Maritime Education for Today s Reality and Tomorrow s Need

Transcription

1 Maritime Education for Today s Reality and Tomorrow s Need Conference on Maritime Education and Training in a Digital Era Cape Town, South Africa 16 November 2017 Dr. Michael Ekow MANUEL

2 World Maritime University A Specialized UN Institution in Sweden Michael Manuel Master Mariner, MSc. Maritime Affairs; PhD Maritime Admin Associate Professor/Nippon Foundation Chair/Head of MET & ESSP at WMU

3 Outline Historical/traditional approach to MET Current paradigm Education and curriculum The future Action

4 Historical/traditional approach to MET INTENSELY PHYSICAL N SKILL-BASED Performance dependent on experience W E S ON-THE-JOB TRAINING RULE OF THUMB

5 21 st century merchant seafaring radically different from its 17 th century version Less physical; more intellectual Range of knowledge, skills and attitudes very wide Requires significant education and training 500+ METI (of various kinds) round the world

6 International Maritime (Public) Law 4 PILLARS Adapted from

7 STCW Amendments of 1995 Essentially a complete revision From simple demonstration of knowledge to demonstration of knowledge and ability And then the amendments of 2010

8 More than task competence Technical skills Traditional reference to competence Human relations skills Socio-cultural, socio-political skills Inquiry and diagnostic skills Leadership skills Conceptual skills Social responsibility and environmental consciousness Knowledge transfer & mentoring skills MET A moving target? Change management skills?

9 Proactive & resilient MET MET for the specific ends of ship operation (STCW) Academic education (with broader intended learning outcomes)

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11 Two worldviews Who have we always been? PAST PRESENT Who are we? Who should we be? Who could we be? FUTURE

12 Education Why Preserve heritage and thought (dogmatic education) Give students skills for life (scientific/professional approach) Develop the individual (developmental approach) Social change (social meliorist approach) What Tradition and culture e.g. as reflected in Classical Studies in western liberal education (dogmatic education) Skills needed by society (scientific/professional approach) Interests and needs of the learner (developmental approach) Values and practices associated with societal notions of improvement (social meliorist approach) How Teacher-centred transmission of knowledge with learner reasoning (dogmatic education) Stated outcomes, procedures and methods with measurements (scientific/professional approach) Provide interesting environment that allows for maturation, meaning and personal relevance (developmental approach) Think and develop actions to influence change (social meliorist approach) Adapted from Walls, Retrieved from

13 Curriculum Designed to fit people into specific roles in society Designed to bring about change in society Determined Curriculum Adaptive Determining Curriculum

14 RESEARCH STRATEGIC THINKING CURRICULUM UNCERTAINTY

15 STRATEGIC THINKING Scenario Development and Management A scenario is a generally intelligible description of a possible situation in the future, based on a complex network of influence-factors Gausemeier, J., Fink, A., & Schlake, O. (1998). Scenario management: An approach to develop future potentials. Technological forecasting and social change, 59, Characterised by Complexity In turn complexity is based on: 1. Variety of influencing factors 2. Inter-dependence of influencing factors 3. Generative and dynamism nature of influencing factors (either in isolation or via links with other factors)

16 STRATEGIC THINKING Scenario Development and Management requires A consideration of multiple futures/outcomes Gausemeier, J., Fink, A., & Schlake, O. (1998). Scenario management: An approach to develop future potentials. Technological forecasting and social change, 59,

17 STRATEGIC THINKING

18 STRATEGIC THINKING

19 STRATEGIC THINKING Note Different considerations for different levels of impact of technology Demand for seafarers Demand for wider maritime services Politico-legal-economic-social change Demand for shipping

20 RESEARCH Status Quo Stage Empiric research to the greatest possible extent. Predictive Stage Forecast/scenarios Supporting Infrastructure System component 1 Neutralizing / enhancing factors (PESTELE) Scenario planning Supporting Infrastructure System component 2 TRANSPORT MODE Technological State in 20XX Supporting Infrastructure System component 3 Neutralizing / enhancing factors (PESTELE) Technology Readiness Level (TRL)

21 RESEARCH High Technology Scenario 4 Scenario 1 Low Societal TRL (All PESTELE Factors) High Societal TRL (All PESTELE Factors) Scenario 3 Scenario 2 Low Technology

22 RESEARCH High Technology Countrygroup A Countrygroup C Low Societal TRL (All PESTELE Factors) Countrygroup B Countrygroup G Countrygroup D Countrygroup E High Societal TRL (All PESTELE Factors) Countrygroup H Countrygroup F Low Technology

23 CURRICULUM DEVELOPMENT Philosophical orientations Sociological and cultural influences Psychological considerations Curriculum developers

24 A pragmatic perspective on impact of technology Source: UNCTAD Review of Maritime Transport, 2017

25 A pragmatic perspective on impact of technology The McKinsey Global Institute Study on Automation, Employment and Productivity Automation potential based on current technologies McKinsey & Co. 2017

26 A pragmatic perspective on impact of technology Diversity of global contexts & other important variables separate from technology

27 MARITIME EDUCATION FOR TODAY S REALITY AND TOMORROW S NEED Conference on Maritime Education and Training in a Digital Era Cape Town, South Africa 16 November 2017 mem@wmu.se