PHILIPPINE MERCHANT MARINE ACADEMY
Graduate School, Manila In the Netherlands, subsequent discussion led to the idea of awarding some amount of sea time for simulator experience. Aside from simply improving performance, an incentive is provided by simulator training.
For example,
simulator time can be used to replace up to 60 days of sea-time – reducing the sea-time requirement from 360 days to 300. The ratio applied here is 1:4 – where 15 days of simulator time counts for 60 days of sea-time. But even though this is allowed in some countries, the Standards of Training, Certification and Watchkeeping (STCW) does not recognize the use of simulation time as a replacement for some portion of sea-time (Guest, 2012). Furthermore, report talked quite a bit about the use of simulators for assessment of competence and how the Maritime Institute Willem Barentsz is reducing the use of written exams which are still useful for assessing the knowledge underlying the competencies in favor of simulator-based assessment of competencies. The conclusion is that simulation time is a valuable tool both for maritime training and assessment, and that it is reasonable to expand its use and recognition in maritime education and training. A committee-developed case study of the U.S. Merchant Marine Academy cadet watchkeeping course that has used the Computer Aided Operations Research Facility (CAORF) simulator since the early 1980s strongly indicates that watchstanding knowledge, skills, and abilities can be significantly improved
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