Search results

The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency‐based education, training and assessment, and to theorize the failure to make the training useful.

A case study of education and training in the international maritime domain was conducted. Data sources include historical documents, rules and regulations concerning MET, syllabi, handouts, sample questions, field notes, an ethnographic study in a maritime college and interviews conducted with experienced mariners and course lecturer.

There are contradictions in the education and training system that do not allow the targeted objectives to be fulfilled. Fundamentally, the assessment system has changed the objectives of the education and training practices from learning skills and knowledge required on‐board ships to passing competency examinations.

The practical implication of this research is valuable for the International Maritime Organization, marine administration and maritime training institutes to think over the competency‐based system in practice today and how to improve the present maritime training and assessment system in order to achieve its authentic objectives.

This research identified and bridged the gap in literature and research of competency‐based training and assessment in the maritime domain and provides practical solutions for improving this system.

Looks initially at the theoretical foundations of both competency‐based training (CBT) and reflective practice, then at current approaches to CBT and reflective practice. The compatibility of these two in educational practice, and the extent to which they might be combined in an educational or training context is discussed. CBT and reflective practice are not regarded as having a mutual equivalence in adult education and training. Rather, it is argued that they constitute two approaches within this educational field which function at different levels of teaching and learning and, as such, there exists at least the potential for them to be designed and developed so as to be complementary.

This research aims to explore stakeholder perspectives on Ethiopia’s occupational competency assessment and certification systems.

The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques.

There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers.

A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021).

The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.

The aim of this article is to examine some of the imperatives surrounding the preparation of the workforce for the cruise and hospitality industry after the COVID-19 pandemic. This includes a competency-based approach to training.

An analysis of peer-reviewed material was conducted. This involved looking at the literature on the cruise and hospitality industry in the Caribbean region and specifically, Jamaica. Attention was then given to how aspects of training in competency-based education/training (CBE/T) could be utilised to prepare the workforce to sustain a viable cruise and hospitality industry during and after the pandemic.

The pandemic reveals some of the weaknesses of global tourism and academia more generally in terms of curricula and has pointed out that most of the training methods, techniques, pedagogies and subject areas may change in times of crisis in order to better prepare for response and recovery policies, strategies and research. Some of the competencies that the post-pandemic cruise and hospitality workforce will require were identified in the review, such as technological, health management and resilience competencies.

The review implies that there are new and emerging competencies that are driven by the COVID-19 pandemic. These must be reflected in a competency-based education and training (CBET) curricula as educational change will be required to prepare the post-pandemic workforce.

Relationships and results will need to be the focus of CBET for the cruise and hospitality industry. Although the customer focus will remain for industry workers, the workforce will need to learn to interact with tourists via touchless applications, simulations and virtual interactions.

This paper is of value to educators and trainers in the cruise and hospitality industry.

The purpose of this paper is to describe a framework for enhancing organizational productivity and capacity building at the national, industry-wide level that is based on an active collaboration between elements of the industry that the authors will refer to as the organization and the educational system that trains/educates the human resources that play a vital role in enabling the organization to acquire and then maintain the competitive advantage needed to be successful.

This framework is based on the concept of competencies of the human resource and a competence-based model for recruiting and developing these human resources. This framework has been successfully applied by the Kemt Enterprise Training Partnership (ETP)/Technical and Vocational Education and Training (TVET-Egypt) project in the Egyptian papermaking industry to solidify an understanding of the required competencies in this sector. For the purposes, the term competency will be defined as a set of skills, knowledge and behavior that allows employees to do their jobs effectively and efficiently without interfering with either other tasks or tasks they will encounter in the future.

Organizational productivity will be assumed to be related to having a workforce that is both competent and of the appropriate size, and can be determined using an organizational function map coupled to the development of a set of related occupational standards.

The paper proposed a national framework competence-based model which collaborates all the national efforts to enhance the national competitiveness.

Managing container shipping logistics requires people with good competencies, especially in the time of new challenges. The purpose of this paper is to validate a new framework of competencies for container shipping logistics professionals.

The competency framework was proposed through a comprehensive literature review process followed by in-depth interviews with senior maritime logistics executives both in Singapore and South Korea. It contains three groups of business-, logistics- and management-related competencies, with each group further being classified into generalist and maritime-specific skills and knowledge. A confirmatory survey was also conducted in both countries. Data were analyzed using the SPSS software and thematic analysis technique.

It was found that all competencies proposed in this framework are important and perceived to contribute to work performance of container shipping logisticians. Findings also revealed that those competencies related to management are more important and can contribute to work performance of container shipping logisticians more than those of logistics and business nature.

The proposed and validated framework is original as it is the first framework for container shipping logisticians. This lays the background for future research on competency-based education and training programs for logisticians in container shipping logistics and other sectors of the maritime supply chain. Findings of this research can help senior management identify important competencies which are critical for container shipping logisticians to acquire, and design subsequent training and education programs accordingly.

This paper aims to address the United Nations’ Sustainable Development Goal 4 “quality education” through the adoption of heutagogic ideas in improving work-based learning for individuals.

This paper locates a discussion of heutagogy within the wider context of vocational and higher education, as well as through reference to the theoretical discourse on learning theory.

Heutagogy is concerned with the development of individual capability through the creation of a learner-determined curriculum that is attuned to professional goals. Organizations that adopt heutagogic approaches enhance corporate adaptiveness through personalized learning.

This briefing provides the reader with an accessible insight into both the individual and organizational benefits of adopting heutagogic ideas in professional development. As organizations confront an increasingly uncertain external environment, this paper offers an insight into how to develop individual capability.

The purpose of this paper was to determine the complementarity between the Canadian Medical Education Directions for Specialists (CanMEDS) physician competency and LEADS leadership capability frameworks from three perspectives: epistemological, philosophical and pragmatic. Based on those findings, the authors propose how the frameworks collectively layout pathways of lifelong learning for physician leadership.

Using a qualitative approach combining critical discourse analysis with a modified Delphi, the authors examined “How complementary the CanMEDS and LEADS frameworks are in guiding physician leadership development and practice” with the following sub-questions: What are the similarities and differences between CanMEDS and LEADS from: An epistemological and philosophical perspective? The perspective of guiding physician leadership training and practice? How can CanMEDS and LEADS guide physician leadership development from medical school to retirement?

Similarities and differences exist between the two frameworks from philosophical and epistemological perspectives with significant complementarity. Both frameworks are founded on a caring ethos and value physician leadership – CanMEDS (for physicians) and LEADS (physicians as one of many professions) define leadership similarly. The frameworks share beliefs in the function of leadership, embrace a belief in distributed leadership, and although having some philosophical differences, have a shared purpose (preparing for changing health systems). Practically, the frameworks are mutually supportive, addressing leadership action in different contexts and where there is overlap, complement one another in intent and purpose.

To the best of the authors’ knowledge, this is the first paper to map the CanMEDS (physician competency) and LEADS (leadership capabilities) frameworks. By determining the complementarity between the two, synergies can be used to influence physician leadership capacity needed for today and the future.