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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER
MARITIME PROGRAMMES
1. 000
FIRST
DRAFT
REPORT
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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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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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
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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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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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
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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)
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• 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.
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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
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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:
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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)
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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.
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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).
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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).
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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)).
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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:
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
1. VOCATIONAL TRAINING UNDERTAKEN:
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
3. KEY TRAINING PROVISION FEATURES & FACILITIES:
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.)
4. LEARNING PATHWAYS/METHODS:
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:
Maritime Training Programmes:
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.
1. VOCATIONAL TRAINING UNDERTAKEN:
Apart from higher education programmes, formal education and traineeship as vocational training, are
carried out at the Centre.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
1. VOCATIONAL TRAINING UNDERTAKEN:
Apart from presenting higher education programmes such as degrees, the academy offers shorter,
vocational skills programmes.
Maritime Training 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
3. KEY TRAINING PROVISION FEATURES & FACILITIES:
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
4. LEARNING PATHWAYS/METHODS:
Although most programmes require face-
to-face interaction, the Academy offers
and Open Resource portal for students to
access digital materials and support.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
• 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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
• 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:
30
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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:
• International Trade
• Freight Forwarding & Customs Compliance
University of KwaZulu-Natal
KZN
Accreditation: CHE
Master of Laws (LLM):
• Maritime Law
Master of Commerce:
• Maritime Studies
Post Graduate Diploma:
• Maritime Studies
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:
• International Trade
University of Zululand
KZN
Accreditation: CHE
Diploma:
• Logistic Management
• Transport Management
Institution & Accreditation Courses offered
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
Accreditation: SAMSA; TETA
Training:
• Able Seafarer Deck
• 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
Accreditation: SAMSA; TETA
Training:
• Able Seafarer Deck
• Able Seafarer Engine
• Crowd Management & Passenger Safety
• Electronic Navigation System (non-STCW)
• Electronic Navigation Systems –Operational Level
Grindrod Shipping Training
Academy
KZN
Accreditation: SAMSA; TETA
Basic Training:
• Oil and Chemical Tanker Cargo Operations
Training
• Able Seafarer Deck
• Able Seafarer Engine
• Crowd Management & Passenger Training
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Institution & Accreditation Courses offered
African Marine Solutions
WC
Accreditation: SAMSA; TETA
Accelerated Training:
• Officer in Charge of Engineering Watch
• Officer in Charge of Navigation Watch
Marine Crew Services
WC
Accreditation: SAMSA; TETA
Accelerated Training:
• Officer in Charge of Engineering Watch
• Officer in Charge of Navigational Watch
• Deck Ratings
• Engine Ratings
Seatrain Consulting
WC
Accreditation: SAMSA; TETA
Accelerated Training:
• Officer in Charge of Engineering Watch
• Officer in Charge of Navigational Watch
• Deck Ratings
• Engine Ratings
Transnet Maritime School of
Excellence
KZN
Accreditation: SAMSA; TETA
Training:
• Marine Pilot
Accelerated Training:
• Deck Ratings (Port Operations)
Pulse Training
WC
Accreditation: SAMSA; TETA
Advanced Training:
• Firefighting
Red Watch Fire Training
EC
Accreditation: SAMSA; TETA
Advanced Training:
• Firefighting
Riverport Training Academy
EC
Accreditation: SAMSA; TETA
Training:
• Crowd Management & Passenger Safety
Advanced Training:
• Firefighting
Mandrie Maritime Services
WC
Accreditation: SAMSA; TETA
Advanced Training:
• Firefighting
ISPS Africa
WC
Accreditation: SAMSA; TETA
Training:
• Crowd Management & Passenger Safety
NSRI
WC
Accreditation: SAMSA; TETA
Training (in-house staff)
• Electronic Navigation System (non-STCW)
* full list, see SAMSA (2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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:
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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).
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
& 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
• Able Seafarer Engine
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
• Able Seafarer Engine
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
Able Seafarer Engine
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Overview of Elangeni TVET College
Performance Area Elangeni
Governance & Management 1.0
Project Management & Student Support 0.2
Facilitators & Lecturers 0.3
Assessors, Moderators & Accreditation 0.6
Recruitment Activities & Teaching Methods 0.5
Practical Training, Facilities & Equipment 0.2
Subjects Offered 0.3
TOTAL 2.1
Readiness score (out of 10) 4
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
performance areas that assessment was done on.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Figure 5-2: Elangeni TVET College: Performance Area Highlights
KZN
● Kwadabeka Campus ●
Governance & Management
• 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
Project Management & Student Support
• Already offering 15, and planning on offering another 1 of the 35 subjects of the
proposed MET qualifications
• 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
Facilitators & Administration
• 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
Assessors, Moderators & Accreditation
• 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
Recruitment Activities & Teaching Methods
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Dedicated Facilities & Equipment
• 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
• Internet and computer access are available on campus
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Overview of Esayidi TVET College
Performance Area Esayidi
Governance & Management 0.7
Project Management & Student Support 0.2
Facilitators & Lecturers 0.1
Assessors, Moderators & Accreditation 0.4
Recruitment Activities & Teaching Methods 0.6
Practical Training, Facilities & Equipment 0.2
Subjects Offered 0.3
TOTAL 2.5
Readiness score (out of 10) 4
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.
The diagram below provides aspects worth noting for with regards to each of the
performance areas that assessment was done on.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
● Port Shepstone Campus ●
Governance & Management
• 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
Project Management & Student Support
• 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
Facilitators & Administration
• 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
Assessors, Moderators & Accreditation
• 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
Recruitment Activities & Teaching Methods
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Dedicated Facilities & Equipment
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Overview of Port Elizabeth TVET College
Performance Area PE
Governance & Management 0.9
Project Management & Student Support 0.3
Facilitators & Lecturers 0.4
Assessors, Moderators & Accreditation 0.3
Recruitment Activities & Teaching Methods 0.5
Practical Training, Facilities & Equipment 0.5
Subjects Offered 0.5
TOTAL 3.4
Readiness score (out of 10) 5
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.
The diagram below provides aspects worth noting for with regards to each of the
performance areas that assessment was done on.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Figure 5-3: Port Elizabeth TVET College: Performance Area Highlights
EC
● Dower Campus ● Iqhayiya Campus ●
Governance & Management
• 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
Project Management & Student Support
• 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 committee currently in place to organise the introduction of MET
• 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
Assessors, Moderators & Accreditation
• 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
Recruitment Activities & Teaching Methods
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Dedicated Facilities & Equipment
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Overview of Eastcape Midlands TVET College
Performance Area ECM
Governance & Management 0.8
Project Management & Student Support 0.2
Facilitators & Lecturers 0.3
Assessors, Moderators & Accreditation 0.4
Recruitment Activities & Teaching Methods 0.4
Practical Training, Facilities & Equipment 0.5
Subjects Offered 0.2
TOTAL 2.8
Readiness score (out of 10) 4
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.
The diagram below provides aspects worth noting for with regards to each of the
performance areas that assessment was done on.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Figure 5-4: Eastcape Midlands TVET College: Performance Area Highlights
EC
● Brickfields Road Campus ●
Governance & Management
• 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
• Most key positions permanently filled within College (Principal, Deputy Principals,
Campus Managers) (Acting Deputy Principal: Registration)
• Informal relationship with Coega Harbour and Transnet (through SETA involvement)
• Formal relationship with NMU
Project Management & Student Support
• Already offering 11, and planning on offering another 2 of the 35 subjects of the
proposed MET qualifications
• 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 committee currently in place to organise the introduction of MET
Facilitators & Administration
• 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
Assessors, Moderators & Accreditation
• 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
Recruitment Activities & Teaching Methods
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Dedicated Facilities & Equipment
• 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
• Internet and computer access are available on campus
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Overview of the College of Cape Town
Performance Area CCT
Governance & Management 0.9
Project Management & Student Support 0.2
Facilitators & Lecturers 0.4
Assessors, Moderators & Accreditation 0.8
Recruitment Activities & Teaching Methods 0.8
Practical Training, Facilities & Equipment 0.5
Subjects Offered 0.5
TOTAL 4.1
Readiness score (out of 10) 6
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.
The diagram below provides aspects worth noting for with regards to each of the
performance areas that assessment was done on.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Figure 5-5: College of Cape Town: Performance Area Highlights
WC ● Thornton Campus ● Pinelands Campus ● Athlone Campus ●
Governance & Management
• 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
Project Management & Student Support
• 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 committee currently in place to organise the introduction of MET
• No WBL recruitment or agreements for MET qualifications
Facilitators & Administration
• 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
Assessors, Moderators & Accreditation
• 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
Recruitment Activities & Teaching Methods
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Dedicated Facilities & Equipment
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Overview of West Coast TVET College
Performance Area WCC
Governance & Management 0.8
Project Management & Student Support 0.3
Facilitators & Lecturers 0.2
Assessors, Moderators & Accreditation 0.6
Recruitment Activities & Teaching Methods 0.6
Practical Training, Facilities & Equipment 0.5
Subjects Offered 0.4
TOTAL 3.4
Readiness score (out of 10) 5
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).
The diagram below provides aspects worth noting for with regards to each of the
performance areas that assessment was done on.
77
ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Figure 5-6:West Coast TVET College: Performance Area Highlights
WC
● Vredenburg Campus ●
Governance & Management
• The college has an active College Council (CC)
• Most key positions permanently filled within College (Principal, Deputy Principals,
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
Project Management & Student Support
• 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
• No committee currently in place to organise the introduction of MET
• MOU already exist with fishing and maritime companies (such as Sea Harvest) for
WBL of specific occupations
Facilitators & Administration
• 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
Assessors, Moderators & Accreditation
• 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
Recruitment Activities & Teaching Methods
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Dedicated Facilities & Equipment
• 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)
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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.
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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:
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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.
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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.
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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 Engine
• 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
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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.
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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.
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Able Seafarer Engine
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 ● ● ● ● ●
Welding 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.
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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
Fundamentals of Communications ● ● ● ● ● ●
Health Safety Quality & Legislation
Maritime Operations Theory
Maritime Transport Risk
Mathematics ● ● ● ● ● ● ●
Medical First Aid
Personal Safety and Social Responsibilities
Personal Survival Techniques
Safety Familiarisation
Security Awareness
Survival Craft and Rescue Boats
Percentage required subjects offered 17% 8% 17% 17% 17% 17% 17%
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
Basic Workshop ● ● ● ● ● ● ●
Machining Workshop ● ● ● ● ● ●
Welding Workshop ● ● ● ● ●
Engine room simulator/ship design and
operations lab ●
Computer lab ● ● ● ● ● ● ●
Pool ● ●
Percentage required workshops/labs 100% 33% 50% 67% 67% 83% 67%
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.
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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
Fire Prevention and Firefighting
Fundamentals of Communications ● ● ● ● ● ●
General Engineering Science / Applied
Mechanics ● ● ● ● ● ● ●
High Voltage Training
Industrial Electronics ● ● ● ● ● ● ●
Mathematics ● ● ● ● ● ● ●
Medical First Aid
Personal Safety and Social Responsibilities
Personal Survival Techniques
Survival Craft and Rescue Boats
Percentage required subjects offered 43% 36% 43% 43% 43% 43% 43%
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
Basic Workshop ● ● ● ● ● ● ●
Electrical & Electronics Workshop ● ● ● ● ● ● ●
Electrical & Control Systems Workshop ● ● ● ● ●
Engine room simulator/ship design and
operations lab ●
Computer lab ● ● ● ● ● ● ●
Pool ● ●
Percentage required workshops/labs 100% 50% 50% 67% 67% 83% 67%
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.
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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 ● ●
Percentage required subjects offered 60% 40% 60% 0% 0% 40% 40%
Table 7-11:Port Manager: Required facilities present at TVET Colleges
Port Manager Umfolozi Elangeni Esayidi ECM PE CCT WCC
Computer lab ● ● ● ● ● ● ●
Percentage required workshops/labs 100% 100% 100% 100% 100% 100% 100%
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 ● ●
Mathematics ● ● ● ● ● ● ●
Project Management ● ● ● ● ● ●
Transport Economics ● ● ●
Transport Operations ● ●
Percentage required subjects offered 100% 50% 67% 17% 100% 50% 50%
Table 7-13: Transport and Logistics: Required facilities present at TVET Colleges
Transport & Logistics Umfolozi Elangeni Esayidi ECM PE CCT WCC
Computer lab ● ● ● ● ● ● ●
Percentage required workshops/labs 100% 100% 100% 100% 100% 100% 100%
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.
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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
Applied Marine Science and
Mathematics
Control Systems ● ● ●
Electrotechnology ● ● ● ● ● ● ●
Emergency Procedures
Engineering Drawing ● ● ● ● ● ● ●
Engineering Knowledge
Fishing Safety
General Engineering Science / Applied
Mechanics
● ● ● ● ● ● ●
Heat Engines / Thermodynamics ● ● ●
Industrial Electronics ● ● ● ● ● ● ●
Naval Architecture /Naval Architecture
(Fishing)
Personnel Management & Ships Master
Business (Fishing)
Survival Craft and Rescue Boats
Percentage required subjects offered 43% 29% 29% 29% 43% 43% 29%
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
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 ● ●
Percentage required workshops/labs 100% 33% 33% 50% 75% 92% 75%
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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
Applied Marine Science and
Mathematics
Control Systems ● ● ●
Electrotechnology ● ● ● ● ● ● ●
Engineering Drawing ● ● ● ● ● ● ●
Engineering Knowledge
General Engineering Science / Applied
Mechanics
● ● ● ● ● ● ●
Heat Engines / Thermodynamics ● ● ●
Industrial Electronics ● ● ● ● ● ● ●
Naval Architecture /Naval Architecture
(Fishing)
Personnel Management & Ships Master
Business (Fishing)
Percentage required subjects offered 55% 36% 36% 36% 55% 55% 36%
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
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 ● ● ● ● ● ● ●
Percentage required workshops/labs 100% 36% 36% 55% 82% 91% 82%
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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.
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
Control Systems ● ● ●
Electrotechnology ● ● ● ● ● ● ●
Emergency Procedures
Engineering Knowledge
Fire Prevention and Firefighting
Fishing Safety
Fundamentals of Communications ● ● ● ● ● ●
General Engineering Science / Applied
Mechanics ● ● ● ● ● ● ●
Industrial Electronics ● ● ● ● ● ● ●
Medical First Aid
Naval Architecture /Naval Architecture
(Fishing)
Personnel Management & Ships Master
Business (Fishing)
Survival Craft and Rescue Boats
Percentage required subjects offered 38% 23% 31% 31% 38% 38% 31%
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
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 ● ●
Percentage required workshops/labs 100% 33% 33% 50% 75% 92% 75%
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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
Qualification Umfolozi Elangeni Esayidi ECM PE CCT WCC
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:
Qualification Umfolozi Elangeni Esayidi ECM PE CCT WCC
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:
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
• 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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
Figure 7-1: Ranks and division for maritime operations/vessels
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
• 24 months seagoing
service as OOW (≥ 500 gt)
if ≥12 months seagoing
service as chief mate
• 36 months seagoing
service as OOW (≥ 500
gt); or
• 24 months seagoing
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)
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
CHIEF MATE
Table 7-23: Certificates and Requirements: Chief Mate
CHIEF MATE
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref. Category of acquiring
National certificate of competence ● II/2 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
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)
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
OFFICER IN CHARGE OF NAVIGATIONAL WATCH (OOW)
Table 7-24: Certificates and Requirements: OOW
OFFICER IN CHARGE OF NAVIGATIONAL WATCH
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref.
Category of acquiring
National certificate of
competence ● II/2, II/3 II/2
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:
≥ 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)
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref. Category of acquiring
National certificate of competence ● II/4 Certificate required
(Academic programme)
Endorsement for certificate of
competence ● I/2
Endorsement required
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 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:
≥ 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
(International Transport Workers' Federation, 2017)
ABLE SEAFARER DECK (AND FISHING)
Table 7-26: Certificates and Requirements: Able Seafarer Deck & Fishing
ABLE SEAFARER DECK
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref.
Category of acquiring
National certificate of competence II/4 CR4 Certificate required
(Academic programme)
Endorsement for certificate of
competence I/2 Endorsement required
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 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)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
General requirements:
≥ 500 gt
Age ≥ 18 years
Competence STCW A-II/5
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
(International Transport Workers' Federation, 2017)
RADIO OPERATORS
Table 7-27: Certificates and Requirements: Radio Operators
RADIO OPERATORS
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref.
Category of acquiring
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
(Academic programme)
Endorsement for certificate of
competence ● I/2
Endorsement required Flag state endorsement of
recognition ● I/10
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 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:
GMDSS Operator
Age ≥ 18 years
Education & Training Approved education and training & meet standard of
competence
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
CHIEF ENGINEER
Table 7-28: Certificates and Requirements: Chief Engineer
CHIEF ENGINEER
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref.
Category of acquiring
National certificate of
competence ● III/2, III/3 II/5
Certificate required
(Academic programme)
Endorsement for certificate of
competence ● I/2
Endorsement required Flag state endorsement of
recognition ● I/10
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 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
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
SECOND ENGINEER
Table 7-29: Certificates and Requirements: Second Engineer
SECOND ENGINEER
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref.
Category of acquiring
National certificate of
competence ● III/2, III/3 II/5
Certificate required
(Academic programme)
Endorsement for certificate of
competence ● I/2
Endorsement required Flag state endorsement of
recognition ● I/10
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 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
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
OFFICER IN CHARGE OF ENGINEERING WATCH (EOW)
Table 7-30: Certificates and Requirements: EOW
OFFICER IN CHARGE OF ENGINEERING WATCH
Certificate Revalidation
required
STCW
Ref.
STCW-F
Ref.
Category of acquiring
National certificate of
competence ● III/1 II/5
Certificate required
(Academic programme)
Endorsement for certificate of
competence ● I/2
Endorsement required Flag state endorsement of
recognition ● I/10
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:
≥ 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)
• ≥ 36 months combined workshop skills training and seagoing
service (≥ 30 months seagoing service in engine department)
• Training documented in training record book
Education & Training A-III/1 of STCW Code
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
ELECTRO-TECHNICAL OFFICER
Table 7-31: Certificates and Requirements: Electro-Technical Officer
ELECTRO-TECHNICAL OFFICER
Certificate Revalidation
required
STCW
Regulation
Category of acquiring
National certificate of competence III/6 Certificate required
(Academic programme)
Endorsement for certificate of competence I/2 Endorsement required
Basic safety training
Achieved within
previous 5 years
VI/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 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:
≥ 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)
• ≥ 36 months combined workshop skills training and seagoing
service (≥ 30 months seagoing service in engine department)
• Training documented in training record book
Education & Training A-III/6 of STCW Code
(International Transport Workers' Federation, 2017)
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
Certificate Revalidation
required
STCW
Regulation
Category of acquiring
National certificate of competence III/4 Certificate required
(Academic programme)
Endorsement for certificate of competence I/2 Endorsement required
Basic safety training
Achieved within
previous 5 years
VI/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 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)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
General requirements:
≥ 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
Competence STCW A-II/4
(International Transport Workers' Federation, 2017)
ABLE SEAFARER ENGINE
Table 7-33: Certificates and Requirements: Able Seafarer Engine
ABLE SEAFARER ENGINE
Certificate Revalidation
required
STCW
Regulation
Category of acquiring
National certificate of competence III/5 Certificate required
(Academic programme)
Endorsement for certificate of competence I/2 Endorsement required
Basic safety training
Achieved within
previous 5 years
VI/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 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:
≥ 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
(International Transport Workers' Federation, 2017)
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
ELECTRO-TECHNICAL RATING
Table 7-34: Certificates and Requirements: Electro-Technical Rating
ELECTRO-TECHNICAL RATING
Certificate Revalidation
required
STCW
Regulation
Category of acquiring
National certificate of competence III/7 Certificate required
(Academic programme)
Endorsement for certificate of competence I/2 Endorsement required
Basic safety training
Achieved within
previous 5 years
VI/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 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:
≥ 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
(International Transport Workers' Federation, 2017)
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:
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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:
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
Able Seafarer Engine
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
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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.
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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.
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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
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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
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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
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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
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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:
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ASSESSMENT OF SELECTED TVET COLLEGES TO OFFER MARITIME PROGRAMMES
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.
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Multimedia. iJET, 12(2), pp. 78-90.
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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
Sea Safety Training Group
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
Sea Safety Training Group
STC-SA
Transnet - Maritime School of Excellence
The Department of Higher Education and Training: TVET Colleges Division
The Department of Transport: Maritime Transport
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Annexure B: Assessment Matrix
Governance & Management
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
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· 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
Project Management & Student Support
Umfolozi Elangeni Esayidi Eastcape Midlands
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
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Subjects offered
Umfolozi Elangeni Esayidi Eastcape Midlands
Port Elizabeth
College of Cape Town
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
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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
Umfolozi Elangeni Esayidi Eastcape Midlands
Port Elizabeth
College of Cape Town West Coast
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
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Assessors, Moderators & Accreditation
Umfolozi Elangeni Esayidi Eastcape Midlands
Port Elizabeth
College of Cape Town West Coast
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
Umfolozi Elangeni Esayidi Eastcape Midlands
Port Elizabeth
College of Cape Town
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
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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
Other (specify) 0 0 0 0 2 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
Other (specify) 0 0 0 0 2 0 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
Other (specify) 0 0 0 0 0 0 0
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
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Recruitment & Training
Umfolozi Elangeni Esayidi Eastcape Midlands
Port Elizabeth
College of Cape Town West Coast
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
Umfolozi Elangeni Esayidi Eastcape Midlands
Port Elizabeth
College of Cape Town West Coast
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
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