I.M. Ryabukha

Professional Competence Development of a Seafarer

Kherson State Maritime Academy

Training of seafarers is closely influenced by the requirements and needs of the industry itself; it is reflected in the documents of International Maritime Organisation (IMO), International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). In order to assist with uniform interpretation of the STCW Convention, IMO has agreed a number of clarifications of the Convention’s provisions and has also developed further guidance to assist parties to meet their Convention obligations. For maritime training institutes worldwide, IMO has also developed a series of model courses which provide suggested syllabi, course timetables and learning objectives to assist instructors developing training programmes.

In 2006 the European Commission for Education and Training set up a list of eight recommended key competences which should be incorporated in all new curricula:

· communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

· communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing;

· mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen;

· digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

· learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities;

· social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation;

· sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance;

· cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts) [6].

These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings.

Even more at the professional level, there is attention to the issue of competence and therefore the request to schools and universities to become engaged in competence-based learning. Competence-based learning incorporated into education at all levels indicates two major changes:

· a shift from content of teaching and training paths to the “learning outcomes” which are likely to be achieved and which can be used either in the further education path or in the world of work and in any other social context;

· enables transferability of competences from one subject area to another.

Education is aimed at creating teaching and learning experiences and environments that would bring about desired changes in learners, whether to be more knowledgeable, better skilled or to influence their attitudes and values positively [4].

We can represent Professional Competence of a seafarer in a form of a scheme (see Fig.). The basis of Professional competence is personal characteristics of a person. His self-esteem and ability to analyse situation critically; general level of emotional intelligence and motivation for development; basic values and attitudes.

Fig. Composition of Professional Competence of a Seafarer

Next goes general inteligence of a person. This indicates definite level of research skills, general knowledge attained during secondary education, personal readiness for continuous learning and seeking for new information.

The following constituent of professional competence is communicative competence. It includes not only speaking and writing skills, but also skills of free communication with representatives of different cultures and/or levels of hierarchy in different professional situations.

Three previous constituents lead to development of a very important competence of a person – Social competence. Social competence of a person we shall understand as integral property of personality, represented by the system of personal traits and features, capabilities and socially meaningful faculties providing accordance of individual to his social group and determines the achievement of successful realization of own and publicly meaningful aims in heterogeneous society.

As maritime educational institution, we understand our ultimate objective as development of Professional competence of a seafarer. To our mind, it is based on the above-mentioned constituents and can be defined as ability of a seafarer to live and work successfully in definite industrial environment complying with the requirements and demands of this environment.

Thus, we should clearly see that changing attitude to learning is essential for professional competence development of seafarer.

References

1. Компетентностный подход в педагогическом образовании : коллект. моногр. / под ред. В. А. Козырева, Н. Ф. Родионовой, А. П. Тряпициной. – СПб. : Изд-во РГПУ им. А. И. Герцена, 2005. – 392 с.

2. CEN, E-CF, European e-Competence Framework version 3.0, www.ecompetences.eu/e-cf-3-0-download/

3. European Qualifications Network http://www.eucen.eu/EQFpro/GeneralDocs/FilesFeb09/STATEofPLAY.pdf

4. Malan, SPT. (2000). The “new paradigm” of outcomes-based education in perspective. Journal of Family Ecology and Consumer Sciences / Tydskrif vir Gesinsekologie en Verbruikerswetenskappe 28, 22-28.

5. Pajer F. La formazione degli insegnanti, Convegno internazionale di studi – Le Università “di tendenza” per l Europa, 2004. http://www.olir.it/areetematiche/78/documents/Pajer.pdf

6. Key competences for lifelong learning http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:c11090