575
1 INTRODUCTION–THEMAINCHALLENGES
THATMARITIMEUNIVERSITIESFACE
1.1 Preliminaryremarksaboutacontinuous
developmentofmaritimeeducation,trainingand
research
Legal and technological aspects create a space and
necessity for progress of maritime education and
training (MET) in a wide meaning. This progress in
stimulatedanddrivenby
theinnovativeresearchand
implementation of new technologies. The highest
values for the world community today [4], whether
maritime or other, are “safety”, “quality” and
“environmentalfriendliness”.Thesearebasicallythe
values of the users of the merchandise and of the
general public.In shipping they are shippers and
people
in general. The highest value for the
merchandise producer in “profitability”. Maritime
education, training and research appearas the basis
fortheverticallyintegratedproductionsystem[4].A
wideperspectiveof theMETdiscussed in [1]covers
suchelementslike theconceptsof learning,learning
resources and educational technology, the
organization
of MET, fundamentals of assessment
andevaluation,andfinallypresentapproachtowards
specialization. MET is one of the form of vocational
educationandtraining(VET),whichischaracterized,
among others, in [2]. Some experiences of
competency–basedtrainingarepresentedinthewake
ofimportantobservations.
Firstly,vocationaleducationandtraining
(VET)is
drivenbymultiplefactors,suchasaglobaleconomy,
industry, restructuring and policy governmental
initiatives.Andsecondly, theworldofworkkeepson
changing due to the progress in science and
technology[2].Thisleadstothechangesintastesand
preferences,whichnecessitateacontinualadaptation
inVET
teachingandlearning.Inthisplaceitshould
Maritime Education and Research to Face the XXI-st
Century Challenges in Gdynia Maritime University’s
Experience
Part I – Maritime Universities Facing Today and
Tomorrow’s Challenges
J
.Mindykowski,A.Charchalis,P.Przybyłowski&A.Weintrit
GdyniaMaritimeUniversity,Gdynia,Poland
ABSTRACT: In the paper, divided into two parts, a problem of advancements in maritime education and
researchfacingthe21stcenturychallenges,basedonthecasestudyoftheGdyniaMaritimeUniversity(GMU)
experienceis discussed.Part Iisdevoted tothe maindirections of
advancesin themaritime educationand
researchtowardsthechallengesinaglobalmeaning.Inthiscontext,theeducationandresearchpotentialofthe
GdyniaMaritimeUniversity,asoneoftheworld‐leadingmaritimeuniversities,isshortlypresented.
PartIIisdedicatedtotheGdyniaMaritimeUniversityexperiencing the21stcentury
challenges.TheGMU’s
contributionandgoodpracticesconcerningtheparticipationinmodificationoftheprocessesoftheIMOSTCW
78/2010 convention, adoption of programmes into the international and national qualification frameworks’
standards and procedures, as well as the development of research addressed to a new technological and
organizationalsolutionare
describedandanalyzed.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 7
Number 4
December 2013
DOI:10.12716/1001.07.04.13
576
be added that VET (or more precisely MET) is
developed also due to the changes within the
international standards, like for example STCW’95
(2010)Convention[11]signedby themajorityof the
worldgovernments. Inthiscontextthe maingoal of
education is to prepare an individual for life which
involvesmultiplerolesinordertofunctioneffectively
inone’scommunity,e.g.seagoingserviceonboardof
ships.
Maritime Education and Training (MET) evolves
alongwiththefastdevelopmentofmaritimeindustry.
Itfacesmanynewrequirements[5]intheprogressof
such evolvement like the requirement of further
enhancement of
seafarers’ practical skills and ability
under the new STCW’95 (2010) convention, the
requirementoftheintroductionofnewtrainingitems,
such as Electronic Chart Displaying Information
Systems (ECDIS) and Bridge Resource Management
(BRM),multifunctionalVTS, andother requirements
anddemandsfrommaritimeindustry.
Theprocessofmeetingthoserequirementscanbe
seenasanewdevelopmentofMET.Additionally,for
thecountriesinterestedincrew‐manningsupply,the
quality of their MET is one of the main factors
affecting the competitiveness of their seafarers in
crew‐manningmarket.
Theuniversity case‐studypresentedanddiscussed
in[3]hasanemployabilityframework
whichincludes
six elements to be embedded in the courses to
promoteemployability:
1 theprogressivedevelopmentofautonomy,
2 thedevelopmentofskills,
3 personaldevelopmentplanning,
4 theinclusionofactivitiessimilartothoserequired
intheexternalenvironment,
5 student reflection on skills and knowledge and
howthese
canbetransferredtodifferentcontexts,
6 theencouragementofcareermanagement.
It is very easy to note that the conditions and
requirementsformulatedasgeneralcase,inpoint2,4
and 5 are very strictly adapted to the commonly
acceptedMETstandards.
1.2 Todayandtomorrow’schallengesinthe
domainof
maritimeeducation
Maritimeeducationadvancementisforceduponand
based on full implementation of the STCW 1978 as
amended in 2010 Convention in the teaching and
training programs of the Universities [6,7,8].
Introduction of some new simulators and several
selectively dedicated laboratories is a must for
modern training and
this goes along with the
adoption of the maritime specializations and
programs to the International (European) and
NationalQualificationsFramework.Flexibleadoption
ofprogramsandcreationofthenewspecializationsis
a response to the needs of global and local labour
market.Itisworthnotingthatafullimplementation
oftheManilaamendments(STCW2010)requires not
only some changes and completions of the teaching
and training programmes of the STCW convention
signatories, but also a creation of a new and
modernisation of the existing laboratories. In many
casesanewacademicstafflikeinthecaseofElectro‐
technical,
Electronic‐ and Information Systems areas
[9]mustbeemployed.Also,thesimulatortechnology
hasrapidlydevelopedandapplied,butoneshouldbe
careful inthe useof thesesolutions. Authors ofthis
paperareoftheopinionthatthesimulatorcouldbea
valuableandusefulcompletiontoolinthe
education
process,butcannotsubstitutethetraininginthereal
objects – in the laboratories equipped with real
devices and installations as well as onboard on the
trainingandcommercialships.
Ontheotherhand,anewproblemhasappearedin
front of maritime universities in the last years [6,7]:
adoption
of programmes into the National
Qualifications Framework procedures.Adoption of
programs to the National Qualifications Framework
procedures. The National Framework of
Qualifications for higher education is – generally
speaking – an understandable in national and
international meaning, description of qualifications
gained in a higher education system in respective
country. As
a result of works on the National
Framework of Qualifications /NFQ/ for higher
education in a country under consideration, the
conclusionwasreachedthat:theeffectsofeducation
are described in categories of knowledge, skills and
social competences and that the students gain the
qualificationsatthreetiersandtwoprofiles
(ageneral
profileandapracticalprofile).
Threeunderlinedtiersofqualificationscorrespond
with[7]:
obtaining –as a resultof completing thetier one
education – a title of Bachelor, Engineer or
equivalent,
obtaining– asa resultofcompleting thetiertwo
education–atitle
ofMasterofScience,Masterof
ScienceinEngineeringorequivalent,
obtainingatitleDoctorofPhilosophy.
In allthe European countriesparticipating in the
Bologna Process, the implementation of National
FrameworkofQualificationsforhighereducationand
life‐longlearninghavebeendesignedtobeadequate
totheEuropean
frames’levels.Moreover,theselevels
of the National Framework of Qualifications for
higher education correspond with three tiers
(Bachelor, Master, Doctor) specified in European
Framework of Qualifications for higher education,
shapedasaresultoftheBolognaProcess.
1.3 Todayandtomorrow’schallengesinthedomainofthe
researchin
maritimeuniversities
Research advances in maritime universities are
mainly addressed to widely understood marine
transport problems [4,6,7]. The main focus of the
recentlyconductedandquicklydevelopedresearchis
concentrated on implementation of new advanced
technologies,aswellaseffectiveandreliabletechnical
and organizational solutions. The most important
projects are
dedicated to and implemented in the
numerousareas,buttheirkeypointsarerelatedtothe
highestvaluesfortheworldmarinecommunitytoday
‐safety, qualityand environmentalfriendliness. The
prioritiesofthescientificareasareresultingfromthe
„hottopics”intheinternationalcooperation(e.g. 7th
European Framework Programme)
as well as the
expectations and challenges formulated by the
577
industry. They cover, among others, such directions
as: information and communication, technologies,
energy,environment,transport,food,agricultureand
fisheries, biotechnology. The general assumption is
that the development of research addresses to new
technologicalandorganizational solutions shouldbe
friendlyforusersandenvironment.
Butthekeypointoftheresearch
isorientedtothe
highestva luesoftheworldmarinecommunitytoday:
safety,qualityandenvironmentalfriendliness.
2 THEGDYNIAMARITIMEUNIVERSITY–ONE
OFTHEWORLD‐LEADINGMARITIME
UNIVERSITIES
Gdynia Maritime University (GMU), established in
1920,isa state technicalhighereducation institution
offering engineer and master’s degrees for
prospective merchant marine officers, highly
qualified specialists in ship and port operators,
transport management systems and other
professionalsformaritimeindustries–uptonational,
Europeanandworldstandardsofeducation[6,7].It
is the largest state school of higher maritime
educationinPolandandoneofthelargestin
Europe.
TheGMU,situatedontheBalticSeaEastcoast,isthe
biggest Polish maritime university. Besides of this
university, the Polish maritime higher education
systemcoversalsoSzczecinMaritimeUniversity(the
Polish West coast of the BalticSea) and particularly
the Polish Naval Academy deriving from the navy
sector, and placed in Gdynia, too.
In Fig. 1. it is shown how the Polish maritime
universities operate and how they are supervised.
Figure1.PolishMaritimeEducationSystem: itscomponents
andlinks
AmainconclusionresultingfromFig.1isthatthe
maritime universitiesin Polandare subordinated by
two Ministriesand mustmeet therequirements and
accreditationconditionsformulatedbytheMinistryof
Transport, Construction and Maritime Economy
(maritime standards) which is a legal representative
ofIMOinPoland,andbythe
MinistryofScienceand
HigherEducation(academicstandards),respectively.
This situation generates some difficulties
concerningtheacademicandmaritimestandardsfor
teaching staff and also causes some limitations in
regardtoIMO KUP (knowledge,understanding and
proficiency) aspects corresponding to the functions
under consideration, e.g. Navigation, Marine
Engineering, or Electrical,
Electronic and Control
Engineering at the appropriate competency level,
management or operation. For the effective and
satisfactory maritime university operation, being in
line with two kinds of the above mentioned
standards,itisnecessarytoacceptsomecompromises
and choices between the good maritime education
andtrainingleadingtoprofessionalskills
ononeside,
and the academic mission of the university on the
other. Taking into account those basing but
sometimes opposing conditions, an appropriate
structure and way of functioning of maritime
university should be considered. In this context, at
present, the academic programmes of GMU are
organized into four faculties
constituting the basic
scientific–educational units: Faculty of Navigation,
Faculty of Marine Engineering, Faculty of Marine
Electrical Engineering and Faculty of
Entrepreneurship and Quality Science. The faculties
are composed of departments that conduct research
and educational activities within their profiles of
studies[7].
In 2012, Gdynia Maritime University had
employed 793 persons,
including 334 scientists and
academic teachers (in which: 74 full and associate
professors,150assistantprofessors,110lecturersand
assistants) and 459 persons as technical,
administration,servicepersonnel andtraining ships’
crews.
The total number of full‐time and part‐time
students is over 6600 students in 35 specializations.
Officer
qualification and specialist training courses
realized in Officer Training Centre of Gdynia
MaritimeUniversityisprovidedforover6000ratings
and officers (yearly) in 43 specializations. The post‐
graduate studies aredelivered forover 300students
in12specializations.
The programs of studies offered by the Gdynia
Maritime University satisfy both
Polish educational
standards provided by the Ministry Science and
HigherofEducationandalsotherequirementsofthe
International Maritime Organization. The
accreditationawardedbytheIMOcoversthefieldof
training for shipboard deck, engineer and electrical‐
automation officers in compliance with the STCW
Convention:OperationalandManagementlevels.
The University is assessed and found to be in
accordance with the Quality Management System‐
ISO9001:2008inthescopeofeducation,conducting
researchworksaccordingtoPolishandinternational
requirements.
The State Accreditation Committee has awarded
GdyniaMaritimeUniversitywithaccreditationforthe
following fields of studies: navigation, transport,
mechanical engineering, electrical engineering,
electronics and telecommunication, management,
commodityscience.
The GMU is an active member of international
organisations, e.g. European University Association
578
(EUA), International Association of Maritime
Universities (IAMU), our researchers and lecturers
are active experts of the International Maritime
Organization (IMO). An active cooperation with a
largenumberofforeignpartnersisthenaturalresult
oftheUniversity’scharacter.
The traditional lecture halls are organized in
modern multimedia auditoria. Educational facilities
include several specialised laboratories, such as full
missionbridgesimulator,satellitenavigationsystems
(GPS/GNSS), Colregs, electronic chart display and
information systems (ECDIS), radio‐communication
systems (GMDSS), a Planetarium, a ship’s power
plantsimulator(ER‐SIM),aradarsimulator(ARPA),
fire‐fighting training ground and instrumental
analysisworkshop.
TheUniversityis
theowneroftwotraining ships‐
the research training vessel „Horyzont II” equipped
with the state‐of‐the‐art facilities, and tall ship „Dar
Młodzieży”, pride of Poland and our University.
During her service she has brought the unusual
popularityamongsailorsfromallovertheworld.
TheShip
Handling Research and TrainingCentre
at Ilawa is owned by the Foundation for Safety of
Navigation and Environment Protection, which is a
joint venture between the Gdynia Maritime
University, the Technical University of Gdansk and
the City of Ilawa [10]. Many experimental and
theoretical research programmes covering different
problems of
manoeuvrability (including human
effect,harbourandwaterwaydesign)aresuccessfully
realisedattheCentre.
Safeoperationofshipsinrestrictedareasdepends
on operator skill and experience. One way to
influence operator skill and hence to increase safety
against collisions and groundings is proper training
ofoperators inrealisticenvironment. Training
could
be accomplished on board ships, which takes,
however,longtimebutalsoonsimulators.Thereare
two types of simulators: full mission bridge
simulators working in real time and physical
simulatorsusinglargemannedmodelsinpurposeful
prepared trainingareas (MMS).There arefew MMS
inthe world, one
of which isin Ilawa.Inthe centre
models of several types of ships are available and
training areas are developed representing different
navigational situations. The main purpose of the
training exercises is to show the trainees how to
handletheshipinmanycloseproximityscenarios,in
the presence of
current, in canals and waterways of
restrictedwidthanddepth,etc[10].
Figure2.Componentsofeducationalandresearchactivities
ofGdyniaMaritimeUniversity
Componentsofeducationalandresearchactivities
of Gdynia Maritime University are illustrated in
Fig.2.
3 FINALREMARKS
Today and tomorrow challenges in front of the
maritimeuniversitiesconcerntwoaspects‐maritime
education and research advances. The maritime
education should comply with the requirements of
IMOconventions.Firstofallthe
fullimplementation
oftheSTCW1978asamendedina2010Convention
reflected in teaching and training programs is
necessary.ThemaritimeUniversitiesshouldbeopen
forflexibleadoptionofprogramsandcreationofthe
new specializations in the response to the needs of
global or local labour market.Maritime
education
requires the compatibility with National and
International Framework of Qualifications for easy
recognition in case of continuation of education
aboardorinternationaljobmarketactivity.
The present and future research priorities in
maritime universities are concentrated on, but not
limitedto,thewelldefinedareaslikeinformationand
communication technologies,
energy (resources,
safety and effectiveness), environment (influence on
ourlife,changes,protection),transport(sea transport,
marine technology), food, agriculture and fisheries,
biotechnology (product quality aspect, new
possibilitiesofimplementation).
Taking into accountthe global trends concerning
the21stcenturychallengesinthedomainofmaritime
education and research, the Gdynia
Maritime
University, due to its educational and research
potential based on the highly qualified staff and
excellent training and research equipment, is
considered as one of the world‐leading maritime
universities [12, 13]. A measure of the relevant
meaning , good quality and high standards of
maritimeeducationinthisUniversity
isa trul ygood
reputationofitsgraduatedontheinternationallabour
marketoftheseafarers.
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