engineer Umfolozi Elangeni Esayidi ECM PE CCT WCC

Advanced Firefighting


Mathematics

Control Systems ● ● ●


Emergency Procedures



Fishing Safety


Mechanics

● ● ● ● ● ● ●

Heat Engines / Thermodynamics ● ● ●


Naval Architecture /Naval Architecture

(Fishing)

Personnel Management & Ships Master

Business (Fishing)



Based on modules currently offered, Umfolozi TVET College, Port Elizabeth TVET College and

the College of Cape Town offer 43% of the required subjects for this qualification. Some of

these modules do however correspond to those offered for Able Seafarer Engine and Able

Seafarer Deck and Fishing. In this case, Umfolozi TVET College would be in a greater position

to offer this qualification.

At present, Umfolozi TVET College has all the facilities required to offer this qualification, with

the College of Cape Town only requiring an Engine room simulator/ship design and

operations lab.

Table 7-15: Fishing Chief Engineer: Required facilities present at TVET Colleges

Fishing Chief Engineer Umfolozi Elangeni Esayidi ECM PE CCT WCC




Diesel Workshop ● ● ● ●

Sheet Metal & Pipework Workshop ● ● ● ●

Pneumatics Workshop ● ● ● ●





operations lab ●


Pool ● ●


92


Marine Engineer: Port Operations

Port Operations is a part-qualification of Marine Engineer. This qualification is currently not

registered with SAQA and is undergoing a review process. However, previous submissions to

SAQA provided some guidance with regards to proposed modules. The table below is thus

based on proposed modules and should be revisited once registered with SAQA.

Table 7-16: Port Operations: Knowledge Modules currently offered at TVET Colleges

Port Operations Umfolozi Elangeni Esayidi ECM PE CCT WCC

Advanced Firefighting


Mathematics






Mechanics

● ● ● ● ● ● ●

Heat Engines / Thermodynamics ● ● ●



(Fishing)


Business (Fishing)


At present, Umfolozi TVET College, Port Elizabeth TVET College and the College of Cape

Town respectively offer just more than half of the knowledge modules required for this

qualification. The remaining four colleges offer 36% of the required modules, respectively.

Some of these modules listed above do, however, correspond to those offered for Able

Seafarer Engine and Able Seafarer Deck and Fishing. In this case, Umfolozi TVET College

would be in a greater position to offer this qualification.

Table 7-17: Port Operations: Required facilities present at TVET Colleges

Port Operations Umfolozi Elangeni Esayidi ECM PE CCT WCC











operations lab ●



93




operations lab.

Marine Engineer: Marine Motorman

Marine Motorman is a part-qualification of Marine Engineer. This qualification is currently not

registered with SAQA and is undergoing a review process. However, previous submissions to

SAQA provided some guidance with regards to proposed modules. The table below is thus

based on proposed modules and should be revisited once registered with SAQA.

Table 7-18: Marine Motorman: Knowledge Modules currently offered at TVET Colleges

Marine Motorman Umfolozi Elangeni Esayidi ECM PE CCT WCC



Emergency Procedures



Fishing Safety



Mechanics ● ● ● ● ● ● ●


Medical First Aid


(Fishing)


Business (Fishing)



From the table it is clear that very few of the subjects required to offer Marine Motorman

are currently offered by the TVET Colleges. As with the case of the other part-qualifications

that make up Marine Engineer, some of the listed modules correspond to those offered for

Able Seafarer Engine and Able Seafarer Deck and Fishing. In this case, Umfolozi TVET

College would be in a greater position to offer this qualification.

Table 7-19: Marine Motorman: Required facilities present at TVET Colleges

Marine Motorman Umfolozi Elangeni Esayidi ECM PE CCT WCC











operations lab ●


Pool ● ●


94




operations lab.

Modules and present facilities summarised

Table 7-20: Percentage of knowledge modules currently offered per proposed qualification

Qualification Umfolozi Elangeni Esayidi ECM PE CCT WCC

Able Seafarer Engine 9% 0% 9% 9% 9% 9% 9%

Able Seafarer Deck and Fishing 17% 8% 17% 17% 17% 17% 17%

Electro-Technical Rating 43% 36% 43% 43% 43% 43% 43%

Port Manager 60% 40% 60% 0% 0% 40% 40%

Transport & Logistics 100% 50% 67% 17% 100% 50% 50%

Fishing Chief Engineer 43% 29% 29% 29% 43% 43% 29%

Port Operations 55% 36% 36% 36% 55% 55% 36%

Marine Motorman 38% 23% 31% 31% 38% 38% 31%

Table 7-21: Percentage of required workshops/labs present


Able Seafarer Engine 100% 38% 50% 75% 75% 88% 75%

Able Seafarer Deck and Fishing 100% 33% 50% 67% 67% 83% 67%

Electro-Technical Rating 100% 50% 50% 67% 67% 83% 67%

Port Manager 100% 100% 100% 100% 100% 100% 100%

Transport & Logistics 100% 100% 100% 100% 100% 100% 100%

Fishing Chief Engineer 100% 33% 33% 50% 75% 92% 75%

Port Operations 100% 36% 36% 55% 82% 91% 82%

Marine Motorman 100% 33% 33% 50% 75% 92% 75%

7.2. TVET College Selection to offer proposed programmes

Based on the preceding subsection (existing facilities and modules currently offered) as well

as other factors as informed by the assessment and primary data collection, the offering of

the following qualifications at the following TVET Colleges are recommended:


Able Seafarer Engine ● ● ● ●

Able Seafarer Deck and Fishing ● ● ● ●

Electro-Technical Rating ● ● ● ●

Port Manager ● ● ● ●

Transport & Logistics Already

offered ● ●

Already

offered ●

Fishing Chief Engineer ● ● ● ●

Port Operations ● ● ● ●

Marine Motorman ● ● ● ●

Selection rationale

The selection of proposed programmes was based on the preceding assessment score and

presence of required facilities. In addition, to maximise benefit, and minimise cost the

following was considered:

95


• The location of and distance between selected TVET Colleges. In this regard,

partnerships between TVET Colleges can occur to supplement for qualifications

offered/not offered

• The local economic and industry conditions

96


7.3. Acquiring SAMSA Accreditation

The prominent regulatory and legal role of SAMSA within the maritime industry is highlighted

in Section 3.1.2 of this report. One of the particularly relevant tasks that SAMSA has been

mandated to do, is to:

In addition to the above, SAMSA is mandated to undertake activities to register and

authorise people, vessels, equipment, courses, agencies and recognised organisations

(SAMSA, 2019). The shipping industry is synonymous with global standards and relies heavily

on the competencies of seafarers to ensure safety at sea (International Transport Workers'

Federation, 2017). To this end, four instruments currently exist, which govern the global

maritime regulatory system. These are often referred to as the four pillars of the maritime

regulatory system:

For the purpose of SAMSA accreditation, the STCW convention and the Merchant Shipping

(Safe Manning, Training and Certification) Regulations, 2013 (as amended), thus inform the

minimum requirements for a seafarer. In order to follow the logic in terms of the

competencies and requirements, it is important to understand the ranks and divisions

relevant for the different maritime operations and or vessels, as illustrated in the diagram

below:

Ensure that international regulations (standards,

conventions, protocols, codes) are adopted,

and ensure these regulations and international

best practices are applied within the South

African context

Contains regulations aimed

at preventing and minimising

pollution from ships to

preserve marine life and the

environment.

Provides international standards

required to ensure that seafarers

are trained to meet the required

competencies and skills required

at sea.

Represents the standards of

international maritime and

international labour

conventions and principles.

Regarded as the most important

international treaty regarding safety of

merchant ships. It specifies minimum

standards for the construction,

equipment and operation of ships.

97


Figure 7-1: Ranks and division for maritime operations/vessels

98


Certificates and Requirements

The tables below provide a breakdown of Certificates and Requirements by rank in order

to serve on foreign ships, in accordance with STCW Convention, as a first reference for

acquiring SAMSA accreditation:

MASTER

Table 7-22: Certificates and Requirements: Master

MASTER

Certificate Revalidation

required

STCW

Ref.

STCW-F

Ref. Category of acquiring

National certificate of competence ● II/2 II/1 Certificate required

(Academic programme)

Endorsement for certificate of

competence ● I/2

Endorsement required

Flag state endorsement of recognition ● I/10

GMDSS endorsement ● IV/2 Certificate required

(Competence)

Basic safety training Achieved

within

previous 5

years

VI/1

III/1 Documentary proof

(Occupational: ancillary)

– Personal survival techniques A-VI/1-1

– Fire prevention &fire fighting A-VI/1-2

– Elementary first aid A-VI/1-3

– Personal safety & social responsibility A-VI/1-4

Medical first aid VI/4 Documentary proof

(Occupational: ancillary) Survival craft & rescue boats ● VI/2

Advanced fire fighting ● VI/3

Medical fitness ● I/9 Certificate required

Basic safety familiarisation On

assignment VI/1

Training onboard

(Occupational: ancillary) Ship specific familiarisation

On

assignment I/14

Security familiarisation On

assignment VI/6

(International Transport Workers' Federation, 2017)

General requirements:

≥ 3 000 gt

≥500 gt; <3000 gt and <500

gt non-near-coastal

voyages

Master: <500 gt near-

coastal voyages

Age ≥ 20 years

Previous

certificate

Officer in charge of

navigational watch (OOW)

for vessels ≥ 500 gt (STCW II/I)

OOW for vessels ≥ 500 gt

(STCW II/I)

Seagoing

service

• 36 months seagoing

service as OOW (≥ 500 gt);

or


service as OOW (≥ 500 gt)

if ≥12 months seagoing

service as chief mate


service as OOW (≥ 500

gt); or


service as OOW (≥ 500

gt) if ≥12 months

seagoing service as

chief mate

12 months seagoing

service as OOW

Education &

Training

A-II/2 of STCW Code (≥ 3 000

gt)

A-II/2 of STCW Code (≥500

gt; <3000 gt)

A-II/3 of STCW Code

(<500 gt near-coastal

voyages)


99


CHIEF MATE

Table 7-23: Certificates and Requirements: Chief Mate

CHIEF MATE


required

STCW

Ref.

STCW-F


National certificate of competence ● II/2 Certificate required



competence ● I/2

Endorsement required Flag state endorsement of

recognition ● I/10


(Competence)

Basic safety training

Achieved within

previous 5 years

VI/1






– Personal safety & social

responsibility A-VI/1-4





Basic safety familiarisation On assignment VI/1 Training onboard

(Occupational: ancillary) Ship specific familiarisation On assignment I/14

Security familiarisation On assignment VI/6



≥ 3 000 gt ≥500 gt; <3000 gt

Age

Previous certificate

Officer in charge of navigational

watch (OOW) for vessels ≥ 500 gt

(STCW II/I)

Seagoing service 12 months seagoing service as

OOW (≥ 500 gt)

Education & Training A-II/2 of STCW Code (≥ 3 000 gt) A-II/2 of STCW Code (≥500 gt; <3000

gt)


100


OFFICER IN CHARGE OF NAVIGATIONAL WATCH (OOW)

Table 7-24: Certificates and Requirements: OOW

OFFICER IN CHARGE OF NAVIGATIONAL WATCH


required

STCW

Ref.

STCW-F

Ref.

Category of acquiring

National certificate of

competence ● II/2, II/3 II/2

Certificate required

(Academic

programme)


competence ● I/2




(Competence)


Achieved

within previous

5 years

VI/1

III/1

Documentary proof

(Occupational:

ancillary)







(Occupational:

ancillary)

Survival craft & rescue boats ● VI/2




(Occupational:

ancillary)

Ship specific familiarisation On assignment I/14




≥ 500 gt < 500 gt non-near-coastal

voyages

< 500 gt near-coastal

voyages

Age ≥ 18 years ≥ 18 years

Previous

certificate

Hold an appropriate

certificate for ships of 500

gt or more

Seagoing

service

• 12 months as part of

training programme,

including onboard

training (STCW A-II/1)

documented in record

book; or

• 36 months

• Completed special

training, incl.

appropriate seagoing

service; or

• 36 months in the deck

department

Bridge watch-

keeping

duties

≥ 6 months during required

seagoing service (under

supervision of qualified

officer)

≥ 6 months during required

seagoing service (under

supervision of qualified

officer)

Radio duties Meet STCW IV regulations

(GMDSS)

Meet STCW IV regulations

(GMDSS)

Education &

Training A-II/1 of STCW Code

A-II/3 of STCW Code (< 500

gt, near-coastal voyages)


101


RATINGS FORMING PART OF THE NAVIGATIONAL WATCH

Table 7-25: Certificates and Requirements: Ratings forming part of the navigational watch

RATINGS FORMING PART OF THE NAVIGATIONAL WATCH


required

STCW

Ref.

STCW-F


National certificate of competence ● II/4 Certificate required



competence ● I/2

Endorsement required


Achieved within

previous 5 years

VI/1














≥ 500 gt

Age ≥ 16 years

Competence STCW A-II/4

Seagoing service • Approved seagoing service (incl. ≥ 6 months training &

experience) and

• Special training (either pre-sea or onboard) incl. period of

seagoing service ≥ 2 months Education & Training


ABLE SEAFARER DECK (AND FISHING)

Table 7-26: Certificates and Requirements: Able Seafarer Deck & Fishing

ABLE SEAFARER DECK


required

STCW

Ref.

STCW-F

Ref.


National certificate of competence II/4 CR4 Certificate required



competence I/2 Endorsement required


Achieved within

previous 5 years

VI/1













102



≥ 500 gt

Age ≥ 18 years


Seagoing service • 18 months in the deck department; or

• 12 months and completed approved training

Education & Training • Onboard training documented in a training book; or

• Training ashore with & ≥12 months sea service


RADIO OPERATORS

Table 7-27: Certificates and Requirements: Radio Operators

RADIO OPERATORS


required

STCW

Ref.

STCW-F

Ref.


Radio personnel aboard GMDSS ships

– General operator’s certificate

(GOC)

– Restricted operator’s certificate

(ROG)

The type of certificate required

depends on the GMDSS zone the

vessel is trading in

● II/1 Certificate required



competence ● I/2




Achieved within

previous 5 years

VI/1














GMDSS Operator

Age ≥ 18 years

Education & Training Approved education and training & meet standard of

competence


103


CHIEF ENGINEER

Table 7-28: Certificates and Requirements: Chief Engineer

CHIEF ENGINEER


required

STCW

Ref.

STCW-F

Ref.



competence ● III/2, III/3 II/5




competence ● I/2




Achieved within

previous 5 years

VI/1

















≥ 3 000 kW ≥ 750 kW ≤ 3 000 kW

Previous certificate Certification as officer in charge of

engineering watch (EOW) Certification as EOW

Seagoing service

36 months of which 12 months served as

engineer officer in a position of

responsibility while qualified as second

engineer officer

24 months of which 12 months served

while qualified as second engineer

officer

Education &

Training A-III/2 of STCW Code A-III/3 of STCW Code


104


SECOND ENGINEER

Table 7-29: Certificates and Requirements: Second Engineer

SECOND ENGINEER


required

STCW

Ref.

STCW-F

Ref.



competence ● III/2, III/3 II/5




competence ● I/2




Achieved within

previous 5 years

VI/1 III/1

Documentary proof
















≥ 3 000 kW ≥ 750 kW ≤ 3 000 kW

Previous certificate Certification as officer in charge of

engineering watch (EOW) Certification as EOW

Seagoing service 12 months served as assistant engineer

or engineer officer

12 months served as assistant

engineer or engineer officer

Education &

Training A-III/2 of STCW Code A-III/3 of STCW Code


105


OFFICER IN CHARGE OF ENGINEERING WATCH (EOW)

Table 7-30: Certificates and Requirements: EOW

OFFICER IN CHARGE OF ENGINEERING WATCH


required

STCW

Ref.

STCW-F

Ref.



competence ● III/1 II/5




competence ● I/2




Achieved within

previous 5 years

VI/1 III/1

Documentary proof
















≥ 750 kW

Age ≥ 18 years

Seagoing service

• ≥ 12 months combined workshop skills training and seagoing

service (≥ 6 months seagoing service as part of training

programme)


service (≥ 30 months seagoing service in engine department)

• Training documented in training record book

Education & Training A-III/1 of STCW Code


106


ELECTRO-TECHNICAL OFFICER

Table 7-31: Certificates and Requirements: Electro-Technical Officer

ELECTRO-TECHNICAL OFFICER


required

STCW

Regulation


National certificate of competence III/6 Certificate required


Endorsement for certificate of competence I/2 Endorsement required


Achieved within

previous 5 years

VI/1

Documentary proof












≥ 750 kW

Age ≥ 18 years

Seagoing service


service (≥ 6 months seagoing service as part of training

programme)


service (≥ 30 months seagoing service in engine department)

• Training documented in training record book

Education & Training A-III/6 of STCW Code


RATINGS FORMING PART OF AN ENGINEERING WATCH

Table 7-32: Certificates and Requirements: Ratings forming part of the Engineering Watch

RATINGS FORMING PART OF AN ENGINEERING WATCH


required

STCW

Regulation






Achieved within

previous 5 years

VI/1

Documentary proof











107



≥ 750 kW

Age ≥ 16 years

Seagoing service • Completed seagoing service (incl. 6 months training &

experience; or

• Special training (either pre-sea or onboard) incl. approved

period of seagoing services ≥ 2 months Education & Training



ABLE SEAFARER ENGINE

Table 7-33: Certificates and Requirements: Able Seafarer Engine

ABLE SEAFARER ENGINE


required

STCW

Regulation






Achieved within

previous 5 years

VI/1

Documentary proof












≥ 500 gt

Age ≥ 18 years

Seagoing service • ≥ 12 months seagoing service in the deck department; or

• ≥ 6 months seagoing service and approved training

Education & Training • Onboard training documented in a training book; or

• Training ashore with a minimum of 12 months sea service

Competence

• Meet the requirements for certification as a rating forming part

of an engine watch

• STCW A-III/5


108


ELECTRO-TECHNICAL RATING

Table 7-34: Certificates and Requirements: Electro-Technical Rating

ELECTRO-TECHNICAL RATING


required

STCW

Regulation






Achieved within

previous 5 years

VI/1

Documentary proof












≥ 750 kW

Age ≥ 18 years

Seagoing service

• Seagoing service and ≥ 12 months training and experience; or

• Completed training and ≥ 6 months seagoing service; or

• Qualifications that meet the technical competences in

accordance with A-III/7 with ≥ 3 months seagoing service

Education & Training STCW A-III/7


Practical approach for TVET Colleges to achieve required accreditation

Based on the assessment of the identified TVET Colleges, it is clear that the opportunity exists

to integrate MET courses into the programmes that are already being offered. This is

especially true for the training of engineers.

The Transport Education and Training Authority (TETA), have made some significant progress

in terms of ensuring that all qualifications assigned to the South African Maritime

Qualifications Code are registered on the National Qualifications Framework, in line with

STCW Codes. To this end, a lot of work has been done to develop the required knowledge

practical skills and workshop modules to ensure direct alignment between SAMSA codes

and QCTO qualifications. Many subjects already offered at TVET Colleges have already

been identified by SAMSA as equivalent subjects, and work is underway to ensure

academic articulation for those modules where no equivalent exist.

The following approach for ensuring TVET Colleges obtain the required accreditation is

suggested:

109


Initially, basic training/pre-sea skills training could be undertaken in partnership with SAMSA

accredited service providers (private training institutions), with the ultimate goal of

acquiring SAMSA accreditation to offer the basic training and other Certificates of

Proficiency.

Before the TVET Colleges can proceed with offering any of the qualifications (Able Seafarer

Engine, Able Seafarer Deck & Fishing, Marine Engineer, Ship’s Officer, Ship’s Master), the

Colleges will have to receive SAMSA accreditation. The Colleges will require assistance in

applying for accreditation from TETA and/or SAMSA. In accordance with Regulation 85 of

the Merchant Shipping Act (safe manning, training and certification) Regulations, 2013, the

following is required when applying for SAMSA accreditation:

• Application letter

o Name of institution (name of the TVET College)

o Address where training will take place (physical location)

o Contact details of person applying on behalf of the institution

o Course(s) or programme(s) to be offered

• Description of the course(s) or programme(s)

o Name of the course (to be aligned with document GOP-530.04 SAMSA Code

– Minimum duration of courses) and STCW Convention reference (where

applicable)

o Course format (how the course will be presented; theory vs. practical,

materials to be used etc.)

o Assessment of course (written exam, practical etc.)

o Maximum number of students permitted per course

• Course content

o Student manual with relevant SAMSA Code

o Study plans to follow and reflect applicable sections of the Code

o Slides that will be presented

o Exam papers and memorandums for courses relating to occupational health,

safety, security and special ships

• Appointed instructors and/or assessors

o The name of appointed instructors and/or assessors involved in the course

o Qualifications and experience of instructors and/or assessors (in accordance

with qualifications and experience as may be defined in each code)

• Student application details

TVET College:

• Theory subjects (N courses)

• Appropriate unit standards

• Appropriate level

• QCTO aligned

TVET College:

• Workshop components

• Practical skills

TVET College/accredited partner:

• Basic training/pre-sea skills

Industry partners & employers:

• Sea service

• Complete training record book

QCTO CERTIFICATE:

110


o Application form (including e-forms)

o Verification process where there is a pre-requisite qualification or certificate

• Quality Standard System

o Proof of a quality standard system that is aligned with GOP-503.3

Requirements for Quality Standards System

• Certification

o An example of the certificate to be issued to students on completion of

training and assessment in accordance to GOP-503.2 Format and Wording of

Certificates

• Multiple venues

o Where training is conducted at multiple venues, the application should be

consistent with the requirements set out in GOP-503.1 Accreditation of a

Training Institution

Accreditation is given for a period not exceeding three years and can be renewed when

applying for re-accreditation. Renewal is subject to an audit.

The cost of accreditation is determined at an hourly rate, as Gazetted 26 September 2017

(Government Gazette No. 41135). As it stands, R 3 895 is payable for accreditation of the

primary training venue, with a charge of R 975 per hour when exceeding four hours. Where

a secondary venue needs to be accredited, R 1 950 will be payable, with a charge of R 975

per hour when exceeding two hours.

Entry requirements and recruitment of students

Based on the fact that the Ship’s Officer and Ship’s Master qualification are under review

for resubmission to SAQA, the entry requirements and recruitment of students are focussed

on the Able Seafarer Engine, Able Seafarer Deck and Fishing, and Marine Engineer

qualifications.

Able Seafarer Engine and Able Seafarer Deck & Fishing

In order to target the appropriate individuals to become Able Seafarers, it is important to

understand what the duties of an Able Seafarer entails:

Able Seafarer Deck & Fishing


An Able Seafarer Deck & Fishing must be able to

provide support and assistance during a

“navigation watch” on board a seagoing vessel

and be competent at the support level. This

entails being able to do the following:

• Assist with navigation at the support level

• Handle and stow cargo and /or catch fish at

the support level

• Assist with shipboard operations and care for

persons on board at the support level

• Maintain and repair at the support level

• Assist with mooring, towing, berthing and

anchoring at the support level

• Carry out security duties at the support level

An Able Seafarer Engine Must be able to provide

support and assistance during an “engineering

watch” on board a seagoing vessel and be

competent at the support level. This entails being

able to do the following:

• Assist with marine engineering watchkeeping

duties at support level

• Assist with bunkering and liquid transfers at

the support level

• Contribute to the operations of the ship and

care of persons on board at the support level

• Follow safe electrical, electronic and control

engineering processes at the support level

• Provide maintenance and repair on board

ship at the support level

• Carry out designated security duties and

contingency plans at the support level

111


For these qualifications, the individual will complete subjects at an NQF 3 level (refer to

section 7.1.3 and section 7.1.4) as well as pre-sea training at the required STCW and STCW-

F levels.

An Able Seafarer is considered to be a ‘first level’ qualification. This means that the individual

will be required to comply with the requirements of being an Ordinary Seafarer, which will

require seatime of 2 to 6 months and completion of the first section of the Task Record Book,

where after the individual will acquire a Certificate of Proficiency. Thereafter, additional

seatime is required (6-12 months for Able Seafarer Engine, and 12-18 months for Seafarer

Deck or Fishing) in order to complete the second section of the Task Record Book.

The minimum entry requirements for Able Seafarer (Deck, Fishing and Engine) are set out

below:

• At least 16 years of age.

• Have passed Mathematics and Science above 50% at Grade 9 to 11 or hold an

equivalent recognised qualification (the possibility exists to ensure bridging courses

for Mathematics and Science)

• Recognition of Prior Learning (RPL) is applicable (Provision should be made for

recognition of NCV Engineering and qualified artisans to be awarded credits where

applicable)

• Medically fit (individuals must pass a medical and eye test to qualify for a career at

sea)

Recruitment for Able Seafarers should be focussed on those that do not qualify for higher

level qualifications with interest in maritime industry.

Marine Engineer

There are different levels or grades within the Marine Engineering Qualification. The overall

duties of a Marine Engineer include:

• Manages, controls and participates in the safe operation, maintenance and repair

of mechanical, electrical and electronic equipment and machinery on board a

vessel

• Performs related functions as above on shore

The roles and duties also depend on the vessel propulsion and engine kW power

For the Marine Engineer qualifications and part-qualifications, the following need to be

achieved:

• N subjects (ranging from N4 to N6 – refer to section 7.1)

• STCW modules (potential to achieve this through e-learning, in partnership with

CPUT, or through virtual broadcast – see section 6)

• Workshop modules, assessed at merSETA standards (refer to section 7.1)

• Practical application and training at a shipyard (6 months with logbook evidence)

• Achieve seatime through the SAIMI’s National Cadet Programme. The required pre-

sea training at the required STCW and STCW-F levels are required.

112


The requirements for a Marine Engineer are set out below:

• Grade 12 with Mathematics and Physical Science; or

• N3 pass with Mathematics and Engineering Science; or

• N6 (with required subjects already achieved (RPL), with the possibility to achieve

subjects still required); or

• Mechanical Engineer who could achieve RPL; and

• Medically fit (individuals must pass a medical, eye test and dental check)

Recruitment for Marine Engineers should be based on the requirements above. However,

the individuals that adhere to the criteria above should be made aware of the opportunity

and potential that it holds. For this reason, awareness through career presentations at TVET

Colleges as a viable career path should be undertaken. It is highly recommended that the

interested individuals complete an aptitude test and undergo an interview to establish the

individual’s suitability and commitment to a sea-going career.

113


7.4. Cost Estimate and implications to achieve readiness

Cost estimate to achieve readiness

The cost estimate is based on specialised equipment and facilities required, specifically

related to pre-sea and basic training, in accordance with STCW. It does not include

accreditation and administrative costs, it excludes construction, conversion and renovation

costs, and is based on the following assumptions:

• The college can gain access to a swimming pool, if no swimming pool is evident on

campus

• The college will be able to gain access to a survival craft

• The costs refer to the initial capital costs, and does not take operational costs and

the cost of consumables into consideration

• The college already consumes and acquires personal protective equipment (PPE)

and are thus not included in the cost estimate

• The college already consumes and acquires paint products and materials

• The college already has workshop materials and tools in place

• The college already has lifting and rigging equipment at its disposal

• The college already has hand tools and power tools

• The costs are calculated on the assumption that 10 students will enrol at a time

• It excludes additional software

• Average prices were used

• Prices exclude additional delivery and shipping costs

The cost breakdown is set out below:

Table 7-35: Cost breakdown for special equipment

Personal Survival Equipment Quantity Unit price Total

Lifejacket 10 R 800 R 8 000

Immersion suit 10 R 2 250 R 22 500

Life raft 1 R 36 230 R 36 230

Sea anchor 1 R 985 R 985

3mm neoprene wet suit tops 10 R 2 059 R 20 590

Emergency Position indicating Radio Beacon 1 R 22 000 R 22 000

Search and rescue Transponder 1 R 9 909 R 9 909

GMDSS VHF hand held radio non operational 1 R 3 900 R 3 900

Total R 124 114

Fire Prevention Equipment Quantity Unit price Total

Fire extinguishers 10 R 460 R 4 600

Breathing apparatus 10 R 14 657 R 146 570

Spray nozzles 10 R 15 R 150

Powder 10 R 160 R 1 600

Fire hydrant 1 R 3 380 R 3 380

Fire hoses 38mm & 65mm mixture 4 R 366 R 1 464

Fire nozzles to spray 1 R 1 700 R 1 700

Firefighting suits 10 R 3 546 R 35 460

Ladder 2 R 565 R 1 130

Steel fire trays 1m X 0.3m 2 R 630 R 1 260

114


Three-sided fire trays 2 R 630 R 1 260

Dummy (75kg) 1 R 786 R 786

Branch pipes 3 R 452 R 1 356

Mechanical foam branches 2 R 425 R 850

High expansion foam generator 1 R 4 257 R 4 257

Carbon dioxide extinguishers (9kg) 6 R 450 R 2 700

Foam extinguishers (9L) 6 R 625 R 3 750

Dry powder extinguishers (9kg) 6 R 918 R 5 508

Self-contained breathing apparatus (SCBA) 18 R 2 833 R 50 994

Smoke generator 1 R 4 500 R 4 500

Fire axes 2 R 2 500 R 5 000

Fireproof lifeline (30m) 2 R 108 R 216

Heat detector 1 R 370 R 370

Smoke detector 1 R 2 838 R 2 838

BA control board 1 R 4 186 R 4 186

Total R 285 885

Advanced Fire Fighting Equipment Quantity Unit price Total

Containers for simulation engine room fires 1 R 100 000 R 100 000

Fire hydrants (4.0) bar 2 R 3 380 R 6 760

Fire hoses 38mm & 65mm mixture 4 R 366 R 1 464

Firefighting suits 10 R 3 546 R 35 460

BA control board 1 R 4 186 R 4 186

Total R 147 870

Medical First Aid Quantity Unit price Total

Emergency kit 1 R 450 R 450

Adult CPR mannequin 1 R 710 R 710

Child CPR mannequin 1 R 710 R 710

Infant CPR mannequin 1 R 586 R 586

Portable Oxygen resuscitator 10 R 192 R 1 920

Oropharyngeal airway and Bag Valve Mas 10 R 870 R 8 700

Neil Robinson Stretcher 1 R 568 R 568

CPR mouth pieces 10 R 11 R 110

Examination gloves 1 R 75 R 75

Training Automated External Defibrillator 1 R 25 000 R 25 000

CPR Charts 1 R 300 R 300

Bandages 10 R 160 R 1 600

IV hand for simulation 1 R 2 500 R 2 500

Wound simulation kit 1 R 3 400 R 3 400

Blood Pressure cuffs 10 R 172 R 1 720

Stethoscopes 10 R 100 R 1 000

Portable Oxygen resuscitator 10 R 192 R 1 920

Oropharyngeal airway and Bag Valve Manual 10 R 870 R 8 700

Total R 59 969

Navigation equipment Quantity Unit price Total

Marine chronometer 1 R 13 760 R 13 760

Speed & Depth Logs 1 R 1 510 R 1 510

115


Echo sounder 1 R 650 R 650

Compass/Gyra compass 1 R 5 500 R 5 500

Azimuth mirror/Pelorus 1 R 10 650 R 10 650

Hydrometer (marine) 1 R 320 R 320

Hygrometer 1 R 567 R 567

Barometer 1 R 700 R 700

Total R 33 657

Mooring ropes Quantity Unit price Total

Man-made Fibre Rope (500m) 1 R 510 R 510

Natural Fibre Rope (220m) 2 R 730 R 1 460

Steel Wire Rope (10m) 5 R 2 530 R 12 650

Total R 14 620

Ropes Quantity Unit price Total

Splicing/Rope splicing kit 10 R 720 R 7 200

Knot making (Knotting machine/tool) 10 R 300 R 3 000

Marlin spike 10 R 400 R 4 000

Total R 14 200

Rigging equipment Quantity Unit price Total

Bosuns chair 2 R 720 R 1 440

Stages/Stage rigging kit 2 R 420 R 840

Pilot ladder (Marine pilot rope ladder) 1 R 10 000 R 10 000

Total R 12 280

Grand Total R 692 595

116


8. Conclusion and Recommendation

8.1. Recommendations on integrating TVET Colleges into mainstream MET

With renewed emphasis on the maritime industry, in line with national directives such as

Operation Phakisa, training in the maritime industry has become increasingly important.

TVET Colleges have been identified as an area underutilised and undercapitalised in terms

of providing skilled workforce to the South African Maritime sector.

The primary aim of TVET Colleges is to provide qualified people to the various industries

fuelling the economy, and as such, TVET Colleges should support the maritime sector and

stimulate employment and economic growth through capacitating individuals.

In order to achieve this, the cooperation between industry players, business sector and

relevant TVET institutions is absolutely necessary. As TVET Colleges are new to the MET

landscape, industry role-players and established institutions can assist TVET Colleges through

providing access to specialised equipment, infrastructure, funding and facilitate the

process of identifying appropriately qualified lecturers.

In order for TVET Colleges to play a pivotal role within the mainstream MET environment in

South Africa, the following needs to be considered and achieved:

Introduction of MET at Basic Education Level

In order to ensure awareness of the maritime industry and opportunities, Martine-related

subjects need to be introduced to more South African primary and secondary schools.

The opportunity exists to introduce marine courses and ocean awareness subjects to the

school curriculum, especially at schools located in close proximity to the coast. According

to the Department of Basic Education, a maritime studies course is currently being

developed in partnership with the Two Oceans Aquarium and is expected to be added to

the school curriculum in 2020. More initiatives such as these would spark greater interest into

the maritime industry.

Maritime industry role-players, TVET Colleges and formal partnerships

The maritime industry relies on the education sector to provide it with good quality

graduates. For this reason, it is imperative that industry role-players work with the education

sector, and in this case, the selected TVET Colleges, to make sure they get the right people

for the jobs they have designed. To this end, there needs to be cooperation between

different actors and training institutions. This requires the following:

• Establishing partnerships between all types of education and training institutions (i.e.

public & private training institutions and TVET colleges) and businesses, for their

mutual benefit.

• There should be special platforms consisting of the representatives of the education

institutions and industry to improve the situation with a view to meet mutual

requirements. This would avoid competition between public TVET colleges and the

already existing company-owned MET providers.

• The relevant TVET colleges should offer vocational courses and some practical work,

while some technical aspects can be undertaken by other private MET training

117


institutions or Higher Education Institutions accredited by SAMSA (e.g. Transnet School

of Excellence, SAMTRA, CPUT and DUT).

Investigate the feasibility of a Public-Private Partnership (PPP) between DHET, TETA and

willing Private Training Institutions

The possibility of forming PPP should be carefully investigated and seriously considered.

Given the depth and insights of this study, it is clear that TVET Colleges face a set of obstacles

that need to be overcome before being able to offer MET programmes in a holistic and all-

inclusive manner. Some of these obstacles include:

• TVET Colleges do not currently play a major role in mainstream MET and have limited

internal experience of the maritime industry and MET environment

• It may be result in additional costs for the colleges and/or DHET to employ relevant

experts or to upskill current lecturers and facilitators

• TVET Colleges will have to develop and/or procure the required content and

programme materials

• Recruitment of students through forging partnerships and creating awareness

among maritime businesses/organisations will be required. Most of the TVET Colleges

do not have formal and/or functional partnerships in place with these organisations.

• At present, the TVET Colleges do not have agreements with maritime industry role

players in place to ensure that MET students will gain required workplace-based

learning and the required seatime, and thus cannot provide a student with a career

path. These agreements and partnerships will first have to be forged and formalised.

• In order to achieve SAMSA accreditation, TVET Colleges will have to employ Master

Mariners and Chief Engineers

In an effort to bridge these obstacles, willing and able Private Training Institutions should be

identified and approached in an effort to assist in capacitating the TVET Colleges. This could

be done in the following manners:

1. Secondment of select staff to identified TVET Colleges, to provide guidance,

direction and mentorship.

2. Appointing a private training institution on a part-time basis to capacitate the

selected TVET Colleges through offering their programmes at the TVET Colleges and

systematically allowing the College to take over the programme.

3. Acquiring developed courses from the private institution. This could entail acquiring

all materials, equipment, the services of the lecturers/facilitators and associated

intellectual property. In this instance, an agreement should be put in place to ensure

meaningful handover and that allows for the TVET College to gain the required

support from the training institution for a predetermined period.

Government Support

In order for TVET Colleges to successfully offer MET programmes, and to ensure a career

path, government support and buy-in will be critical. Ways in which government should

support this initiative include:

• It is critical for government department and agencies to create an enabling

environment for MET to flourish within TVET Colleges:

118


o To this end, this will require SAMSA to review its stance, mandate and

accreditation of e-learning in order to capitalise on and combine resources

and achieve MET introduction in such a way that will overcome potential

obstacles (in particular, the potential challenge of sourcing and appointing

lecturers).

o The Department of Higher Education and Training should provide support in

terms of promoting maritime and its opportunities, as well as support selected

TVET Colleges in purchasing required equipment, training existing lecturers

and facilitators and financially supporting potential students.

o The Department of Transport, and in particular the Maritime Transport

department should support the initiative through promoting it amongst

stakeholders and role-players in the industry, and to ensure awareness and

willingness to take part in this initiative (through funding, making use of TVET

Colleges for training purposes of staff, and to ensure willingness to take cadets

onboard to achieve their required seatime).

• SAMSA and the Department of Transport should investigate the possibility of

providing incentives to foreign companies to take on South African cadets. It has

been emphasised by many role-players and stakeholders that finding placement for

students to achieve the required seatime is extremely challenging. South African

cadets furthermore have to compete with other maritime dominant nations such the

Philippines. Without any incentive, foreign shipowners have no reason to favour South

African cadets.

• SAMSA and the Department of Transport should provide incentives for foreign vessels

to register under the South African flag. This will provide more opportunities for South

African cadets to achieve seatime and ensure more employment opportunities for

the local seafarers.

• In order to keep abreast with international best practice and changing technology,

it is recommended that SAMSA undertake more regular review of the accredited

curriculums and minimum standards.

Over and above the main recommendations, it should be the responsibility of the relevant

TVET Colleges to make sure they understand the industry’s needs and offer appropriate MET

qualifications (programmes) in line with these identified needs.

There is an opportunity for the selected TVET Colleges to review core engineering modules

currently offered and align or adjust programme offerings to meet specific requirements for

specialised professions within the maritime sector. This implies that the TVET Colleges should

be proactive in its approach to offering MET programmes and undertake its own

investigations and viability into offering specialised programmes.

119


9. References

Acar, U., Koivisto, H., Ziarati, M. & Ziarati, R., 2012. IMPACT – Innovative Maritime Training

Products. Newfoundland, The 13th Annual General Assembly of IAMU.

Agency for Vocational Education and Training and Adult Education, 2016. VET System

Development Programme (2016-2020), s.l.: s.n.

Albayrak, T., Demirel, E. & Ziarati, R., 2010. Innovation in Maritime Education and Training,

Istanbul: Turkish Maritime Education Foundation.

Albayrak, T. & Ziarati, R., 2009. Encouraging Research in Maritime Education & Training

Institutions. Ghana, s.n.

Biepke, N., 2018. SA, jobs, and the 4th industrial revolution, s.l.: Fin24.

Blend4VET, 2018. Why Blended Learning?. [Online]

Available at: http://blend4vet.eu/cpd/blended-learning/#1518020928678-fc5c7bdf-20d7

[Accessed 24 January 2019].

Blended Learning Universe, 2019. Blended Learning Models. [Online]

Available at: https://www.blendedlearning.org/models/


CEDEFOP, 2011. The benefits of vocational education and training, Luxembourg:

Publications Office of the European Union.

CEDEFOP, 2014. Terminology of European Education and Training Policy: Second Edition,

luxembourg: Publications Office of the European Union.

CEDEFOP, 2017. The changing nature and role of vocational education and training in

Europe. Volume 2: Results of a survey among European VET experts, Luxembourg:

Publications Office of the European Union.

CSIR, 2014. Research, Innovation and Knowledge Management Navigation Chart for the

South African Martime Sector, s.l.: s.n.

Davies, B., 2015. Vocational Training for the Global Economy: A focus on major trendsin VET

in the Asia Region, Melbourne: s.n.

Davies, B., 2016. VET as an economic driver, Melbourne: s.n.

Demirel, E. & Ziarati, R., 2012. Combining Vocational and Academic Requirements in the

Maritime Education and Training. Turkish Shipping World, November, pp. 48-52.

DHET, 2013. White Paper for Post-School Education and Training. s.l.:Department of Higher

Education and Training.

DHET, 2018. Statistics on Post-School Education and Training in South Africa 2016, Pretoria:

DHET.

DHET, 2018. TVET Colleges: Your first choice stop for career training, Pretoria: Department of

Higher Education & Training.

120


Eichhorst, W., Rodríguez-Planas, N., Schmidl, R. & Zimmermann, K. F., 2012. A Roadmap to

Vocational Education and Training Systems Around the World, Bonn: IZA.

Erdogan, O. & Demirel, E., 2017. New Technologies in Maritime Education and Training,

Turkish Experiment. Universal Journal of Educational Research, 5(6), pp. 947-952.

European Agency for Special Needs and Inclusive Education, 2018. 20 Key Factors for

Successful Vocational Education and Training, s.l.: European Agency for Special Needs and

Inclusive Education.

Goldberg, M., 2017. The cost of simulator training: Is it worth it?. [Online]

Available at: https://www.marinels.com/simulator-training-cost/


Green Paper, 2014. Skills Development for the Future, Pretoria: Department of Justice.

Hashim, T. A., Rus, R. C., Yasin, R. M. & Yunus, F. A., 2013. Current Trends in Technical and

Vocational Education Research: A Meta-Analysis. Asian Social Science, 9(13), pp. 243-251.

Hiim, H., 2017. Ensuring Curriculum Relevance in Vocational Education and Training:

Epistemological Perspectives in a Curriculum Research Project. International Journal for

Research in Vocational Education and Training, April, 4(1), pp. 1-19.

HRDC, 2013. Review of the current skills development system and recommendations

towards the best model for delivering skills in the country, s.l.: HRDC.

HRDC, 2014. Avancing Skills Development in the Maritime Sector, s.l.: s.n.

HSRC, 2005. Vocational Education and Training in Southern Africa: A Comparative Study.

Cape Town(Western Cape): HSRC Press.

IMO, 2019. Introduction to IMO. [Online]

Available at: http://www.imo.org/en/About/Pages/Default.aspx


International Transport Workers' Federation, 2017. STCW: A guide for seafarers. London: ITF.

Jose Pio, M., 2018. Technology key to attracting the Young to VET. Skillset and Match,

September, Issue 14, p. 20.

Kinthaert, L., 2017. KNect365 Maritime. [Online]

Available at: https://knect365.com/shipping/article/842b789d-aa16-411f-95c9-

6393715daf35/digital-transformation-how-will-it-change-the-seafarers-role


Maidment, H., 2017. TVET colleges Explained. [Online]

Available at: https://educonnect.co.za/tvet-colleges-explained/


Mayhew, K., 2018. Career Choices and a Policy Dilemma. Skillset and Match, September,

Issue 14, pp. 14-15.

McGrath, S., 2012. Vocational education and training for development: A policy in need of

a theory?. International Journal of Educational Development, Volume 32, pp. 623-631.

121


Mikkonen, S. et al., 2017. Guiding workplace learning in vocational education and training:

a literature review. Empirical Research in Vocational Education and Training, 9(9).

Moodie, G. & Wheelahan, L., 2016. Global Trends in TVET: A framework for social justice,

Brussels: Education International, Toronto: University of Toronto.

Mortaki, S., 2012. The Contribution of Vocational Education and Training in the Preservation

and Diffusion of Cultural Heritage in Greece: The Case of the Specialty “Guardian of

Museums and Archaeological Sites”. International Journal of Humanities and Social

Science, December, 2(24), pp. 51-58.

OECD, 2011. OECD reviews of Vocational Education and Training: Pointers for Policy

Development, s.l.: OECD.

Pandor, N., 2018. 9th Pan African TVET colleges Conference. Cape Town, s.n.

Plessis, P. d., 2014. Problems and Complexities in Rural Schools: Challenges of Education and

Social Development. Mediterranean Journal of Social Sciences , 5(20), pp. 1109 -1117.

Sampson, H. & Tang, L., 2015. Strange things happen at sea: training and new technology

in a multi-billion global industry. Journal of Education and Work, 29(8), pp. 980-994.

SAMSA, 2011. Revised SAMSA Maritime Industry Skills Study, s.l.: s.n.

Schwendimann, B. A., Kappeler, G., Mauroux, L. & Gurtner, J., 2018. What makes an online

learning journal powerful for VET? Distinguishing productive usage patterns and effective

learning strategies. Empirical Research in Vocational Education and Training, 10(9).

Sellberg, C., 2017. Simulators in bridge operations training and assessment: a systematic

review and qualitative synthesis. WMU Journal of Maritime Affairs, May, 16(2), pp. 247-263.

the dti, 2016. South Africa's Ocean Economy, Pretoria: the dti.

Tripney, J. S. & Hombrados, J. G., 2013. TVET for young people in low- and middle-income

countries: a systematic review and meta-analysis. Empirical Research in Vocational

Education and Training, 5(3).

UNESCO, 2015. Proposal for the Revision of the 2001 revised recommendaiton concerning

Technical and Vocational Education. Paris, s.n.

UNESCO-UNEVOC, 2014. World TVET Database: South Africa, Platz der Vereinten Nationen

1: s.n.

WEF, 2017. The Future of Jobs and Skills in Africa: Preparing the Region for the Fourth Industrial

Revolution, Switzerland: World Economic Forum .

Zhang, Q., 2017. Study of Construction of Network English Teaching Platform Based on

Multimedia. iJET, 12(2), pp. 78-90.

122


Annexure A: Stakeholders and organisations consulted

Employers/Organisations that took part in the online survey

AMSOL

Balobi Fishing

Compass Trawling

Grindrod Shipping

Hluma Skills

Mandebe Ocean Tourism and Maritime Development Pty Ltd

Marine Energy, Maritime & Environment Consultancy (MEMEC)

Maritime Logistics Consultancy

Mbili Attorneys Inc.

Molimo Business Zone

MVB Atlantic Enterprises Fishing (Pty) Ltd

MVB Highland Queen Beleggings (Edms) Bpk

Neema Holdings

Ocean Network Express

PetroSA

Phenyo Global Logistics

Responsible Packaging Management Association of Southern Africa (RPMASA)

SAASOA - South African Association of Ship Operators and Agents

SAMSA


Sturrock Grindrod Maritime

Subtech

Transnet

Umsuka Holdings

Wilhelmsen Ships Service

Stakeholders/Organisations Consulted

AEGEAN Bunkering Marine Services

CPUT

Durban University of Technology

Gen. Botha Old Boys Association

Grinrod Shipping Training Academy

Institute of Chartered Ship Brokers

Marine Crew Services

MEMEC

SAIMENA

SAIMI

SAMSA


STC-SA

Transnet - Maritime School of Excellence

The Department of Higher Education and Training: TVET Colleges Division

The Department of Transport: Maritime Transport

123


Annexure B: Assessment Matrix


Umfolozi Elangeni Esayidi Eastcape Midlands

Port Elizabeth

College of Cape Town

West Coast

Active Governing Board 2 2 2 2 2 2 2

Board aware of MET 2 2 0 1 1 2 1

Board committed to offer MET 2 1 1 1 1 1 1

Members of associations 2 2 1 2 2 2 2

Current partnerships with Maritime Industry 2 2 0 1 1 2 0

Formal relationship:

· Transnet National Ports Authority 1 2 0 1 1 0 1

· SAMSA 2 2 0 0 0 2 0

· SAIMI 2 2 0 0 1 1 0

Existing working relationship:

· TETA 2 2 1 0 2 2 2

· LGSETA 2 2 0 2 2 0 2

Human Resources Standing Committee 2 2 2 2 2 2 2

Finance Audit & Risk Standing Committee 2 2 2 2 2 2 2

Permanent key staff:

· Principal 2 2 2 2 2 2 2

· Deputy Principal 1 2 0 2 2 2 2

· Campus Manager(s) 2 2 2 2 2 2 2

· CFO 1 2 2 2 2 2 2

For Occupational Qualifications:

· Policies 2 2 2 2 2 2 2

· Standard Operating Procedures 2 2 2 2 2 2 2

· QMS 2 2 2 2 2 2 2

Key Financial Players

· DHET 2 2 2 2 2 2 2

· NSFAS 2 2 2 2 2 2 2

124


· NSF 2 2 2 2 2 2 2

· SETAs 2 2 2 2 2 2 2

· Private students (non-NSFAS) 2 2 2 2 2 2 2

· Private companies 2 2 2 2 2 2 2

Score 47 49 33 40 43 44 41

Percentage 0,94 0,98 0,66 0,8 0,86 0,88 0,82



Port Elizabeth

College of Cape Town West Coast

MET Committee/structure:

· Reference Group 1 0 0 0 0 0 0

· Implementation Committee 1 0 0 0 0 0 0

Position of MET in College:

· New Department 2 1 1 1 1 1 1

· Dedicated Manager 2 1 1 1 1 1 1

Employers for WBL:

· Able Seafarer Engine 0 0 0 0 0 0 0

· Able Seafarer Deck and Fishing 0 0 0 0 0 0 2

· Marine Engineer 0 0 0 0 0 0 0

· Ship's Officer 0 0 0 0 0 0 0

· Ship's Master 0 0 0 0 0 0 0

· Transport & Logistics 0 0 0 0 2 0 0

· Port Manager 0 0 0 0 0 0 0

Functional Student Support 2 2 2 2 2 2 2

Capacity to accommodate MET students 2 2 1 2 2 2 2

Score 10 6 5 6 8 6 8

Percentage 0,38 0,23 0,19 0,23 0,31 0,23 0,31

125


Subjects offered


Port Elizabeth


West Coast

Subjects offered:

Naval Architecture [NQF 6] 1 0 0 0 0 0 0

Naval Architecture (Fishing) [NQF 5] 1 0 0 0 0 0 0

Personnel Management [NQF 6] 0 2 2 1 2 0 0

Personnel Management (Fishing) [NQF 5] 0 0 0 0 0 0 0

Marine Engineering Knowledge [NQF 5] 1 0 0 0 0 0 0

Engineering Drawing [NQF 4] 2 2 2 2 2 2 2

General Engineering Science / Applied Mechanics [NQF3 - 6] 2 2 2 2 2 2 2

Mathematics [NQF 3 – 6] 2 2 2 2 2 2 2

Electro-Technology [NQF 6] 2 2 2 2 2 2 2

Industrial Electronics [NQF 6] 2 2 2 2 2 2 2

Control Systems [NQF 6] 2 0 0 0 2 2 1

Fundamentals of Communications [NQF 3] 2 1 2 2 2 2 2

Heat Engines / Thermodynamics [NQF 5] 2 0 0 0 2 2 0

Maintain Safety in the workshop [NQF 3] 2 0 0 2 2 2 2

Maintain & Repair Diesel Engines [NQF 5] 2 0 2 0 2 2 0

Select & use engineering measuring equipment & power tool attachments [NQF 3] 0 0 0 0 2 2 2

Carry out Fitting Duties [NQF 5] 2 0 0 2 2 2 0

Maintain, assess & repair electrical units [NQF 5] 2 0 0 0 2 2 2

Manage welding systems [NQF 4] 2 2 0 2 2 2 2

Identify sheet metal & piping as required [NQF 4] 2 0 0 0 2 2 2

Carry out designated machining duties [NQF 5] 2 0 0 0 2 2 2

Demonstrate knowledge of general hydraulic testing equipment and tools. [NQF 4] 2 0 0 2 2 2 0

Demonstrate knowledge of general pneumatic testing equipment and tools, [NQF 4] 2 0 0 2 2 2 0

126


Maintain operate and repair systems and cycles related to Refrigeration Units. [NQF 4] 1 2 0 0 2 2 0

Transport Economics 2 1 2 0 2 0 0

Transport Operations 2 0 0 0 2 0 0

Freight Logistics 0 0 0 0 2 0 0

Entrepreneurship [Level 2] 2 2 2 1 2 2 2

Project Management [Level 3 & 4] 0 2 2 0 2 2 2

New Venture Creation [Level 2 – 4] 2 2 2 0 2 2 2

Management Theory [NQF 6] 2 2 2 0 0 2 2

Airport/Harbour Operations Management [NQF 6] 0 0 0 0 0 0 0

Environment, Energy Efficiency and Ethics [NQF 6] 0 0 0 0 0 0 0

Business Essentials [NQF 3] 2 2 2 0 0 2 2

Transport Risk [NQF 6] 2 0 2 0 0 0 0

Score 61 28 30 24 52 48 35

Percentage 0,61 0,28 0,3 0,24 0,52 0,48 0,35

Facilitators & Administrators


Port Elizabeth


Existing MET Lecturers/Facilitators

Maritime Specific Training/upgrading 1 0 0 0 0 1 0

Capacitating Lecturers/Facilitators

Maritime Specific Training/upgrading 1 0 0 1 1 1 0

Proactive recruitment 2 1 0 0 1 0 0

CDP for Lecturers/facilitators 2 2 1 2 2 2 2

CDP for MET Lecturers/facilitators 0 0 0 0 0 0 0

Score 6 3 1 3 4 4 2

Percentage 0,6 0,3 0,1 0,3 0,4 0,4 0,2

127




Port Elizabeth


QCTO/ETQA Accredited for MET 1 0 0 0 0 1 0

SAMSA Accredited Programmes 1 0 0 0 0 1 0

Familiar with SAMSA Accreditation Process 2 2 0 0 0 2 2

Lecturers have undergone Assessor Training 2 2 2 2 2 2 2

Moderators available 2 2 2 2 1 2 2

Score 8 6 4 4 3 8 6

Percentage 0,8 0,6 0,4 0,4 0,3 0,8 0,6

Dedicated facilities


Port Elizabeth


West Coast

Workshops

Basic Workshop 2 2 2 2 2 2 2

Electrical & Electronics Workshop 2 2 2 2 2 2 2

Machining Workshop 2 0 2 2 2 2 2

Diesel Workshop 2 0 0 0 2 2 2

Sheet Metal & Pipework Workshop 2 0 0 0 2 2 2

Pneumatics Workshop 2 0 0 1 2 2 2

Refrigeration Workshop 2 2 0 1 0 2 0

Electrical & Control Systems Workshop 2 0 0 2 2 2 2

Welding Workshop 2 0 0 2 2 2 2

Other (specify) 0 0 0 2 2 2 2

Laboratories:

Engine Room Simulator Lab/Ship Design and Operations lab 2 0 0 0 0 0 0

Marine Engineering Lab 2 0 0 0 0 0 0

128


Computer Lab 2 2 2 2 2 2 2

Electrical & electronic Lab 2 0 0 2 2 2 2

Applied Underwater Robotics Lab 0 0 0 0 0 0 0

Material testing Lab 0 0 0 0 0 0 0


Practical Equipment:

Mooring ropes 0 0 0 0 0 0 0

Engineering equipment & machines 2 0 0 2 2 2 2

Rigging equipment 2 0 0 0 1 0 1

Navigation equipment 2 0 0 2 0 0 0

Personal protective equipment (overalls, gloves etc) 2 2 2 2 2 2 2


Access to:

Berth/ship handling centre 0 0 0 0 0 0 1

Radio communications centre 0 0 0 0 0 0 1

Pool 2 1 0 1 0 2 1

Computers for students 2 2 2 2 2 2 2

Laptops for students 0 0 0 0 0 0 0

Tablets for students 1 1 0 1 1 1 1

High-speed Internet access 2 1 2 2 2 2 1


Score 47 15 14 30 30 33 32

Other 0 0 0 2 6 2 4

Total 47 15 14 32 36 35 36

Percentage 0,67 0,21 0,20 0,46 0,51 0,50 0,51

129


Recruitment & Training


Port Elizabeth


Recruitment Strategy 2 2 2 2 2 2 2

Intend on Specific MET Recruitment strategy 2 0 0 1 2 2 2

Existing/proposed strategy to ensure seatime for learners 0 1 0 0 0 0 1

E-learning or blended learning offered 1 1 2 0 0 2 0

Staff equipped to teach using e-learning methods 1 1 2 1 1 2 1

Score 6 5 6 4 5 8 6

Percentage 0,6 0,5 0,6 0,4 0,5 0,8 0,6


Port Elizabeth


Overall Score

Government & Management 0,9 1,0 0,7 0,8 0,9 0,9 0,8 0,8

Project Management & Student Support 0,4 0,2 0,2 0,2 0,3 0,2 0,3 0,3

Subjects offered 0,6 0,3 0,3 0,2 0,5 0,5 0,4 0,4

Facilitators & Administrators 0,6 0,3 0,1 0,3 0,4 0,4 0,2 0,3

Assessors, moderation & Accreditation 0,8 0,6 0,4 0,4 0,3 0,8 0,6 0,6

Recruitment & Teaching 0,6 0,5 0,6 0,4 0,5 0,8 0,6 0,6

Facilities 0,7 0,2 0,2 0,5 0,5 0,5 0,5 0,4

Total 4,6 3,1 2,5 2,8 3,4 4,1 3,4 3,4

0,66 0,44 0,35 0,40 0,49 0,58 0,48 0,5

Score out of 10 7 4 4 4 5 6 5 5

130
