Maritime Transport
Education & Competence Development in a Maritime EU
Table of contents
EXECUTIVE SUMMARY
4
The scope of the Topic Future needs for maritime competences Maritime know-how
8 9 13
POLICY 2
17
Measures to utilise the maritime competence potential 17 The BOLOGNA Process 17 The LISBON Strategy 19 Key research areas at EU levels 25 Framework Programs (FP) 25 The Interreg programmes 26 The North Sea Region Programme 27 The Baltic Sea Region Programme 27
RESEARCH RESULTS The EfficienSEA project The M’AIDER project The NMU Project
EUROPEAN POLICY IMPLICATIONS EU documents
31 33 37 40
45 49
Websites
49
EU Projects
49
3
This publication was produced by the PRESS4TRANSPORT consortium on behalf of the European Commission’s DirectorateGeneral for Research. The European Union, the European Commission or any person acting on their behalf are not responsible for the accurateness, completeness, use of the information contained in this Fiche, nor shall they be liable for any loss, including consequential loss, that might derive from such use or from the findings of the Fiche themselves. Although the authors exercised all reasonable efforts to ensure the accuracy and the quality of the contents of this publication, the Consortium assumes no liability for any inadvertent error or omission that may appear in this publication. Additional information on the analysed projects is available on the PRESS4TRANSPORT website at http://www.press4transport.eu/vpo/thematic_fiches.php Created by: PRESS4TRANSPORT Consortium Coordinator: Cybion Srl Responsible Scientific Partner: Maritime Development Centre of Europe Authors:Lisa Loloma Froholdt, Senior Research Associate /MDCE Elin Kragesand Hansen, Assistant professor /MDCE SIMAC
EXECUTIVE
SUMMARY
This fiche is produced as part of
maritime EU and maintain a
the
competitive position in the global
Press4Transport
project of
the
(P4T)
7th Framework
market.
Programme in the priority area of Research
and
Technological
The
fiche
highlights
importance
Development.
of
following
4
fostering
key
the the
factors:
The role of P4T is to support
maritime
national and regional projects in
competence
development,
the transport area, by providing
trans-national
collaboration,
a communication service at a
a
European level to the general
industry and standardisation.
public.
This
through
is
an
professional
education,
borderless
maritime
accomplished efficient service
and
Research programmes issued at
for
a European level have sought to address the challenges that the
disseminating research results.
industry faces, supporting the This thematic fiche focuses on
development
maritime
efforts
education
and
competence development which is part and parcel of a company’s Management
Human Strategy
Resource and
an
area that is in great need of attention, in order to retain and develop competences in a
to
of battle
trans-national competence
development in a maritime EU. The European Commission has supported the maritime transport sector
through
research
programmes with both a general perspective and a more specific maritime
perspective.
In
this
fiche, three projects have been
selected that focus on enhancing
the
the EU agenda. Although they
becoming
are
very
promoting and
different
in
maritime
competence
scope,
challenge
involved
in
“World leader in
maritime research and
education
development
innovation”.
from different perspectives, they see the maritime sector as a global industry that is in great need
for
educational
and
competence harmonisation and
5
standardisation. Based on low levels of Research and Development intensity within the
EU
in
comparison
to
PRESS4TRANSPORT
This fiche is produced within the
international competitors such as
PRESS4TRANSPORT
Japan,
Press
South
United
Korea
States,
and
The
EU
the is
details:
Office
Sustainable
to
(Virtual
improve
Surface
EU
Transport
committed to ‘lift the bar’ on
research media visibility on a
these levels in order to achieve
national
the
Lisbon
project. The overall aim of the
Bologna
project is to assists EU, National
objective
of
Strategy
and
Process.
Member
The
The
states
and
and
and
Regional
regional
level)
funded
projects
their
surface
industry are called upon through
communicate
The
transport research results to the
European
Transport
Strategy
Maritime (2008-
2018) to accompany EU efforts,
media.
PRESS4TRANSPORT
is funded
and this fiche advocates that maritime
research
and
innovative clusters also rises to
by the European Commission's Directorate-General for Research
under the Seventh Framework Programme Technological (FP7).
6
for
Research
and
Development
MARITIME EDUCATION and
COMPETENCE policymakers,
DEVELOPMENT 7
The importance of ensuring a sustainable development of the EU is at the very heart of the EU agenda.
This
involves
the
challenge to ensure economic growth,
social
environmental order
to
welfare
and
protection enhance
in EU
competitiveness on whole, but also
within
industrial
the
individual
sectors.
Maritime
transport is an industrial sector that is global in every aspect of its core competence, such as economy, transport of cargo, insourcing of services and human resource
management.
demands responsibility
a
This
dedicated by
national
and
industry efforts to ensure that
EU
education
and
development
competence is
globally
oriented and based on a high level of excellence, in order to maintain
industrial
competitiveness and address the further ahead
globalization due
to
the
that
lies
economic
growth in developing countries. Due to a general concern about the development of a variety of quality
in
global
education
and training, the International Maritime Organisation has used efforts in attempting to create a global
standard
through
the
STCW 95 Convention 1 and the
as a way of coping with the
following amendments. However,
shortage.
this fiche does not intend to
shows, the problem is not the
evaluate
lack of seafarers, but the quality
maritime
education
However, as research
training 3.
and competence development
of
in accordance to STCW/95, but
concurrent with a report that was
to the education and competence
conducted
development
that
takes
place
beyond this.
their
within
8
the
is
Interreg 4
IVB funded NMU project , where it is stated that the level of competence
The
This
scope
of the Topic
in
the
European
Maritime Industry is declining, and this is the case at sea and
In the wake of a global shortage of
officers
recruitment research
in
the
industry,
programs
projects
and
have
been
launched at both EU and national levels,
and
maritime
‘fast
tracking’
education
of
training
programmes has been observed 2
1 The STCW 95 has recently been revised, and a STCW 2011 version is downloadable at IMO.org.
ashore. The grave prospect of a workforce
shortage
has
important issues attached. One important issue is the fact that this
lack
together
of with
workforce the
seen
level
of
outsourcing that has taken place over the years in the industry
3
Li, K. X. & Wonham, J. (1999) ´A method for estimating world maritime employment´. Transportation research Part E 35: 183 – 189.
2
M. A. Wagtmann and R. T. Poulsen (2009) Recent Developments and Probable Future Scenarios Concerning Seafarer Labour Markets. At: MET Trends in the XXI Century: Shipping Industry and Training Institutions in the global environment - area of mutual interests and cooperation. International Organisation of Maritime Universities, 2009. p. 306-23.
Leggate, H. (2004) ‘The Future Shortage of Seafarers: Will it become a Reality?’. Maritime Policy and Management 31(1): 3-13. 4
Interreg IVB North Sea Region Programme; The Northern Maritime University (NMU) project: Deliverable WP6; MIEP report 2010.
opens
the
lid
on
another
Strategy (2008-2018), where it
threatening issue, namely the
is
threat of losing the critical mass
national
sought
of competencies in a maritime
between
EU.
Academies
to
promote
trans-
collaborations European
Maritime
and
Training
institutions and partnerships that This has also been pointed out in the SKEMA project 5, where it has
work
to
establish
‘maritime
certificates of excellence’.
been claimed that the lack of efforts in the maritime industry
9
in developing human resource
needs for maritime competences Future
management have resulted in a lack of knowledge about career
A
path mobility within the industry.
recruitment needs in the Baltic
This problem contributes to the
Sea Area was attempted by the
workforce shortage problem. The
Svenska Sjöfartsverket (SMA) in
SKEMA project also advocates for
2010, in order to compare the
the
on
maritime education offered in the
existing maritime education
Baltic Sea region with the future
and competence development
need
in order to attract new upcoming
Unfortunately, the response rate
generations and potential work
was not high enough to form a
forces. This has been addressed
base
at national levels and in the
However,
European
Maritime
necessity
to
expand
Maritime
Transport
survey
of
education
for
for
discussions
competences.
any a
conclusions.
report
based
expert 6
and
conducted
on
panel in
the
5
SKEMA –Consolidation study: SE 2.3. Human Resources – education and training. A project supported by the European Commission. Directorate-General for Energy and Transport.
6
Interreg IVB North Sea Region Programme; The Northern Maritime University (NMU) project: Deliverable WP6; MIEP report 2010.
Interreg NMU project revealed
than
that the maritime
themes.
interested
in
a
industry variety
is
development
offerings
as e-learning,
face2face, short courses that can either be stand-alone courses or be
combined
with
several
courses to obtain a competence bulk in a range of areas that are
10
maritime
of
competence such
traditional
relevant to the organisation or company. The report 7 was based
The
core
competence
of
the
maritime industry has evolved, from a need of competences in navigational
and
technical
knowledge, to the needs of a global
and
complex
business
segment, calling for a range of different competencies such as logistics,
economy
and
8
on
panel
maritime
discussions
experts
in
with
the
UK,
Denmark and Germany and all respondents
agreed
that
the
level of competence is declining in
the
European
Maritime
Industry, and this is noticed both at sea and ashore. The report exerts
that
maritime
it
is
vital
education
that
matches
existing knowledge needs and prepare
for
addressing
the the
future, need
by
for
a
broader scope of competencies
management . Expanding trade in ports around the world calls for standardised training and new competences in order to manage global technologies and logistics
systems9.
However,
despite a need for education and competence development in the industry, Development
Research intensity
and 10
8
E. C. Leong, Y. D. Wong and C. Williams (2009) WMU Journal of Maritime Affairs. Vol. 8, No 1, pp 47-60. 9
7
Interreg IVB North Sea Region Programme; The Northern Maritime University (NMU) project: Deliverable WP6; MIEP report 2010.
in
general is still below the 3%
M. C. Ircha (2006) WMU Journal of Maritime Affairs. Vol. 5, No. 1, pp 37-59. 10
R&D expenditure as a percentage of GDP
target set for 2010 by the Lisbon Strategy, as can be seen in the table below.
Table 1.0: R&D Intensity in % for EU-15, EU-27, Japan, South Korea, China and United States, 2007-2008
11
Japan
11
R&D
R&D
intensity in
intensity in
%
%
2007
2008
3.44
-
Note: Research and Development Intensity entails R&D expenditure as a percentage of a country’s GDP. EU-15 encompasses the EU consisting of only 15 Member State members. EU-27 encompasses the EU with 27 Member State members. Not all R&D Intensity levels were available from United States and EU-15 in 2007 or Japan, South Korea and China 2008, and are therefore marked, - .
Source: Eurostat
Table 1.0 shows that the EU is slow to achieve the goal of 2020, which is 3% of GDP, and is
South
3.21
-
overtaken by The United States, Japan and South Korea. This
Korea
development must change and EU-goal
3.0
3.0
2020
this can only be accomplished if even more efforts are put into allocating resources to research
United
-
2.76
States EU-15
and development. However, the EU
-
1.99
policies
presented
in
this
fiche address these low levels of R&D intensity, which shows that
EU-27
1.85
1.90 11
China
1.44
-
Eurostata data (online data code: rd_e_gerdtot).
the EU has acted on the findings in the data. The
next
for EU and non-EU Member Table
1.1
among
EU
State
Sweden
and
Finland
States in 2007
shows,
Members,
12
R&D intensity in
R&D intensity
above the EU goal of achieving a
%
in % in non-
R&D intensity level of 3% of
Member States
GDP.
The
States
12
Table 1.1: R&D Intensity in %
three
Denmark,
EU
do
rise
goal
and
Austria
accomplished States,
the by
EU
Member
is
Sweden
3.75
Japan
3.44
Finland
3.73
South
3.21
percentage the
outperforming
four
United China’s
years
old
and
represents a percentage of GDP, it
can
seem
Member
States
Korea
R&D intensity level. Although the data
EU
and
Germany also come close to the EU
in
surprising
EU goal
3.00
EU
3.0
goal
that
China’s R&D intensity levels are so low considering the current discussions
about
Denmark
2.72
United
2.76
States
China’s
competitive global position.
Austria
2.67
Germany
2.63
China
12 Eurostata data (online data code: rd_e_gerdtot).
1.44
Note: Research and Development Intensity entails R&D expenditure as a percentage of a country’s GDP.
encompasses the EU with 27 Member State members. Source: Eurostat
EU-15 encompasses the EU consisting of only 15 Member State members. EU-27 Although these tables (Table 1.0
maritime transport in the EU due
and 1.1) provide data that is
to many years of history and
expenditure
tradition.
in
Development can
13
be
Research
and
general,
they
knowledge of the sea, extensive
in
used
to
show
This
includes
which
experience, know-how and an
countries overall allocate funds
ability to seize new challenges.
to these activities. The tables
Practical knowledge has been a
also underline
importance
valued and vital part of maritime
that EU still lacks serious actions
the
transport and cannot merely be
towards enhancing research and
substituted by higher education
development
to
and competence development. It
ascertain a position in relation to
in
is important to build on existing
the
knowledge.
countries
order
that
comprise
international competition. Maritime Maritime
competence
development has profited greatly
know-how
from various regional, national and European so-called “maritime The maritime industry consists of a broad palette of professionals, ranging
from
technical
superintendents
forwarders
to
ship-owners,
seafarers,
and
knowledge
base
enhanced
by
national
political
policies that promote
“national
13
These
maritime
clusters” .
both
ratings and officers. There is a vast
clusters”, which have also been
about
13 M. Porter (1990) The Competitive Advantage of Nations. The Free Press.
maritime
clusters
contributed maritime and
to
increasing
activities,
innovation
it is such an outlook that EU needs
to
amplify
in
order
to
productivity
maintain a leading role in global
and
economy.
this
This
in
maritime
contribute to the development
Community
of
that
is
which is a survey
designed
innovation
to
activity
conducted
a
monitor
in
survey
Europe
in
2008,
which showed that the highest proportion
of
innovation
cooperation
can
Denmark
(56.8%),
(51.4%),
be
Belgium
located
in
Cyprus
(48.8)
and
Estonia (48.6). However, Finland, Sweden,
Belgium
and
Luxembourg are recorded to have the highest share of innovation collaboration with US partners, and Sweden, Finland and Belgium are reported to have the highest share of innovation collaboration
perspective
a
continue to be supported. The
Innovation
EU
outlook
competence development should
Survey (CIS)
14
have
competences
will
needed
Europe in order to compete on the
international
scene.
As
14
have
Cullinane and Wilmsmeier
argued, it is essential to battle the challenge from new and emergent markets and growing knowledge specialisation outside of Europe that threaten EU’s domination in the maritime industry. It
can
be
relevant
here
of innovation activity measured in Denmark, Cyprus, Belgium and Estonia are represented in the maritime industry, and if possible enhance these activities, be they in the form of diverse innovation
shows that Belgium has both a
outlook
on
developing
innovative collaborations, and
to
investigate how the high levels
with India or China. This data
European and an international
in
14 K. Cullinane, K. and G. Wilsmeier (2009) Beyond policy and process. Public Service Review: Science and Technology 3. Pp. 181182.
environments
or
specific
competences in maritime clusters. A
study15
maritime
outside
the
EU,
competencies logistics
15
conducted
investigating
for
personnel
area, is a clever way of building education
on
existing
emerging
industrial
and
needs.
This
idea can be replicated and used in
port
and
other regional areas, focusing on
used
the
emerging
industries
relevant
such cluster competences as
region. However, it should
be
mentioned above. This was done
supported
to
in
standardise
educational regional
to
map
out
program
an
and
human
a
resource
that
are
identification and development of
order
for
that
respective
alongside
maritime
efforts
and
enhance
education
competence
and
development
in
management policy. This policy
general.
was used as a strategic plan for
Maritime
enhancing growth in an emerging
competence development are part
industry. Such a study shows how
and
maritime
Human
competence
education
parcel
of
any
Resource
and
strategic
Management
development can and must built
plan in an organisation. This can
on existing knowledge pools,
take place at both company and
and how such knowledge can be
industry
harnessed.
precisely the elements of such a
Given
the
correct
levels
well.
is
plan
knowledge-based
education
competitiveness and the ability
development that is anchored in
to meet market challenges by
the industry. Accomplishing such
addressing the positive value of
an effort in a specified regional
the human capital.
15 Y. Ahn and G. N. McLean (2008) Asia Pacific Education Review. Vol 9, No. 4, pp 542-551.
Maritime
multilayered
could
It
support, this can grow into a
The
that
as
industry education
enhance
has
a
system
and the availability of corporate
educational
provision
through
higher education institutions in the EU is eminent. If Europe is
to
adapt
to
the
future
challenges that lie ahead and maintain
its
position
frontrunner
in
as
a
maritime
transport, there is an eminent need for both policy-makers and industry to collaborate in taking
16
responsibility for this challenge. There is a need to harness and create
lasting
university
networks within the EU, which will
ensure
and
develop
the
knowledge and competence that already exists and prepare for a realistic future 16. The
EU
has
addressed
the
challenges presented above as can be seen in the following policy contexts.
16 K. Cullinane and G. Wilmsmeier (2009) Beyond policy and process. Public Service Review: Science and Technology 3. Pp. 181182.
POLICY These policy documents briefly described below.
CONTEXT Measures maritime potential
to
utilise the competence The
17
are
BOLOGNA Process
This section focuses on EU level
The BOLOGNA PROCESS or The
policies that have an impact on
BOLOGNA
maritime
education
and
1999 set out a vision for the EU
competence
development
and
2010
can
internationally
enhance
measures
that
DECLARATION
to
from
become
an
competitive
and
ensure the utilisation of maritime
attractive
competence potential. The major
Education
European
policy documents are:
education institutions, supported
Area
where
Higher higher
by strongly committed staff, can
The Bologna Process 17
The Lisbon Strategy
The Maritime Strategy19
18
European Transport
fulfil their diverse missions in the knowledge society, and where students benefiting from mobility with smooth and fair recognition of their qualifications, can find the
17 http://www.ond.vlaanderen.be/hogeronderwij s/bologna/ 18http://ec.europa.eu/information_society/ee urope/i2010/docs/launch/lisbon_strategy_and _ict.pdf
best
suited
educational
pathways. This was specified in the following objectives:
19http://www.mareforum.com/European_Mar itime_Research_Policy_papers&presentations_ 2007/INCECIK.pdf
education, particularly
1. Adoption of a system of
with
easily readable and
regards
to
curricular development
comparable degrees
2. Adoption of a system essentially two
on
In Leuven 2009, the Bologna
cycles,
policy Forum was extended and a
based
main
namely undergraduate and graduate. Access
18
to the second cycle shall require successful completion of first cycle studies,
lasting
a
minimum of three years
3. Establishment
of
worldwide
cooperation
commenced with participation of 46
European
countries
and
nations from all continents, in order to obtain global knowledge sharing
and
mobility
cooperation,
and
qualifications.
and
recognition Although
of the
a
objectives for the next decade
system of credits - such
were chosen in Leuven 2009, it
as in the ECTS system
was agreed that the objectives
4. Promotion of mobility
from the Bologna declaration in
5. Promotion of European
1999 were still relevant, and the
co-operation
in
quality assurance with a view to developing
following
4
subjects
were
nominated as being of special importance:
comparable criteria and
1. Mobility
methodologies.
6. Promotion necessary
of
the
European
dimensions in higher
2.
Access
to
higher
education 3. Life-long-learning
4.
The
link
between
by the Ministers of Education of
and
30 countries and was marked as
education
the beginning of a work process
employment
that
was
intended
completed The partial aim in 2010 was the launch of the European Higher Education Area (EHEA) which was presented in Budapest and Vienna
19
in
March,
2010.
The
Bologna Declaration was signed
Ministers
by of
to
be
2020.
The
Education
meet
every second year to discuss progress and decide on focal points for the continued work in aligning national policies to meet common goals agreed upon at the biannual meetings.
The LISBON Strategy
The
LISBON
STRATEGY,
also
sustainable
economic
growth
known as The LISBON AGENDA
with more and better jobs and
or The LISBON PROCESS, is an
greater
action and development plan for
strategy
the EU, with the objective to
decreasing production levels and
improve the quality of national
stagnation in Europe, by creating
and European reforms. It was
policy initiatives to be attained
originally drawn up in 2000 by
by all EU state members by
the
2010.
Lisbon
European
Council,
social
cohesion”.
addresses
The the
where a new strategic goal for the EU was given voice; “…to become and
the
dynamic
most
competitive
knowledge-based
economy in the world capable of
Behind this new strategic goal, was an acknowledgement of the fact that the EU must increase its productivity and competitiveness
in
order
to
address
inter-related
goals
and
tasks,
aggressive pace of globalization,
and it was difficult to obtain an
technological
overview
of
responsibilities
of
increasingly
change ageing
Furthermore, involving
20
the
and
an
population.
the
policies
achieving
higher
whether these
goals
and tasks belonged to either the EU
or
the
Member
2005-2006,
States.
productivity and competitiveness
During
called for a close collaboration
member states prepared their
between the EU and the Member
individual
States, due to the fact that the
Commission was able to present
Member States’ economies are
the first annual progress report
closely tied together.
in
2006.
LISBON The strategy was re-launched in 2005 in a document entitled: Growth
and
jobs;
Working
together for Europe’s future. This document contained an emphasis on
Research
and
Innovation,
investment in people and the modernization of labor markets, unlocking business potential, in particular finally, issues. through
that energy
of
SMEs, and
and
climate
This was implemented National
Programmes
Reform
(NRP).
The
NRP’s,
and
Following STRATEGY
confirmed
in
all
25
the
EU
this, has
several
The been social
policies, such as The European Social Policy Agenda 2006-2010. The LISBON STRATEGY has had an impact on targeting funds (228
million
2013)
to
Euros
enhance
growth
innovation,
2007that
such
as
research
development support.
for
investments
and
These
contributing
to
and business
funds
have
making
the
Lisbon Strategy more tangible to local and regional authorities.
reason for this re-launch was that the original strategy had
The
LISBON
STRATEGY
has
evolved into a wide range of
contributed to building a general
consensus
on
what
kind
of
reforms the EU is in need of and
investment
has
flexible
Member States, contributes to
strategy that has proved to be
only a small EU performance
adjustable to new changes, such
overall, from 1.85% of GDP to
as the increase in Member States
1.9% of GPD.
been
from
sufficiently
15-27,
development
of
and
the
the
Euro.
However, the economic crisis has with its devastating impact on
21
increased. However, the lack of
European the
economy
strategy
from
prevented
in
R&D
in
other
The EUROPEAN MARITIME Strategy 2008-2018
achieving
optimal goals within the areas of The
Growth and Jobs.
EUROPEAN
STRATEGY
LISBON
STRATEGY
includes
many of the issues addressed in
research, development and innovation Enhancing
The
MARITIME
(EMTS)
the Bologna Declaration such as international to
mobility,
corporation,
life-long-learning
and
become a knowledgeable society
research.
encompassed
The aim of the EMTS Strategy is
an
ambitious
research and innovation agenda.
to
strengthen
the
maritime
In earmarking 3% of the EU GDP
industry’s
to research and development,
enhance
the EU flagged a new incentive
performance, and has two main
to promote the importance of
issues:
competitiveness
and
environmental
research and development (R&D) policies, and the investments in R&D in 20 member states has
1.
To
enhance
maritime sector’s
the
transport ability
to
provide
cost-efficient
services adapted to EU
Human Resources, Seamanship and maritime knowhow
and world economy.
This
To ensure a long-term
growing
competitiveness of the
maritime professionals that can
EU shipping sector by
fill the knowledge-intensive and
enhancing the ability to
high-quality
generate
and
available in the shipping sector,
employment within EU
which poses a great threat to the
(both
direct
and
industry
indirect)
through
the
mass of human resources that
maritime
2.
22
cluster
transport
value
of
maritime
industries.
Theme 3)
theme
can
attends
shortage
of
of
jobs
the
contribute
are
critical
to
of
the
qualified
that
losing
development
to
the
maritime
competencies in the EU. With this theme,
the
EU
calls for
The EMTS Strategy addresses six
efforts
main themes, such as European
Member States and the industry
Shipping;
itself to:
opportunities,
challenges trends
&
from
the
Commission,
and
business conditions and Quality
Intensify consideration to
shipping. Specifically relevant for
developing
this
skills and qualifications of
thematic
fiche
are
the
themes 3) Human Resource and
EU
6)
their
Research
and
Innovation,
which will be explained in the following.
advanced
officers
to
enhance
employment
possibilities. Facilitate
life-long
career paths in maritime clusters.
Improve labor mobility Maintain
high
researchers,
training
standards
teachers
and
students.
and
competence
an
appropriate
framework
for
transport
collaboration
dependent
maritime
innovation
between
efforts
training institutions
23
The EU admits in this theme that maritime
education offerings Promote
Research and Innovation Theme 6)
development of crews Provide
Create
maritime
certificates
of
excellence
on
greatly
research
efforts,
must
is
be
and
and these
enhanced
in
order to accomplish the title of ‘World
leader
in
maritime
research and innovation’.
Promote student mobility
The EU calls upon the maritime industries
to
utilize
the
vast
As noted previously, the EMTS
amount of knowledge that has
Strategy addresses many of the
and is being generated in EU
issues that are focused on in the
Research
Bologna Declaration and they are
programmes
all relevant to the overall focus
especially within the areas of:
Framework and
activities,
of this fiche. The efforts above call
for
a
maritime
standardization education
competence
of
New ship design,
and
advanced logistics
development
conceptions,
offerings in the EU, which involve
e-maritime services,
collaboration
remote control of engine
institutions
between and
mobility
for
performance and
the enhancement of vessel
the EU Commission proposes to
operation by tele-
create
a
communication systems.
sector
without
extend
this
The enhancement of the above
vessels
mentioned
Community
technological
24
maritime
areas
promotes
innovation
and
transport
barriers
facilitation
involved
between
trade
European
and to
all
in
intra-
and
sailing
ports. This
advancement, which will ensure
was also partly introduced in the
performance
2004
and
initiative
by
the
EU
competitiveness in a maritime
commission: “Authorised Regular
EU. Finally, the EU acknowledges
Shipping Service” in order to
both previous and ongoing foci in
ease the transfer of community
the industry on a ‘greener’ and
goods
sustainable shipping sector, and
States and reduce the number of
it is becoming more noticeable
formalities.
that
initiative can
these
elements
increasingly competitive the
concept
are
enhancing advantages. of
adopting
With e-
maritime services by year 2013,
between
Thematic the
two
More
about
be read in
fiche
potential of
transport”,
Member
this the
“Strengthening the
Maritime
PRESS4TRANSPORT,
2011.
For further information:
The BOLOGNA PROCESS http://ec.europa.eu/education/higher-education/doc1290_en.htm
The LISBON STRATEGY http://ec.europa.eu/archives/growthandjobs_2009/#
The EUROPEAN MARITIME STRATEGY (EMTS) http://ec.europa.eu/maritimeaffairs/index_en.html
RESEARCH
programmes with focus on both
PROGRAMMES
implementation.
Key research areas
research
at EU
levels
and
Some of the programmes are specifically oriented towards the maritime others
Based
on
policy
and
recommendations mentioned in the
practical
previous
European initiated
sections
Commission a
industry,
are
more
whereas generic
in
character but have a maritime dimension.
the has
number
of
Framework Programs (FP) EU
has
traditionally
bundled

Cooperation.
The
research related initiatives and
programme supports all types
activities
of research activities carried
into
Programmes.
Framework The
current
out
by
different
research
Seventh Framework Programme
bodies
(FP7) plays a
in
cooperation and aims to gain
reaching the EU goals of growth,
or consolidate leadership in
competitiveness
key scientific and technology
crucial role
and
employment.
areas.
in
One
trans-national
of
the
theme
areas under this category is The broad objectives of FP7 are
transport.
grouped into four categories:
objective of this theme is to
The
central
develop safer, greener and smarter transport systems for
Europe
that
citizens,
benefit
respect
environment, the
will
and
the increase
competitiveness
European
industries
in
of the
global market. This objective
dynamism and creativity in European
research
and
improve the attractiveness of Europe
for
researchers
the
best
from
both
European and third countries.
has lead to identification of a number of activities where the
most
maritime
26
of
People. This category
for
aims
is
the
retaining highly trained and
clean
and
qualified researchers.
relevant
transport
development
efficient engines and power trains, reducing the impact of transport on climate change and inter-modal regional and
at
attracting
Capacities.
programme
and
This
focuses
on
Research infrastructure.
national transport.
Ideas. The objective is
to
The
reinforce
excellence,
Interreg programmes
A
Cross Interreg
programmes
are
established to promote regional cooperation.
The
programmes
are divided into three levels A, B og C:
-
Programmes:
boarder
collaboration
between
regions
e.g.
the
Øresund
region,
Southern
Denmark – Schleswig – KERN and region
the
Southern
Baltic
B
–
Programmes:
trans-national between
corporation
Member States in
larger regions such as the North Sea Region, the Baltic Sea or North-West Europe
C
–
Programmes:
Interregional
programmes,
Every European region may participate as well as Norway
27
and Switzerland. The
North Sea Region Programme
The
North
Programme
Sea
Region
2007-2013
works
with cutting edge policy areas in regional
development
through
Keywords Region
of
Environment, Sustainable example
trans-national projects.
principal
Programme
aim is
of
to expand
the
territorial
cooperation
and focus on high
quality the
projects
in
environment,
Sea
Innovation, and
Communities.
An
an is
the
interreg North
B Sea
Region Programme.
the
of
scope
North
Accessibility
of
programme A
the
Program:
innovation, accessibility,
The
Baltic Sea Region Programme
The EU’s Baltic Sea programme 2007-2013
promotes
and sustainable and competitive
development
communities.
national
regional
through
trans-
cooperation.
Eleven
3.
countries around the Baltic Sea
and
area all work together to find
attractive
joint
transport links);
solutions
to
common
problems.
4.
place to invest, work and live in. The
objective
aims
at
coordinating actions by Member States, regions, the EU, panBaltic
organisations,
institutions
financing
and
better
Safe and secure (e.g. accident
response).
programme is to ensure that the Baltic Sea Region is an attractive
(e.g.
improving
The strategic objective of the
28
Accessible
The
programme
projects
that
has
have
a
flagship distinct
relation to the EU Strategy for the Baltic Sea Region and cofinances projects in the fields of:
non-
Fostering innovations
Internal
governmental bodies to promote a more balanced development of the
Region.
The
and
external
accessibility
four
cornerstones of the Strategy are
to make this part of Europe
resource
more:
1.
Environmentally sustainable
Baltic Sea as a common
Attractive competitive
(e.g.
and cities
and
regions.
reducing pollution in the
EU lifelong Learning
sea);
2.
Prosperous
(e.g.
Programme
promoting innovation in small
and
enterprises);
medium
In 2009 the strategic framework for
European
cooperation
in
education and training (ET 2020)
sub-programmes
was
different levels of education and
launched
to
strengthen
funding
cooperation between EU member
four
states and support their work
with a broader aim. The four
towards the common aims:
sub-programmes are:
transversal
programmes
lifelong
Comenius for schools
learning and mobility
Leonardo da Vinci for
Making
vocational education and
a reality;
training
Improving the quality
29
and
efficiency
Erasmus for higher
Grundtvig for adult
of
education
education and training;
education
Promoting equity, social cohesion
and
active
citizenship;
Enhancing and
The transversal programmes aim creativity innovation,
to promote cooperation covering two
or
more
of
the
sub-
including
programmes and promoting the
entrepreneurship, at all
quality
levels of education and
Member States’ education and
training.
training systems which focus on
and
transparency
of
four key-activities: These
objectives
fulfilled Learning
through
are the
sought Lifelong
Programme,
which
Policy cooperation and innovation
supports a variety of education and
training
projects.
The
programme is divided into four
Languages

Information
and

communication
Dissemination
and
exploitation of results
technologies
For further information,:
30
Comenius: http://ec.europa.eu/education/lifelong-learningprogramme/doc84_en.htm Leonardo da Vinci: http://ec.europa.eu/education/lifelong-learningprogramme/doc82_en.htm Erasmus http://ec.europa.eu/education/lifelong-learningprogramme/doc80_en.htm Grundtvig: http://ec.europa.eu/education/lifelong-learningprogramme/doc86_en.htm
RESEARCH
RESULTS In this section the fiche presents
They

may
address
the benefits from three individual
deficiencies or gaps in
EU funded research projects that
maritime education and
focus
training
on
battling
challenges
within Maritime education and
31
competence project
is
anchored
in
They

development. One the
that new technology is
programme
developed in order to
and the third project is anchored
fulfil EU policies.
in the Leonardo Lifelong Learning programme. The
Although
projects
were
selected
according to the theme of this fiche, namely maritime education and
competence
development.
As previously pointed out, there are
two
different
maritime competence projects:
drivers
education
of and
development
in
recognition of the fact
one is anchored in the Interreg Region
address
advancement
Interreg North Sea programme,
Baltic Sea
may
technological
that
there
could
were
have
projects
been
more
relevant to include in the fiche than the projects that have been selected, however, due to great variation
in
description
of
individual projects, accessibility to knowledge about the projects and their results, some projects have been discarded.
As the following descriptions will show, the projects tap into very central elements; trans-national collaboration, education
sustainability, and
harmonisation,
competence
adaptation
and
competitiveness in a changing maritime EU.
32
The
EfficienSEA project To promote an efficient,
safe and sustainable TRAFFIC at sea Brief description objectives
and E-navigation
33
is
a
concept
covering an integrated system where
information
available The EfficienSea project’s overall aim
is
to
promote
a
safe,
sustainable and efficient traffic at sea
through
concise
and
to
the
and
data
navigator
is
organised and presented in a well arranged and clear way in order to minimise the complexity of information flow and support decision making on the bridge.
coordinate actions. The four issues chosen by the
The
IMO
Maritime
Safety
Committee (MSC) has declared
partners are:
this
development
as
a
high
20
E-navigation
Vessel Traffic
priority item . The EfficienSea Data
&
project aims to provide the EU
Maritime Planning
Dynamic Risk Management
Recruitment & Competences
20 http://www.imo.org/Search/Results.aspx?k=enavigation
with
a
best
demonstration
practice
of
the
e-
demonstrate
different
approaches
of
dynamic
management,
where products and services can
optimize the investments for a
be
safe and clean Baltic Sea.
demonstrated,
tested
and
in
order
risk
navigation concept in a trial zone
to
evaluated. Finally
34
the
EfficienSea
project
The second scope of the project
focuses on the need of attracting
is maritime planning.
students
The project partners’ work on the
business. In the context of this
development
of
the
maritime
maritime
fiche, the need for recruitment
dynamic sensitivity map that can
and competence development is
be used to give a concise picture
of special interest, in that the
of the vulnerability of a region,
implementation
often referring to what happens
maritime
in case of a maritime accident,
causes
for example oil spill.
competences. The project also
The dynamic sensitivity map will
seeks to raise awareness and
support
enhance
efficient
a
to
vessel
traffic
of
integrated
information a
need
for
attractiveness
among
young
coastal zone as well as in open
careers, which should result in
waters, as it is working on both
more applicants to maritime
grounding models and collision
education and jobs.
Furthermore
vessel
about
new
management and planning in a
models.
people
systems
maritime
Impacts and benefits
traffic data is being collected to identify potential risks. The aim is to improve maritime traffic control by using efficient technologies and to develop and
The analysis of maritime traffic, accidents
and
environmental
sensitivity made through this project
can
provide
maritime
authorities with the knowledge
form a partnership and accept
needed as a basis for decisions
student
on investments and regulation. This
information
is
in
existing 21
programmes and courses .
also
important in the development of
In early 2009 EfficienSea started
e-navigation
to map the range of higher
products
services,
which
delivered
by
and
should
be
maritime
education sector
have
also
maritime
on technical solutions which aim
recruitment
at
region.
integrating
existing
equipment
developing
new
tools.
the
to
maritime
complete
EfficienSea
The project partners are working
navigational
in
and
picture.
authorities.
35
mobility
the
partners
mapped
recent
marketing campaigns
and in
the
mapping
is
and The
Potential application
system should be implemented
The
by the project Member States in
developed as a tool for decision
the
makers
Baltic
Sea
but
with
the
potential of global coverage.
sensitivity
in
coastal
regions
supplying information necessary for maritime safety such as data
In the field of education several initiatives
have
already
been
taken to raise awareness of the opportunities
of
a
maritime
on
maritime
group
of the Baltic Sea. Mapping the
promoting
maritime careers and a second, a trainee programme for students at BA level, where 4 universities
accidents
data on the environmental state
career. First, the launch of a Facebook
traffic,
and track patterns as well as
21 efficiensea.org
sensitivity traffic
and
makes
enhance
the it
possible
coastal
management exploitation potential
maritime
and of
in
the a
to
zone the economic safe
and
sustainable manner. Research and
development
of
new
technology are the key issues in the EfficienSea project.
36
The e-navigation system, which may be implemented on a larger scale, is challenged
by
other
systems for example e-maritime which
also
aims
at
interoperability and consistency between
Member
States
and
transport operators. This calls for efforts to enhance harmonization and regulation of the technology and
design,
as
well
competence development.
as
The
mission
M’AIDER
are entirely developed from the past maritime accident cases22.
A maritime Aids’
development project for Emergency Responses
Three main aims of the project are:
Brief
description
and
improve and
in
identifying
M’AIDER
second
To sea
objectives The
e-learning
platforms, where the scenarios
project
37
and
project
phase
of
is
the
safety
at
ports
by
emergency
situations known so far
the
and
SOS
creating
a
project which was concerned
knowledge
base
with
of
scenarios
for
of
training of seafarers at
harmonisation
education merchant SOS
and navy
training officers.
project
deficiencies
in
the
officer level and above
The
identified
of
To
develop
based
maritime
on
exercises scenarios
in
created for applications
regard to the ability to act in
in bridge, engine room,
emergency
The
propulsion areas as well
M’AIDER project proposes to
as in integrated and full
education
and
training
situations.
mission simulators
exploit the outcome of existing reports knowledge
through for
gathering creation
of
simulation based courses.
To
transfer
the
knowledge that already exists in the form of a software suite together
What is novel in M’AIDER is that students will exercise in both full
22 Marifuture.org
with an existing internet e-learning/assessment platform the
to
integrate
scenarios
and
exercises created based on aims 1 and 2.
Impacts and benefits The overall aim is to improve safety
at
sea
and
in
ports.
Human error can be reduced through training and not only training in technical skills but also non-technical skills such as situational awareness, decision making
and
resource
management, all of which are
38
included The
M’
AIDER
project will gather knowledge on a wide range of accidents and break
them
down
into
categories, which will form the base of scenarios to be used for simulator courses for seafarers as well as shore personnel23.
23 Zaider Ziarati, R., Ziarati, M., & Turan, O., (2010) M’AIDER - Maritime Aids’ Development for Emergency Responses International Conference on Human Performance at Sea HPAS 2010, Glasgow, Scotland, UK.
in
the
courses.
The
scenarios enhance the awareness
of dangerous situations and lead
development,
to identification of the causes of
learning,
accidents and an understanding
stakeholder,
of how to avoid accidents.
and mobility.
The
39
project
also
intends
to
The
lifelong
collaboration
of
employability
cooperation
between
promote best practice among the
project
partners as the partnership is
knowledge transferred aligns the
expected
education
to
standardise
the
partners
offered
and
the
by
the
the
courses based on the scenarios.
different METs and through this
This
to
the
harmonisation it is made possible
certificates
and
for the partners to recognise
mobility
and
each other’s certificates and this
employability of the students.
way the students employability is
will
acceptance thus
to
contribute of the
enhanced. Potential application The M’AIDER project addresses several of the EU priorities such as and
safety,
higher
education
competence
The
stakeholders from the maritime business sector in
NMU Project
Northern Maritime University project aims to build The
strong trans-national network of universities and to integrate relevant a
order to provide multidisciplinary and internationally oriented
qualification offerings for the maritime industry.

Strengthen the maritime business
40
Brief description objectives
and
sector
and
increase its capacity for innovation
within
the
The central objective of the NMU
North Sea Region (as
project
well as in the Baltic Sea
is
to
sustainable between
establish
collaboration industry
educational
a
Region)
and
institutions
by
based
to
researchqualification
offerings.
enhance the innovation capacity of the maritime industry in the North
Sea
Region
through
"Northern
Maritime
University" (NMU) is already well under way in addressing these challenges received
an
and
has
extension
recently of
the
project, finally ending in June 2012. The objective of the NMU is to:
Contribute to
significantly
enhance
the
innovation capacities
qualification offerings. The

of the beneficiaries from SME
and
industry
maritime with
development NMU offerings.
the
of
the
qualification This
will
ultimately lead to more effective investments in product
and
process
innovation
by
trained
the
mobility.
maritime
business actors in the

North Sea Region.
Impact and benefits
Establish a European
In
Area of Research and
competiveness and growth, the
Innovation
NMU
for
maritime sector
41
to
ensure
project
will
create
a
common
reaching
development curriculum for the
the
project
North
competence
Sea
Region
containing
maritime business management
period.
programmes, 
future
business also
beyond
the
order
Strengthen
the
competitiveness
including
learning
modules
ewith
of
qualifications at both Bachelor
European
and Master level. The project
education industry in
also works to map out a career
the
development path for employees
the
business comparison
maritime sector to
in
global
in the Maritime industry in the EU,
ensuring
competitors and remove
education
obstacles
development
for
labour,
academic and student
a
and
life-long
competence
that
can
meet
future challenges in the NSR in alignment
with
The
Bologna
Process. In order to accomplish
Master level, NMU is thereby
this, a trans-national network
working towards establishing an
of
been
Area of Research and Innovation
created, in the form of the NMU
for the maritime industry in the
project,
North
such
universities
also
as
a
Finally,
has
offering mentor
the
services program.
project
Sea
Region.
contributes
to
strategy
established and seeks to ensure
effective
a
maritime business sector.
network
of
create and
also
Lisbon
has
future
to
This
the a
more
competitive
stakeholders in the maritime
42
industry in the NSR region in
Potential application
order to ground the competence
The NMU project has achieved a
development created within NMU
trans-national
in realistic and existing needs in
and
the industry.
uniform and highly qualified
founded
collaboration a
platform
for
education offerings that will be The
"Northern
Maritime
University" addresses many of the future challenges that the Maritime faces
at
Transport present
industry day
and
increasingly so in the future. In preparing
maritime
business
managers to cope with growing maritime
traffic,
port
and
rising
development, environmental
challenges,
by
developing multidisciplinary and internationally qualifications
oriented at
Bachelor
and
accessible for all EU maritime business managers, and students at Maritime Academies who wish to develop their competencies. This format can be developed further in its current form or be copied and established in other areas of EU, hereby creating a strong maritime knowledge-base in EU. This would contribute to realizing competitor
EU
as on
a
strong
the
global
maritime scene in concurrence
with The Lisbon Strategy. In that the NMU has established good relations to stakeholders, which is also still in growth, this can feed
potential
new
collaborations, networks and new projects.
This
national
fruitful
trans-
collaboration
between science and industry that has been established in the
43
NMU
project
is
a
vital
contribution in securing EU as a maritime standard setter. It also addresses the call by EU in The European
Maritime
Transport
Strategy that the industry will participate enhance
in
the
activities
that
attractiveness
of
maritime education. For further information
contact:
http://www.nsr.nm-uni.eu/
CONCLUSIONS: key outputs from the three projects
This concludes the presentation of three different projects, two from Interreg B and one from Life Long Learning. The EfficienSea project and the M’AIDER project both aim to improve safety at sea, where EfficienSea seeks to accomplish this by developing technology. The M’AIDER project
44
seeks to better human competencies that will enable maritime officers to tackle crisis situations in a better manner, than is offered in maritime education today. Both projects orient towards the very core competence in the ship officer education and to better competence development in maritime education. The NMU project on the other hand, aims beyond basic maritime education, by seeking trans-national academic high-level offerings at BA and MA levels. EfficienSea has both authority and industry participants in the project, and similarly, NMU has succeeded in achieving the participation of trans-national industry stakeholders. This is not the case for the M’AIDER project, that merely orients towards basic maritime education instructors. EfficienSea and NMU are both projects that have a great potential in tangible contributions to all EU policies mentioned in the fiche.
EUROPEAN POLICY IMPLICATIONS Policy Recommendations The
different
approaches
developments
45
education
presented
in
and
development
policymakers to ‘lift the bar’ and
that
here
to
maritime competence have
call
create a standard that lies above the
STCW
95
standard
and
certify accordingly.
been
for
the
necessity that EU Member States discuss
how
a
‘standard
of
excellence’ is achievable in a maritime EU. Such a standard would provide the possibility to attract
potential
educated
and
highly
workforces
from
outside the EU, who can help fill the current and future vacancies that are eminent in the maritime industry. The projects presented in the fiche, also point at gaps and
deficiencies
education
and
in
maritime
competence
development that need attention. They also point to a need for EU
This can potentially create higher wages
for
Europeans
in
the
maritime industry, but what it significantly marks in red, is that EU will not compete on wage expenditure, but on the quality of
maritime
competence
education
and
development. One
way of creating this could be to allow such a process to grow organically,
by
collecting
the
knowledge and the collaborations
that are projects
generated and
in
enhancing
fruitful these
efforts to create similar projects in other areas of the EU. Such efforts
would
in
time
create
‘rings in the water’, which would allow adaptation to take place at an
46
acceptable
pace.
OUTLOOK
ON
RESEARCH
competence development. This task must not be left to the EU, national
and
alone.
industrial
efforts
Research
and
Development, innovation clusters and
knowledge
environments
must also play an active role.
What Next?
This and can be accomplished by ensuring The
47
projects
that
have
been
dissemination
and
exploitation of the findings in the
briefly presented and analysed in
various
this fiche have contributed to the
media outlets, and by using the
following suggestions for further
projects to voice how research
research.
can
It was noted that there are a
implementing the EU agenda.
wide range of projects within the
The projects and the policies
EU
mentioned in this fiche point to
programmes
different seek
that
participants
to
who
all
play
in
their
relevant
part
in
the relevance of establishing a
their
own
European
education
and
excellence that puts efforts into
competence development in a
collecting and coordinating the
maritime EU. This can pose a
efforts
threat that we are left with many
standardise maritime education
different standards which can be
and
difficult to harmonise.
Such
Maritime research and innovation
accomplishment of the goal of
has
“becoming the most competitive
standard
a
create
have
projects
for
vital
part
to
harmonising
and
maritime
education
play
in
standardising and
and
area
to
maritime
harmonise
competence efforts
dynamic
of
and
development. will
the
knowledge-based
economy in the world, that is
capable of sustainable economic growth with more and better jobs
and
cohesion�.
48
greater
social
Websites
REFERENCES EU documents
International Maritime Organisation (IMO):
http://www.imo.org/Pages/hom e.aspx
FP7 (2010); Seventh Framework Programme (FP7):
Swedish Maritime Administration (SMA):
http://cordis.europa.eu/fp7/ho me_en.html
http://www.sjofartsverket.se/up load/Listadedokument/Rapporter_Remisser/ SV/2011/Sektorsrapport2011.pd f
Interreg programme A
http://ec.europa.eu/regional_po licy/atlas2007/eu/crossborder/in dex_en.htm Interreg programme B
EU Projects
http://ec.europa.eu/regional_po licy/cooperation/transnational/i ndex_en.htm
The EfficienSea project
Interreg programme C
http://www.interreg4c.eu/ LifeLong learning Programme:
http://ec.europa.eu/education/li felong-learningprogramme/doc78_en.htm http://www.leonardodavinciprojekte.org/adam/project/view. htm?prj=5771
http://www.efficiensea.org/ http://www.efficiensea.org/defa ult.asp?Action=Details&Item=47 5
M’aider project:
http://www.marifuture.org/Rep orts/ProgressReports/MPR_04_2011_MARIFU TURE.pdf http://www.marifuture.org/Publ ications/Newsletters/MAIDER_N ewsletter_1.pdf
NMU (2010); Northern Maritime University:
http://www.nsr.nm-uni.eu/
50
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www.press4transport.eu