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World Maritime University Dissertations Dissertations

11-3-2019

Simulation training and assessment in maritime education and

training
Cho Thet Maung

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 WORLD MARITIME UNIVERSITY
Malmö, Sweden

SIMULATION TRAINING AND ASSESSMENT

SYSTEM ON MARITIME EDUCATION AND
TRAINING
By

CHO THET MAUNG

Myanmar

A dissertation submitted to the World Maritime University in partial

fulfilment of the requirement for the award of the degree of

MASTER OF SCIENCE
In
MARITIME AFFAIRS
(Maritime Education and Training)

2019

Copyright Cho Thet Maung, 2019

Declaration

I certify that all the material in this dissertation that is not my own
work has been identified, and that no material is included for which
a degree has previously been conferred on me.

The contents of this dissertation reflect my own personal views and

are not necessarily endorsed by the University.

(Signature): ....................................................

(Date): ............................................................

Supervised by: ................................................

Supervisor’s affiliation.......

ii
Acknowledgements
Firstly, I would like to thank to my supervisor, Professor Johan Bolmsten, for patient
and encouragement to me for improvement of my dissertation during the long journey.
I will not complete my paper without your support and suggestion, that might be the
valuable fuel to burn my energy for the journey.

Secondly, my deepest thanks to Professor Anne Pazaver, Ms. Inger Battista and Clive
Cole for reviewing language in my dissertation. I really appreciate your time and
consideration for my dissertation. It would not be better without your assistance.

The respondents who was answering my research questionnaires are the most
important actors of my research process. Thank you! And well appreciate to the time
and consideration for improvement of Maritime Education and Training system of
Myanmar.

I will not forget memory of happiness, pleasure and enrapture moment during my days
in World Maritime University. My sincere gratitude to all staffs, faculties, and
classmates of WMU for your understanding, kindness and encouragement.

Finally, I would like to express my gratitude to the Government of Norway for giving
full fellowship award in order to present here as a student of WMU. Gratefully, I have
made myself to be a best professional in shipping industry especially in the Maritime
Education and Training sector in returning for all valuable supports and friendships.

iii
Abstract
Title of Dissertation: Simulation Training and Assessment System in Maritime
Education and Training
Degree: Master of Science

The dissertation is a study of the assessment of simulation training in Maritime

Education and Training, with a focus on seafarers who are trying to obtain a Certificate
of Competency as per the requirements of the STCW Convention. The technology in
every aspect of the maritime industry is developing dramatically. The use of simulation
systems in the Maritime Education and Training has also been prevailed in many
countries. The exploitation of the advanced simulation training can promote required
practical skills and ability of seafarers in order to perform functions as required by the
STCW Convention. The simulator training can assist seafarers to put the theories and
lectures that they have learned in the traditional classroom into practice. At the same
time, the assessment done by the simulator can give a more exact result whether the
candidate has passed or failed compared to a traditional assessment
This dissertation specifically targets the improvement of the Maritime Education and
Training System in Myanmar, one of the seafarer supplying countries of the world.
The candidates of the STCW related examination in Myanmar have suffered long
duration of sitting for their particular examinations due to an insufficient number of
examiners appointed by the Flag State and a growth number of candidates in every
year. Moreover, they also have insufficient competency training relating to practical
onboard duties due to lack of simulators.
This dissertation critically assess how simulators can be the essential tools for training
and assessment of seafarers in Maritime Education and Training system for Myanmar.
In every particular case, there will be the advantage and disadvantage which will need
to be understood and corrected accordingly.

KEYWORDS: Simulator Training, Simulator Assessment, Examination System,

STCW, MET, Qualified seafarers.

iv
Table of Contents
Declaration ................................................................................................................. ii
Acknowledgements ................................................................................................... iii
Abstract...................................................................................................................... iv
Table of Contents ....................................................................................................... v
Table of Figures ....................................................................................................... vii
List of Tables ........................................................................................................... viii
List of Abbreviations ................................................................................................ ix
1.0 Introduction .................................................................................................... 1
1.1. Background ........................................................................................................... 1
1.2. Problem Statement ............................................................................................... 2
1.3. Motivation ............................................................................................................. 3
1.4. Aims and Objectives ............................................................................................. 4
1.5. Research Questions............................................................................................... 5
1.6. Structure of the Research .................................................................................... 6
2.0 Literature Review .......................................................................................... 7
2.1 Introduction .......................................................................................................... 7
2.2 STCW Convention and The Use of Simulators.................................................. 7
2.3 General Overview for Training and Assessment with Simulators ................... 8
2.4 Challenges in the use of Simulators in MET ...................................................... 9
2.5 The Usage of Simulator in Maritime Training ................................................ 10
2.6. The Usage of Simulator in Assessment ............................................................. 12
2.7. Sea-time Remission for Simulator-based Training.......................................... 16
2.8. Summary ............................................................................................................. 17
3. Research Methodology .................................................................................... 18
3.1. Introduction ........................................................................................................ 18
3.2. Data Collection and Analysis ............................................................................. 18
3.3. Ethical Issues ....................................................................................................... 19
3.4. Expected Results and Potential Limitations ..................................................... 20
4. Review of the Maritime Education and Training System of Myanmar ..... 22
4.1. Introduction ........................................................................................................ 22
4.2. Review of Approved Seagoing Service .............................................................. 23
4.3. Review of Current Training System in Myanmar ........................................... 24
4.4. Review of Current Assessment System in Myanmar ...................................... 26
4.5. Summary ............................................................................................................. 27
5. Findings and Analysis for New Training and Assessment Scheme ............. 28
5.1. Introduction ........................................................................................................ 28
5.2. Primary Analysis of the Research ..................................................................... 28
5.3. Secondary Analysis of the Research ................................................................. 42
5.4. Summary ............................................................................................................. 45
6. Discussion and Preparation for New Training and Assessment Scheme ... 47
6.1. Introduction ........................................................................................................ 47
6.2. Proposal for Approved Seagoing Service Requirement .................................. 48

v
 6.3. Proposal for Simulator-based Training ............................................................ 49
6.4. Proposal for New Simulator-based Assessment ............................................... 51
6.5. Summary and Discussion ................................................................................... 55
7. Conclusions ....................................................................................................... 58
References ................................................................................................................. 61
Appendices ................................................................................................................ 65
Appendix 1 – Consent Form ........................................................................................... 65
Appendix 2 – WMU Research Ethics Committee Protocol ......................................... 66
Appendix 3 – Research Questionnaires ......................................................................... 68
Appendix 4 – Presentation of Questionnaires ............................................................... 72

vi
Table of Figures

Figure 1 Analysis of Accidents .................................................................................. 13

Figure 2 Training and Assessment System for OOW................................................ 23
Figure 3 Research Presentation 1............................................................................... 29
Figure 4 Research Presentation 2............................................................................... 30
Figure 5 Research Presentation 3............................................................................... 31
Figure 6 Research Presentation 4............................................................................... 33
Figure 7 Research Presentation 5............................................................................... 36
Figure 8 Research Presentation 6............................................................................... 36
Figure 9 Research Presentation 7............................................................................... 40
Figure 10 Outcome-Based Integrative Model ........................................................... 42
Figure 11 K-Sim Navigation and Integrated System ................................................. 43
Figure 12 Flowchart for the Research Findings......................................................... 46
Figure 13 New Training and Assessment System for OOW ..................................... 47
Figure 14 Analysis of Change Driving Forces .......................................................... 59

vii
List of Tables

Table 1 List of Private Maritime Training Institutions in Myanmar ......................... 24

Table 2 The Record of Exam Result 2018 ................................................................. 26
Table 3 Bridge Operation and Classes of Simulator.................................................. 34
Table 4 Teaching Hours for OOW Training Course ................................................. 37
Table 5 The Assessment Table .................................................................................. 52

viii
List of Abbreviations
A/B Able Seafarer (Deck)
AIS Automatic Identification System
AR Augmented Reality
ARI Applied Research International
ARPA Automatic Radar Plotting Aids
AtoN Aids to Navigation
BMTC Brilliance Maritime Training Centre
BoB Band of Brother
BoE Board of Examination
CoC Certificate of Competency
COLREG The International Regulations for Preventing Collisions at Sea 1972
DMA Department of Marine Administration
DR Deck Reckoning
ECDIS Electronic Chart Display and Information System
ENA Electronic Navigational Aids
EP Estimated Position
ETA Estimated Time of Arrival
GMDSS Global Maritime Distress and Safety System
GPS Global Positioning System
GT Gross Tonnage
HF High Frequency
IMO International Maritime Organization
INTERCO International Code of Signal
MAIB Marine Accident Investigation Branch
MES Myanmar Excellent Star
MET Maritime Education and Training
MF Medium Frequency
MMMC Myanmar Mercantile Maritime Collage

ix
MMU Myanmar Maritime University
MNA Myanmar Nautical Association
MRCC The Maritime Rescue and Coordination Centre
MSC Myanmar State Commercial
OOW Officer Of the Watch
PGI Pacific Global International
PMTC Prosperity Maritime Training Centre
STCW International Convention for the Standards of Training,
Certification, and Watchkeeping for Seafarers, 1978
TSS Traffic Separation Scheme
UNCTAD United Nations Conference on Trade and Development
VHF Very High Frequency
VR Virtual Reality

x
1.0 Introduction
1.1. Background

The maritime industry nowadays is the largest sector of transportation all over the
world and the growth of seaborne trade is still increasing dramatically. According to
the record of the United Nations Conference on Trade and Development (UNCTAD,
2018), the total amount of seaborne trade reached over 11 billion tons in 2018. As
seaborne trade is increasing day by day, the role of Maritime Education and Training
(MET) for those who operate and control seaborne trade becomes critical in the area
of the maritime industry. Every aspect of advanced technology, training aids and
facilities also need to be introduced into the maritime education and training system in
order to promote the competency of seafarers.

The introduction of training aids, including simulators, has been wide spread across
the maritime industry and simulators are becoming essential tools for the upgrading
and development of skills and knowledge for seafarers. The use of simulators in
training and assessment enables seafarers to perform their duties and responsibilities
in a proper and safe manner (Sellberg, Lindmark & Rystedt, 2018). Furthermore,
traditional training methods for specific skills have focused only on the development
of the individual. Training using a simulator can, however, combines individual and
teamwork skills, which may make more efficient for the real situation (Håvold, Nistad,
Skiri, & Ødegård, 2015). The use of simulators can also connect classroom knowledge
with real-world experience.

As Myanmar is one of the seafarer supplying countries, Maritime Education and

Training status shall be fulfilled with the Conventional requirement as per Standards
of Training, Certification and Watchkeeping for Seafarers (STCW). Under the Union
of Myanmar, the Department of Marine Administration (DMA) is responsible for the
Maritime Education and Training system. The DMA has developed simulator training

1
for seafarers in some training institutions under the Flag but the assessment of the
competency is still done using traditional oral examinations. The DMA is planning to
change the examination system of deck seafarers’ competency especially for those
who will become officers from the rank of rating, i.e. Officer in charge of the
Navigational Watch (OOW), according to STCW Reg II/I, from traditional oral
examination style to a simulator-based examination system. The simulator-based
examination system will relate to the navigational regulations to avoid collision
(COLREG) and aids to navigation (AtoN). This dissertation expects to identify a
proper plan to assist in the changing of the system.

1.2. Problem Statement

Following the rapid development of technology in the maritime industry, modernized

navigational aids such as ARPA, ECDIS, and AIS are being equipped onboard ships.
Automation and Digitalization can assist seafarers in every aspect of navigation, but
specific training for those navigational aids is required for smooth operation. Most of
the required training is practical and required to be done through use of simulators to
achieve an effective learning outcome. On the other hand, according to the minimum
requirements of the STCW Convention, the candidates for Officer in charge of a
Navigation Watch, Mates and Master Competency are required to learn about the basic
principles of navigation using the traditional navigational instruments such as sextants,
the planning of the passage; and the traditional method of obtaining the position of the
ship with a sextant. The candidates have to spend a lot of time to meet both the
standards of the STCW Convention and separate training on modernized equipment.
However, by introducing bridge simulators, the candidates can complete both the basic
principles of navigation and practical training at the same time.

Under the Union of Myanmar, the DMA is conducting traditional oral examinations
for the certificate of competency (CoC) of deck and engineer officers. The candidates
for the certificate of competency have to wait a long time to sit the examination due to
the insufficient number of certified examiners. The candidates also have to provide

2
verbal answers in the examination room relating to the practical performance of the
ship’s navigation and collision avoidance. This makes it difficult to assess the actual
knowledge, understanding and skills of the candidates. This issue could be solved by
using bridge simulators as the assessment tool.

1.3. Motivation

Simulators can be regarded as state-of-the-art tools to test competencies directly,

which meets the need of the industry. Presently, students are spending a lot of time
memorizing the rules of collision avoidance and it is still not certain that they can take
proper actions to avoid collisions. The strength of using simulators will be able to
reduce or eliminate these barriers.

A simulator-based exam can have effective discrimination power to determine who is

competent and who is not. Many other learning components could be assessed during
simulator-based exam such as using bridge equipment, recording bridge activities,
applying compass errors, communication in English, and team working skills. A
simulator-based examination can be recorded and replayed whenever necessary and
can also be used for debriefing after the assessment to avoid misunderstanding.
Independent watch-keeping can be examined directly through the examination and can
result in other non-technical skills such as situational awareness, confidence, decision
making, alertness, and quick response. Traffic and communication response can be
examined and oral English skills can also be improved. Furthermore, the simulator-
based exam can, for example, create dense fog and restricted visibility so that blind
pilotage techniques can be assessed and improved during the practice time. In addition,
during the simulator assessment, emergency situation and decision-making practices
can be examined, which is the most important action onboard the ship.

During the preparation time for the simulator-based exam, all candidates need to train
with simulators for a reasonable period of time. They can gain experience, confidence,
skills, and competency during their training. As a result of the simulator-based training

3
and assessment, they gain self-assurance for their practical onboard tasks and duties.
STCW with its amendments adopted in 2010 sets the performance standards for all
levels of competencies and each respective table indicates the KUP (Knowledge,
Understanding and Proficiency) in one column and Method for demonstrating
competence and Criteria for evaluating competence for each competency in the other
columns. For demonstrating competence of each KUP, the simulator is regarded as
one of the effective methods.

1.4. Aims and Objectives

The quality of a particular education can be decided in terms of input, output and
process (Serbessa, 2006). These factors are related to each other in an educational
system. The output, which can be referred to as the achievement of the students, has
been too dependent the extent of inputs such as lecturers, instructors, teaching
materials and facilities into the educational system. By drawing this concept into the
MET system of Myanmar, if the country is eager to obtain reasonable standards in
training and assessment, it is necessary to upgrade the facilities for seafarers’ education
and training. As Myanmar is a seafarer supplying country, it is necessary to raise the
quality of seafarers to obtain a position as one the main seafarer supplying country.
The shipping market, including supporting of seafarers, is generally a competitive
market. Therefore, in order to produce a large number of seafarers, the country needs
to establish an arrangement to reduce the period of training. On the other hand, the
training needs to result in the necessary competencies to align with the STCW
requirements and industry requirements.

The aim of this dissertation is to critically assessed how a mandatory simulator-based

training and assessment scheme for seafarers’ competency certificates in Myanmar’s
MET system can be introduced and to contribute to the production of quality seafarers
in a reasonably short period. The scope of the research will include a review of the
literature on the use of simulators as a tool for training and assessment purposes, a

4
review of International and National regulations on Maritime Education and Training,
and an empirical research finding and analysis. Based on the research finding and
analysis, the challenges will be defined, solutions will be identified and a proposal will
be developed of a simulator-based training and assessment system in Myanmar. To
achieve the purpose of the research, the following are the objectives of this
dissertation:

1. to establish a new exam system with the effective use of simulation-based

assessment in Myanmar;
2. to establish a Maritime Education and Training system in Myanmar, fully
complying with the National and International standards;
3. to improve the quality and quantity of Myanmar seafarers and get more job
opportunities;
4. to reduce unfair complaints to examiners during face to face examinations;
5. to reduce unnecessary waiting periods for exam by introducing simulator-
based examination system.

1.5. Research Questions

1 What are the suitable assessment standards for simulator-based examination

for certificate of competency?
2 How do the maritime institutions arrange the required facilities and
infrastructure for simulator-based training and assessment for certificate of
competency?
3 How do the Administration prepare curricula for simulator-based training and
assessment for certificate of competency to meet required standards of the
STCW Convention 1978, as amended?
4 What are the advantages and disadvantages of a new competency examination
system for candidates?

5
1.6. Structure of the Research

This dissertation is structured into seven Chapters. The following Chapter 2 will cover
the literature review about the widespread use of simulators and the requirements of
the STCW Convention relating to simulator-based training and assessment. Chapter 3
will describe the methodology of the research, including data collection. Chapter 4
will discuss the current maritime training, education and assessment system in
Myanmar and will show how the introduction of a new MET system can support the
competency of Myanmar seafarers. Chapter 5 will present the analysis of the research
findings based on the empirical research. Chapter 6 will propose a new system and
discuss the outcomes of the analysis, including a framework for a new simulator-based
training and assessment system for Myanmar. Chapter 7 will conclude the research
and provide final recommendations.

6
2.0 Literature Review
2.1 Introduction

There is plenty of literature addressing the use of simulators for training and
assessment in a maritime context. Simulators are mainly used in the training of high
risk professions such as shipping, aviation, and healthcare in a risk-free manner
(Dekker & van Winsen, 2009). The STCW Convention 1978, as amended, also
prescribes the use of simulator-based training in the Maritime Education and Training
(Reg: I/12 of STCW, 1978). This chapter of the dissertation will describe the
importance of simulator-based training and assessment according to the STCW
Convention and how simulator-based training and assessment can be improved in the
context of the Maritime Training and Education system.

2.2 STCW Convention and The Use of Simulators

Every Party State to the STCW Convention has to ensure that the use of simulator-
based training is well defined within its respective MET system. All training
programmes need to be covered to meet the requirements of shipboard tasks and
practices (STCW, 1978). During one of the major amendments of STCW 1978, the so
called The Manila Amendments 2010, many of the simulator-based training including
modern technology were introduced to comply by the member states mandatorily. The
Manila Amendments to STCW 2010 entered into force on 01st January 2012 with
major implications in respect of maritime education and training systems (Yabuki,
2011).As a result of the Manila Amendments to STCW 2010, major changes and
amendments were seen in new methods of training in modern technology like
electronic chart displays and information system (ECDIS), new requirements for able
seaman to have a certificate of competency for boarding a vessel, inclusion of modern
training methods such as distance learning and web based learning and new training
regulations for ship staff in polar waters and personnel operating dynamic positioning
systems are required to use simulator-based training.

7
The STCW Code Section A-I/12 defines standards regarding training and assessment
with simulators. The member states to the Convention shall be required to fulfil the
aims and objectives of simulator-based training which have been defined within an
overall training programme. The specific training objectives and tasks are required to
relate as closely as possible to shipboard tasks and practices (STCW, 1978). All the
member states have an obligation to strictly follow the requirements of the STCW
convention so that they can be approved as “White List” by the International Maritime
Organization (IMO). The Union of Myanmar as one of the member states to the
Convention has developed simulator-based training in all aspects of maritime training
sectors. Under the Union of Myanmar, The DMA takes all responsibility regarding the
training centres to effectively implement the requirements of maritime training by
continuous monitoring.

2.3 General Overview for Training and Assessment with Simulators

The use of simulators for the purpose of training and assessment in the maritime
industry is not a new process in many countries. Maran and Glavin (2003) suggest that
the simulator environment has pedagogical advantages, which means that simulator
exercises can create proper training and assessment for specific learning outcomes and
be adjusted to the current competence level of students.

Firstly, consideration shall be made with regard to the increasing automation level
onboard ships. Automation can create an environment with a reduced workload and
reduced human resources for particular onboard assigned duties for both navigation
and cargo handling (Hanzu-Pazara, Barsan, Arsenie, Chiotoroiu & Raicu, 2008). At
the same time, we shall look into the maritime accidents involving higher level errors
from human beings. Most maritime accidents occur due to a lack of situational
awareness and wrong decision-making (Grech, Horberry & Smith, 2002). They also
argued that the consequences of increasing technology may lead to the loss of

8
situational awareness. In order to follow the current technology trend, it is not possible
to waste time totally immersed in lecture rooms. Practical training with all possible
simulators can promote familiarization with new technologies and situational
awareness for human resources, one of the important factors for the maritime industry,
to achieve a high standard of shipping. Moreover, the IMO developed the STCW
Convention to prescribe the minimum required standards for seafarers to perform their
duties in respective functions such as navigation, cargo handling and maintenance. In
every function of the STCW Convention, simulator can assist to effective outcomes of
the training.

2.4 Challenges in the use of Simulators in MET

The investment in simulation facilities of simulator-based has involved many

challenges and constraints for particular maritime institutes. The simulators often do
not meet their expectations for many reasons and are very expensive (Farmer, Van
Rooij, Riemersma, & Jorna, 2017). One of the significant challenges for the maritime
institutes in order to invest in simulator-based training and infrastructures is the
allocation of budget.

Most maritime institutes in many countries are dependent on private funding. In that
case, investment in simulators is highly dependent on many considerations such as the
shipping market, demand for seafarers, competition with other institutes, student
enrolment numbers, and rising costs in training facilities.

Furthermore, according to the STCW Convention, 1978, instructors conducting

simulator-based training are also required to be well-qualified persons in accordance
with the provision of Section A-I/6 of the STCW Code. In order to meet the
requirements of the STCW Convention, most of the member states are promulgating
the qualification of the simulator-based training instructor to have an approved

9
certificate in compliance with the IMO Model Course 6.101. For this reason, the
insufficient number of instructors for simulator-based training may also become a
challenge for maritime institutes. On the other hand, due to the fluctuation of the
shipping market, the demand for and supply of seafarers becomes volatile in every
supplying country. This could affect the training institutions, especially when they are
going to decide to make more investments such as new simulator-based training.

2.5 The Usage of Simulator in Maritime Training

Simulators can be regarded as effective tools in maritime education and training. They
can provide for the improvement of knowledge, skills and proficiency within various
levels of responsibility from normal shipboard operations to complicated performance,
duties and tasks. Training with simulators can transfer the competence acquired in
learning to real life situations (Cross, 2019b). The training process with simulators
normally includes three important steps that afford different material and temporal
conditions for instruction (Sellberg & Rystedt, 2015). Firstly, a briefing is to be
conducted as an introduction before the assignment is carried out by the trainees. It is
a necessary part of the training, defining how to carry out the assignment and the
learning objectives (Wickers, 2010). Secondly, the trainees need to perform the
assignment after, which will take place within the scenarios created to meet the
training purposes. Finally, the debriefing will be carried out to review the performance
and point out the mistakes or errors made during the training scenario in order to
achieve better results in the future.

Simulators have been used for training purposes for a long time both in the maritime
and aviation fields. Much of the literature demonstrates the extent to which simulators
can mirror the actual situation. Passing over some years, there is ample evidence that
the simulator can be regarded as an effective tool to enhance practical skills in many
maritime areas such as navigation, cargo handling, radio communication and

1
IMO Model Course 6.10, Train the Simulator Trainer and Assessor Course

10
machinery operations (Muirhead, 2004). The simulator can translate principles and
concepts of theory into effective practical action.

Effective simulator-based training can lead to the development of non-technical skills

such as situational awareness and decision making for the trainee (Saus, Johnsen, Saus
& Eid, 2010). These skills are important for every seafarer, especially for senior
officers in order to make immediate decisions correctly relating to the safety of ship
and person, and protection of the marine environment. The use of simulator-based
training can promote situational awareness and correct decision making in actual
situations for seafarers. The theories and severe lectures in traditional classrooms may
not fully grant practical skills and proficiency, especially in the competence-based
training of maritime professionals. They can also have new experiences from various
kinds of emergency training in the simulation, which they have never encountered
before in their past-experience. These experiences and awareness will support them
when they are engaging with the same scenario in an actual situation and need to
decide on the correct action and performance.

At the same time, it is important for instructors to design the training scenarios as
closely as possible to the real-world situation and avoid creating impractical exercises.
Otherwise, it will be diverged from the purpose of training and lead to gaming. The
instructor also needs to prepare exercises that are well-adjusted to the trainee in order
to obtain the learning outcomes correctly and effectively. Furthermore, Sellberg
(2017) suggests that the paramount passion in the human factor is to develop
technologies that better fit the cognitive abilities of the user, developing safer systems
in every part of the maritime industry. It can be seen in the connection between the
ability of humans and the development of technologies how simulators can be
constructed to contribute maritime related training and knowledge for users.

Simulators used in maritime trainings can normally be classified as one of three types
depending on the levels of performance capabilities, namely full mission simulators,

11
multi task or semi mission simulators, limited task simulators and special task
simulators. Similarly, simulators have been classified upon the navigational function
by DNV GL as Class A – full mission simulator, Class B – a multi task simulator,
Class C – a limited task simulator and Class S – a special task simulator. Kluji (2001)
discloses that the use of different simulator types can be very well illustrated by giving
the example of different kinds of maps. Kluji assumes the full mission simulator as the
country road map. It is the most complex and comprehensive and covers the full
functions of the systems. The semi mission and limited task simulators are compared
to city plans which cover only a limited function. Finally, the special task simulator is
seen as a tourist map as it can achieve higher accuracy of simulation in certain
functions, but probably be limited to the scope of the simulation system.

2.6. The Usage of Simulator in Assessment

The desired learning outcomes cannot be produced effectively when there is no

rigorously assessed (Raymond & Usherwood, 2013). It is important to determine the
comprehensive assessment method for every education and training process. In all
academic processes, the system for assessment is important to ensure the learning
outcomes. The nature of assessment for the ability and knowledge for seafarers in the
maritime industry is “competence-based” assessment, which is developed from the
description of the particular outcomes defining the task and performance (STCW,
1978). The simulator can be well supported to evaluate these tasks and performances
of trainees in different scenarios and conditions. On the other hand, according to
research by Kavanagh (2006), many students suggest that simulator-based assessment
is more difficult than the traditional exam system. They state that with the simulation
exam it is not possible to erase and re-do on an answer if a mistake is made as the
assessment is continuously proceeding in real-time. However, the students can obtain
some benefits from simulator-based assessment such as a quick response from a
particular situation, correct decision making and fewer mistakes compared to
traditional assessments.

12
The simulator-based assessment scheme for the competency of seafarers will generally
be involved in the evaluation of collision regulations from the Convention on
International Regulations for Preventing Collisions at Sea, 1972 (COLREG) and the
use of traffic systems in accordance with the general requirements of IALA. The
COLREGs are legally defined rules that need to be followed by every mariner to avoid
collisions at sea.

Watchkeeper Aware of other vessel prior to

collision

Figure 1 Analysis of Accidents

Figure 1 shows an analysis of marine accidents from 1994 to 2003 by the Marine
Accident Investigation Branch (MAIB) safety study. According to the record of
accidents by MAIB, collisions account for 55 % of all accidents, where 19% of the
vessels involved in collisions were completely unaware of the other vessel before the
collision; 24% of them became aware too late, and 57% of them were aware of the
other vessel (Branch, House & Place, 2004). From the analysis above, the question
arises as to why 57 % of collision accidents happened even though the OOW was
aware of the situation. It clearly points toward the lack of required knowledge and

13
practical experience in maritime education and training of seafarers and negligence in
respect of rules and regulations.

A complete understanding of the COLREGs is necessary for all Officers of the Watch
on each vessel. They must know which rules have been applied in which situations
and what proper action is needed to perform in order to comply with these rules
(Belcher, 2002). In that case, the standard of assessment will assess the degree of their
competencies in terms of the extent to which they understand the regulations to make
the correct action in collision avoidance situations and the proper use of IALA buoyage
system. According to the analysis by Demirel and Bayer (2015), some COLREGs
Rules are difficult for students to understand especially Rule (9)2 and Rule (10)3. These
rules are concerned with the manoeuvring of the ship within the confined waters. Most
accidents are likely to happen within these areas due to the limited movement of the
ships. However, the use of simulators and practical exercises will facilitate learning of
COLREG rules (Demirel & Bayar, 2015). Since most of the simulation scenarios have
been created within such areas where accidents frequently can take place, the students
are able to acquire the practical experience and knowledge for actual onboard actions
and decisions. However, it is still necessary to strictly prescribe the required standard
for the assessment process relating to the actions and performances taken by the
student within the training. Otherwise, the simulation training will not be reflected by
the students to be a realistic situation and will restrain the achievement of the expected
level of learning objectives.

Ziarati (2006) also suggested that accidents were happening not because of insufficient
rules and regulations, but because the existing regulations and standards are often
ignored due to the deficiencies in the education and training of seafarers or disregard
for current standards and regulations. This statement is reflected in the improper

2
Rule – 9 – Narrow Channel
3
Rule – 10 – Traffic Separation Scheme

14
standard of maritime training and the low degree of assessment schemes before issuing
certificates of competency.

The tables of competence in the STCW Convention also state the various methods of
evaluation of seafarers’ competency and performance, such as simulators, in service
experience, laboratory equipment, skills/proficiency testing software, projects,
assignments, evidence from prior experience, computer-based assessment, written
examinations and oral assessment (STCW, 1978). Among these methods, simulation
can be the most extensive method to ensure the evaluation of the students by promoting
both individual skills and team-working performance. Furthermore, the simulated
scenarios with all variables are automatically recorded during the exercise. Review
and debriefing can be available with the recording and replay of the entire exercise or
selected segments from any point in the exercise to focus on a specific learning
outcome.

Quality shipping in the maritime industry mostly depends on the quality of human
resources working both ashore and onboard ships. IMO developed the STCW
Convention in order to ensure the quality and competencies of seafarers to be
consistent in every member state. The measurement for the standard of competency of
seafarers becomes a vital part of ensuring that minimum requirements of the STCW
Convention at met. However, Kobayashi (2005) stated that the STCW Convention
does not mention enough about the assessment method relating to the required
competencies of the seafarers. In that case, there may be different methods of
assessment for competencies among member states based on the interpretation and
availability of staff, facilities and equipment. Some member states use simulators as
assessment tools while other use training ships, depending on the expenditure of
budget.

15
Generally, the use of the simulators as an assessment method can be the optimum way
of using the budget. It is more flexible in funding compared with the cost of a training
ship and a more effectual method rather than the oral exam with ship models.

2.7. Sea-time Remission for Simulator-based Training

Currently, most countries are trying to reduce approved seagoing service with the
substitution of the simulator-based training hours. For instance, according to the
requirements of the STCW Convention Reg II/1, the minimum approved seagoing
service for certification of officer in charge of a navigational watch on ships of 500
gross tonnage or more is prescribed as not less than 36 months. However, it can be
possible to reduce the time to not less than 12 months if the candidate has conducted
an approved training programme that meets the requirements of section A-II/1 of the
STCW Code (STCW, 1978). The approved programme defined by the Convention
includes both onboard training with official training record book and approved
simulator-based training.

According to the Netherlands Maritime Study (1994), seagoing service for cadets has
been reduced with the respective simulation time such that 5 days (40 hours)
simulation time is equivalent to an actual 10 days of seagoing service; 10 days (80
hours) simulation time is equivalent to 30 days seagoing service and 15 days (120)
hours simulation time is equivalent to 60 days seagoing service (Cross, 2019a). During
the field study trip to the Philippines, the researcher observed that the Maritime
Authority of the Philippines, MARINA, has also developed a 12-month training
program for deck cadets, including both shore and onboard training. The training
programme includes only 6 months of actual seagoing experience and the rest of the
training period is conducted with simulators at the maritime institutions. It is cleared
that these maritime countries are able to exploit the advantages of simulators as
practical and approved training tools that meet with the minimum requirements of the
STCW Convention.

16
2.8. Summary

In this section, it has been observed that the training and assessment of seafarers is one
of the most fundamental factors in the development of the maritime industry. The
STCW Convention and its amendments emphasise the minimum requirement of
knowledge, understanding and proficiency of seafarers and their related duties onboard
ships. The STCW Convention also prescribes various methods of training and
evaluation for the competency of seafarers. Most member states to STCW Convention
have used simulators as tools for training and assessment for seafarers in order to
produce their Certificates of Competency at all levels of responsibility. It can be more
consistent and reliable. For the purpose of developing the new system, the researcher
will find out the proper solutions basically upon the research questions. These
solutions will particularly provide the required standards for the assessment of
seafarers’ competency, the investment for necessary facilities, the development of new
curriculum and the benefits for the introduction of a new training and assessment
system in Myanmar.

17
3. Research Methodology
3.1. Introduction

The process of the research in a specific field can be defined as the systematic and
scientific search for information about the specific topic (Kothari, 2004). The
expectation of this dissertation is to develop a new training and assessment system in
Myanmar for the improvement of seafarers’ competency with the proper and wider
use of simulators. Most of the training for the seafarers is practical training rather than
principle and theory. According to this perspective, this research shall be conducted to
introduce a new system of training and assessment by using simulators in future. The
Maritime Education and Training system of Myanmar is also required to meet the
current improvement of technology in the maritime industry.

The development of a new system of training and assessment can identify the
weaknesses and requirements of the current system and address them in order to
achieve a more effective training and assessment scheme in Maritime Education and
Training. The researcher will mainly use the qualitative method in order to obtain the
data and information by sending research questionnaires to the Maritime
administrations and Training Institutions internationally. Data collection and analysis
of the current traditional oral exam results for 2018 are also included to identify the
weaknesses of the old examination and assessment system.

3.2. Data Collection and Analysis

The primary method of data collection for this dissertation was the qualitative method
by developing the research questions addressing the statement of the problems for the
introduction of new training and assessment system. This approach will be the link
between the recent and potential problems identified by stakeholders and the
successful introduction of the new system (Ayiro, 2012). The research questions cover
four main areas, namely the required simulator-based assessment standard for

18
certificates of competency, the investment in simulator-based training, the
development of new curricula for certificates of competency and the
advantages/challenges of the new training and assessment system. The primary
collection method of the necessary information was conducted among marine
administrations and maritime training institutions from different countries by sending
research questionnaires via email or social media. The secondary collection method of
data relating to the seafarers’ training and examination system for certificates of
competency was gathered during field study trips to the United Kingdom, Norway and
the Philippines. Additionally, some of the required information was obtained by
conducting personal interviews via mail.

The analysis of the data and information was based upon the responses to the survey
questions by the different organizations. It includes the determination and evaluation
of gathered data in terms of what percentage of participants agreed or disagreed with
the particular research questions. The review and perspective of relevant literature and
experiences from the field study trips is also included to high-light the empirical
research findings. Finally, the conclusion and recommendations will be drawn for the
introduction of a new simulator-based training and assessment system considering the
balance of advantages and disadvantages.

3.3. Ethical Issues

The accurate consideration of ethical issues is required to ensure no harm to the

participants and their organizations as the research is related to human involvement.
To that end, the procedures and guidelines from the World Maritime University Ethics
Committee were strictly followed in order to obtain data and feedback from every
participant. The research shall be proceeded through for the profit to the training and
assessment of the seafarers’ competency without any unreasonable demand from the
organizations and participants.

19
The research involved the participation of maritime authorities and training institutions
of other developed countries, outside of Myanmar, that are currently engaging with
simulation-based training and assessment systems. Regarding this matter, the
researcher ensure that their participation was completely voluntary and free from
coercion or pressure. The researcher continuously maintained the participants’
confidentiality and anonymity (Ritchie, Lewis, Nicholls & Ormston, 2013). Finally,
the research results and data accurately reflect the data collect from the sources and
have not been modified or changed in any way to acquire the desire result of the
researcher.

3.4. Expected Results and Potential Limitations

The research explores the best results and outcomes to support maritime education and
training in Myanmar. The candidates will obtain some benefit from the development
of a new training and assessment system such as remission for the time spent on
training and assessment in order to receive their respective certificates of competency.
They will also gain some practical problem-solving skills from the simulator-based
training and assessment. The frequency of exams will be increased by using simulators
in future. At the same time, the overloading of examination processes will be reduced
for the examiners, which will allow them to carry out other maritime-related functions
under the Flag State rather than conducting traditional oral exams in a room for a whole
day. Moreover, Myanmar’s seafarers who are in compliance in accordance with the
new simulator-based training and assessment under the required standard of the STCW
Convention will have more job opportunities in the competitive shipping market.

However, since the research uses a qualitative approach, there will be some
deliberations for potential constraints and vulnerabilities. According to Bowen (2006),
a potential issue with this kind of research method is that a particular problem could
go unnoticed. Moreover, depending on the nature of the research, it is necessary to use
a large number of participants, which may lead to labour intensive analysis (Elo &
Kyngäs, 2008). There may also be some barriers and uncertainty when collecting data

20
from human resources, especially in respect of sensitive questions such as those related
to their salary, family and information about their organizations. Additionally, there is
the potential for misunderstanding of the questions in many cases. Moreover, the
purpose of the research is to modify the system of maritime training and assessment
with the substitution of simulators instead of traditional teaching and assessment
methods. This would be a high expenditure process for both maritime training
institutions and administrations taking into account regular maintenance and
upgrading of software as necessary. The instructors and assessors must be well
experienced and familiar with the system and theory relevant to simulator-based
scenarios since the simulators are easier to make a candidate fail or pass with high
degree of sensitivity. In that case, the research should prepare for the resistance of
different organizations with different perspectives.

21
4. Review of the Maritime Education and Training System of
Myanmar

4.1. Introduction

This section will discuss the challenges and weaknesses of the current MET system in
Myanmar. Being a developing country, modern technologies such as simulators have
not been widely used for maritime training and assessment purposes. However, the
DMA is planning to change the examination system of deck seafarers’ competency
from the traditional oral examination style to a simulator-based assessment system
with the approval of the Ministry of Transport and Communications. It will cover the
areas relating to the International regulations to avoid collision (COLREG) and aids
to navigation (AtoN). Most of the countries such as Singapore, Philippines, China,
Indonesia, England and Australia have been using simulator-based examination
systems for several years. Myanmar is also trying to introduce the new system of
examination, focusing on improving the ability and competency of the seafarers and
supporting the objective of IMO: “Safe, Secure and Efficient shipping on Clean
Oceans”.

The introduction of a new training and assessment system may encounter many
questions in relation to comparing existing and future results in the industry. Is it
possible for the simulator-based examination system to replace the traditional oral
exam? What will be the expected results? Can the simulators produce fair and accurate
outcomes for the assessment of competency? Have the training institutions organized
the necessary infrastructures for simulator-based training? What are the prospects for
the students? This research will explore the answers to these questions and review the
gaps by focusing on the advantages and benefits of using simulators in maritime
related training and assessment processes. Before the introduction of a new training
and assessment system, it is necessary to study how training and assessment has been
carried out and identify the current challenges and difficulties for the maritime
education and training system in Myanmar.

22
4.2. Review of Approved Seagoing Service

B.Sc. Nautical Traditional Oral

Science Exam
12 Months
(MMU)
Approved
Seagoing Serviced

Diploma in
Nautical Studies Written & Traditional OOW STCW
(MMMC) Oral Exam Reg II/1
18 Months
Approved
Seagoing Serviced 40 Weeks

Matriculated Preparatory
Course for OOW
36 Months
Approved
Seagoing Serviced

Figure 2 Training and Assessment System for OOW

Source: DMA (Notification 1/2014)

Figure 2 illustrates and explains briefly the current training and assessment system of
Myanmar for the Officer in Charge of Navigational Watch according to the STCW
Reg II/1.

According to the current system, all candidates for the Officer in Charge of the
Navigational watch require approved seagoing service of not less than 36 months,
except those who are engaging with an approved training programme (STCW, 1978).
According to these requirements, DMA has allowed the candidates from Myanmar
Maritime University and Myanmar Mercantile Marine College to conduct
examinations with not less than 12 months in the approved training programme with a
continuous record to ensure their training. These candidates are able to sit examination
without attending the training courses. On the other hand, the candidates who have not

23
been met with the approved training programme are required to take the preparatory
training course for 40 weeks to meet the requirement of Section A-II/1 of the STCW
Code. For the purpose of this research, the researcher was eager to determine a possible
approach to reducing the training duration for these candidates with the simulator-
based training and assessment system in the future.

4.3. Review of Current Training System in Myanmar

Table 1 List of Private Maritime Training Institutions in Myanmar

No. Name of Institutes Sim/Training

1 Aung Tharaphu Maritime Training Centre No
2 Brilliance Maritime Training Centre (BMTC) Yes
3 Band of Brothers Specialized Tankers Training Centre (BOB) Yes
4 BSM Maritime Training Centre Yes
5 Cygnus Maritime Co; LTD No
6 HTET OO Maritime Training Centre No
7 Harmou Maritime Training Centre Yes
8 Image Training Centre No
9 JSM Maritime Training Centre Yes
10 Kabar Maritime Training Service No
11 Marico Seafarers Training Centre No
12 M.T.M Maritime Centre Yes
13 Myanmar Excellent Stars (MES) Yes
14 Myanmar Nautical Association (MNA) No
15 Myanmar State Commercial Training Centre (MSC) No
16 Pacific Glory International (PGI) No
17 Prosperity Maritime Training Centre (PMTC) No
18 Unique Maritime Training Centre No
19 Uniteam Training Limited Yes
20 Win Ye Kyaw Maritime Training Company No

24
 21 Zay Yar Theikti Maritime Training Service No

Table 1 shows the total number of training institutions in Myanmar. According to the
table, the number of school using simulators for seafarers’ training is identified. Only
eight institutes, representing about 38 % of the total number, have recently used the
simulator-based training in Myanmar. The rest of the maritime institutes have engaged
the traditional teaching methods and facilities for their training courses.

The number of maritime institutes recently using simulators for training recently is
likely to be insufficient to provide a new system for competency training and
examination. As an example, the average number of candidates from each institute
sitting for the examination of deck certificates of competency is about 100 students
per term. If the simulator-based training and assessment for all deck certificates of
competency has been promulgated as mandatory, it is not possible to cover all students
only with eight numbers of institutes. To remedy this situation, more than half of the
maritime institutes are required to develop facilities for simulator-based training and
assessment. This research will focus on how the institutes fulfil the required standard
of simulator-based training and assessment and identify the challenges they face when
developing the new system of training and assessment using simulators.

It can be suggested that the students’ ability to memorize is much better in the practical
activities and exercises than in the traditional classroom activities. Most of the
maritime training institutions in Myanmar are using traditional classroom activities
and lectures. These traditional classroom activities can be a burden on the students,
who have to memorize all the lectures without practical exercises. This may be even
more pronounced for the operational level students, especially in terms of collision
avoidance rules and regulations. The legal terms and usage of the rules and regulations
are not familiar to them to learn easily, as it is their first experience. However,
simulator-based training with practical exercises can be provided for students to
recognize the concepts and actions required by these rules. As for the management
levels students, these rules and regulations are not the first experiences for them to

25
learn and recognize. However, they can be achieved through more practical practices
in the manoeuvring and handling of the ship in all weather conditions and different
emergency situations. These practical experiences can be supported for them in actual
operations of the ships, heavy weather conditions and in the case of emergency. These
are some reasons that the simulator-based training needs to be developed in maritime
education and training.

4.4. Review of Current Assessment System in Myanmar

The DMA, under the government of Myanmar, is acting as a single competent

authority for all purposes relating to compliance with the STCW Convention including
the exam for deck and engine certificates of competency. The department also notifies
the national standard of minimum requirements, exam rules, system for training,
examination and certification, including course outline and syllabus for written and
oral assessment. For many decades in Myanmar, professional maritime competency
has been assessed by the department through written examination and the traditional
oral exam system, controlled by the Board of Examination (BoE). When the candidates
have passed the written examination for the particular subjects according to the STCW
Convention, they are allowed to conduct the oral examination to attain the Certificate
of Competency (CoC). Modern technology such as simulator-based examination for
the assessment of competency has not been conducted in the past.

Table 2 The Record of Exam Result 2018

Source: DMA (Exam Section)
No Exam No. Exam Total Passed Failed % Grade
1 1/2018 403 184 219 45.70 % OOW
2 2/2018 342 194 148 56.73 % OOW
3 3/2018 235 114 121 48.52 % OOW
4 1/2018 188 77 111 41.00 % Chief Mate
5 2/2018 168 83 85 49.40 % Chief Mate

26
 6 3/2018 145 67 78 46.20 % Chief Mate
7 1/2018 69 32 37 46.38 % Master
8 2/2018 53 20 33 37.74 % Master
9 3/2018 54 22 32 40.74 % Master
Total 1657 793 47.86 %

Table 2 shows the percentage of candidates who passed the respective exams for
certificates of competency in the year 2018. From the records shown in Table 2, it can
be seen that the average number of passing student was around half of the total
candidates consistently throughout the whole year. The consistency of the result shows
that there is a problem with the traditional oral examination system because the result
of competency-based examinations should not be constant and the same for all
examinations. The percentages of the results show that an average number of 50
students out of 100 failed in every examination. In that case, either the system of
training or the assessment needs to be reviewed in order to obtain better results for the
competency of seafarers.

4.5. Summary

The training and assessment system currently used in Myanmar has been found to have
some weaknesses. The introduction of a new simulator-based training and assessment
can be useful and effective for Myanmar’s MET and for the competency of seafarers.
The expenditure for initialization of simulators in training and assessment processes is
getting higher. However, benefits can be obtained in respect of effective training,
easier evaluation of performance and training time saved for the seafarers. The purpose
of this chapter is to point out why Myanmar needs to widely develop simulators as the
major tool for the seafarer training and assessment, ensuring that the minimum
required standards of the STCW Convention are met.

27
5. Findings and Analysis for New Training and Assessment
Scheme
5.1. Introduction

This Chapter of the paper will present the analysis of the findings primarily based upon
the responses and feedback from the questionnaires. The secondary method of data
analysis, including the information and experiences from the field study trips and, the
information obtained by mail from assessors and lecturers of maritime institutions
especially instructed in simulator-based training are also included. Furthermore, some
of the references to the literature shall be used to support the research findings to
develop a new simulator-based training and assessment system in Myanmar.

5.2. Primary Analysis of the Research

The researcher has developed the questions that will reflect the necessary process of
the research under four categories: The Assessment Standard for competency,
Investment in Infrastructure for Simulator-based Training, Development of New
Curriculum and the Benefits of a New Training and Assessment System. The research
questionnaires were sent to maritime authorities and training schools of different
countries. Thirty-four responses were received, providing feedback for the research
purposes and process, from the Myanmar Maritime Administration, International
Maritimes Training Institutions and other organizations from the United Kingdom,
Kenya, South Africa, Fiji, India, Netherlands and Philippines. A small number of
responses can lead to an inaccurate outcome for the research. In addition, the
researcher will try to strengthen the outcome and results by supplementing the data
from the questionnaires with the experiences from field study trips and the maritime
literature relating to simulator-based training and assessment.

The participants in the research are maritime professionals such as ships’ masters,
officers, surveyors, lecturers and instructors from different countries and maritime
organizations. The maritime experience of participants ranged from 5 years to more

28
than 60 years in the industry4. They contributed their feedback and suggestions
pertaining to the development of a new training and assessment scheme and the use of
simulators in maritime education and training. Before developing a training and
assessment system with the use of simulators, it is important to decide the extent to
which simulators can replicate reality. To that end, the researcher developed the
following research question.

Figure 3 Research Presentation 1

Most of the participants (88.2%) are of the opinion that maritime simulators can
recreate the actual situation onboard the ship, taking into account the characteristics,
efficiency and limitations of the equipment. On that basis, the research progresses as
follows to evaluate the necessary findings.

5.2.1. The Minimum Standard for Simulator-Based Assessment

Firstly, the researcher prepared the question – “What is the minimum required standard
for simulator-based assessment for the certificates of competency?” The degree of
assessment is important for the achievement of necessary learning outcomes. By using
the questionnaires, the researcher has attempted determine the required standards for

4
See appendix 4 for detail information

29
the assessment of competency. The questionnaires were designed to promulgate the
optimum standard for the simulator-based assessment for the candidates as three
options as follows;

“If the simulator-based assessment is used for collision avoidance rules and aids to
navigation for all deck certificates of competency, the candidates should be passed
when they could make,”

Figure 4 Research Presentation 2

Thirty-four responses were received from different organizations and most of them,
almost 44.1% of participants, suggest 80 to 100% correct actions to be done in the
simulator-based assessment of the COLREGs rules and regulations. These responses
are aligned with the researcher’s own aspiration.

The existing system of oral examination for deck officers uses the same principle of
no single error. The candidates cannot make any mistakes while attempting to answer
the COLREGs rules and regulations because collision is one of the major sources of
accidents at sea causing serious injuries, loss of life and damage to maritime property.
As the COLREGs rules for all deck certificates are critically important for the safety
of ship, cargo and marine environment, the level of assessment shall be raised to ensure

30
a high degree of understanding and application by the candidates. Even if the candidate
commits a single error regarding the collision avoidance rules, there will be a breach
of safety and the situation will lead to unavoidable danger of navigation in actual
circumstances onboard the ship. Some of the system and software errors by the
simulators shall be taken into account during the examination time. In order to decide
the structure of the examination, i.e., how the exam should be conducted, the
researcher developed the following question;

Figure 5 Research Presentation 3

It is important to decide whether the simulators alone are enough to test the
competency for the relevant certificates. According to the research findings, shown in
Figure (5), verbal questions still needed to be conducted with the candidates after
simulation tests. These questions will ensure some of the competences which cannot
be covered by the simulator-based assessment.

5.2.2. Investment in Simulator-Based Training

Secondly, it is important to decide the optimum method to invest in the required

training facilities to meet the requirement of learning objectives for the particular
training courses. When introducing the new scheme for simulator-based training and

31
assessment, many challenges and significant resistance may occur during the process.
One of the significant challenges is the expenditure of budget on investment in the
infrastructure for simulators. There may be no argument that the cost of simulators,
including the maintenance of hardware and updating of the software, is higher
compared with any other traditional training facility. However, it is necessary to
conduct a cost benefit analysis to determine the extent to which the simulators can
provide the maritime industry looking for the long-term period. For the maritime
institutions, the initial cost of introducing simulator-based training may be high.
However, they can recover the investment from their revenue as long as they have an
enrolment of students, the seafarers. In the long term, the seafarers will suffer the
consequences of developing the simulator-based training and assessment system.
Therefore, a careful analysis should me made of the benefits for seafarers as a return
for the costs of simulator-based training and assessment. The research explores the
benefits of using simulator-based training in terms of time consumption and achieving
situational awareness compared with the cost of using such facilities in the following
paragraphs.

5.2.2.1. Types of Simulator and Learning Outcomes

It is important to choose the right kind of training facilities to meet the required
learning outcomes and objectives. There will be various levels of cost depending on
the performance of maritime simulators. The investor has to carefully consider which
types of simulators have been correctly used to meet the particular purpose of training
and assessment. Most of maritime-related training is based on learning outcomes that
state the required knowledge and skills to be achieved upon completion of the
respective training courses. It is also necessary to decide what kinds of teaching
methods and training aids are to be used in order to obtain the desired learning
outcomes. For example, the training institutions do not need to use full mission
simulators to conduct helm training for the AB (Able-Bodied Seafarers Deck).
Relating to this issue, it is necessary to choose the proper kind of simulator in order to

32
develop the training and assessment system for seafarers’ certificates of competency.
The following research question was prepared to decide the optimum type of
simulator;

“What types of simulator are required to meet the minimum standards of training and
assessment for all deck certificates of competency required by the present STCW
Convention?”

Figure 6 Research Presentation 4

In this case, the researcher has decided to introduce full mission bridge simulators
taking into account the thirty-four responses recommending the choice of full mission
bridge simulators. The training and assessment for competency with the assistance of
simulators will have to be designed to meet the standards of the STCW Convention. It
shall also have a sense of the actual situation in which the full mission bridge
simulators can be provided. As an example, Table 3 illustrates the necessary functions
of bridge operations and capabilities of different simulator classes according to the
IMO Model Course 6.105.

5
Train the Simulator Trainer and Assessor

33
Table 3 Bridge Operation and Classes of Simulator

STCW Competence Class Class Class Class

Reference A B C S
Table A-II/1.1 Plan and conduct a passage plan and A B S
determine position
Table A-II/1.2 Maintain a safe navigation watch A B S
Table A-II/1.3 Use of Radar and ARPA to maintain A B C S
the safety of navigation
Table A-II/1.4 Respond to emergencies A B C S
Table A-II/1.5 Respond to a distress signal at sea A B C S
Table A-II/1.8 Manoeuvre the ship A B C S
Table A-II/2.1 Plan a voyage and conduct navigation A B S
Table A-II/2.1 Determine position and accuracy of A B S
resultant position fix by any means
Table A-II/2.3 Determine and allow for compass A B S
errors
Table A-II/2.4 Coordinate search and rescue A B S
operations
Table A-II/2.5 Establish watchkeeping arrangements A B S
and procedures
Table A-II/2.6 Maintain safe navigation through the A B C S
use of Radar and ARPA and modern
navigation system to assist command
decision-making
Table A-II/2.9 Manoeuvre and handle a ship in all A S
conditions
Table AII/2.10 Operate remote controls of propulsion A S
plant and engineering systems and
service

34
From Table 3, the capabilities of different classes of simulators for different levels of
functions of bridge operations can be observed.

The Class-A, full mission bridge simulator, can be used for all necessary bridge
operations required by the STCW Convention.

The Class B and C types of simulators have limitations and constraints as seen in
Table 3. It is not possible to conduct the proper training and assessment process.

The special task simulators such as Radar, ARPA, ECDIS and GMDSS can provide
all competences required by the STCW Convention. However, these types of
simulators are not integrated and it is difficult to design a combined navigational
scenario. In most maritime training, full mission bridge simulators are also regarded
as especially beneficial for working on team-based activities and for training in
realistic settings (Hancock, Vincenzi, Wise & Mouloua, 2008).

In that case, the research recommends adopting the full mission bridge simulator for
the purpose of a new simulator-based training and assessment system for the
competency certificates of seafarers.

5.2.3. Reduction of Training and Assessment Duration

The following research questions relating to the training and assessment period was
prepared to determine how the duration of necessary training and assessment for
Certificate of Competency can be shortened by the substitution of simulators;

“Do you believe that assessment time for all deck certificates of competency will be
reduced by using the simulators rather than the traditional oral examination?

35
Figure 7 Research Presentation 5

“Do you believe that the training time for all deck certificates of competency will be
reduced by using simulators rather than full of lectures in the classroom?”

Figure 8 Research Presentation 6

According to Figure 7 and 8, participants contribute their suggestion that simulators
can reduce the necessary training and assessment duration. Some of the navigation-

36
related duties such as planning and maintaining safe navigational watch are possible
to perform within an integrated full mission bridge simulator. This can have a result
of reducing the required teaching hours for a particular training course.

As an example, Table 4 describes the current training durations and teaching hours for
the candidates for the certificates of the officer of the watch (OOW). According to the
current system, the candidates will need a total of 40 weeks duration to complete their
training course. Table 4 exposes the details of teaching hours for specific subjects for
the OOW training course. On that basic, the possibility of reducing the teaching hours
by the substitution of maritime simulators can be considered.

Table 4 Teaching Hours for OOW Training Course

Source: DMA (Notification 5/2016)

Semester No Subjects Teaching Total Weeks

Hours
1 English 96

1st 2 Physical Science 108 30 Hours/

Semester 3 Mathematics 96 Week

4 Meteorology 60

Total Teaching Hours 360 12 Weeks

1 Principle of Navigation 120

2 Practical Navigation 48

3 Chart Work 60 33 Hours/

2nd 4 ENA & Compass 100 Week

Semester 5 Cargo Handling & Stowage 64

6 Stability & Construction 64

7 COLREG 72 72

Total Teaching Hours 528 16 Weeks

37
 1 Practical Navigation 84

2 Passage Planning 60 30 Hours/

3rd 3 Cargo Handling & Stowage 72 Week

Semester 4 Stability & Construction 72

5 COLREG 72 72

Total Teaching Hours 360 12 Weeks

Grand Total Teaching Hours 1248 40 Weeks

By observing Table 4, it is practicable to combine subjects such as Practical

Navigation, Chart Work, Passage Planning and COLREG 72 into one consolidated
subject that can be conducted with the use of a full mission bridge simulator.
Accordingly, the training duration can be decreased as a single subject. The teaching
hours for these mentioned subjects are 396 hours in total. However, it will not be
necessary to use such a duration of teaching hours when developing one single
curriculum for simulator-based training. For example, the trainee can complete the
different subjects, such as collision avoidance actions, the principle of taking the
navigational watch, the use of ships’ routeing system, the procedure for bridge team
work and responding to emergency, at the same time. As a result, the students can
complete all the necessary training and knowledge relating to these subjects, and the
required learning outcomes can be achieved in a full mission bridge simulator within
a reduced period of training.

On the other hand, the system of assessment for collision avoidance rules is currently
based on traditional oral questions with the use of ship models on the exam tables. One
candidate normally takes about one hour to complete all the necessary assessments in
the exam room. In total, three to four candidates can be assessed by exam board per
day. The total duration for all candidates to fully complete the assessments will depend
on how much exam boards can be extended for the particular assessment. Sometimes

38
the duration of assessment takes over two months depending on the number of
candidates and available of exam boards.

According to the research findings and responses, the duration of assessment can also
be reduced by introducing a simulator-based assessment system. Three to four
candidates can be assessed simultaneously in the full mission bridge simulator with
respective tasks for them to perform at the same time. For example, one candidate is
assigned to carry out passage planning while others are carrying out the navigation,
collision avoidance rules and use of the IALA traffic system. The tasks are then rotated
for different functions and performances with different exercises. It is possible to
complete assessment within approximately two hours depending on the level of
competency. Based on this consideration, the total number of candidates that can
complete assessments within a single day can be doubled compared with the traditional
oral examination system. The time required to complete the assessment of all
candidates will also be decreased to half and the frequency of exams for the annual
period will be possible to increase. As a result, the seafarers do not need to waste their
time unnecessarily in the training and assessment process. Even if the seafarers have
used more expenditure for the simulator-based training and assessment, they have
some advantages that it is possible to go back to their careers within a relatively short
period time.

5.2.4. The Development of New Curriculum

Finally, it is important to develop the necessary curriculum for the new simulator-
based training and assessment system. Curriculum development is one of the most
important processes in education and training to ensure the expected outcomes. When
it is decided to introduce a new system for simulator-based training and assessment in
MET, the first is to prepare the National Curriculum for the new system. The new
curriculum for the simulator-based training and assessment scheme is needed to design
the planning, implementation and evaluation of the outcomes according to the

39
Lunenburg (2011). The standard of evaluation process should be aligned with the
minimum standard compliance to the requirements of the STCW Convention Reg I/12
and Section A-I/12 of the STCW Code. The curriculum must effectively connect the
interactive elements such as the simulator, well-motivated simulator instructors, well-
designed training programme and the interested students in order to create a realistic
simulator environment.

The researcher has designed the framework for the National Curriculum by asking the
question “Do you think the simulator training and assessment for collision avoidance
rules and aids to navigation should be mandatory in the curriculum for all deck
certificates of competency?”

Figure 9 Research Presentation 7

According to Figure 9, almost all participants have agreed to be the mandatory system
in the MET of Myanmar. Most of the responses are based upon the requirement of the
STCW Convention Reg I/12, Use of simulators, and the STCW Code Section A-I/12,
specifying the required standard for mandatory simulator-based training and
assessment. However, it is still necessary to define the consequences of a mandatory
simulator-based training and assessment system before preparing for the National
Curriculum. The consequences of the mandatory simulator-based training and
assessment in the National Curriculum will be the same challenges discussed in the

40
previous section of the dissertation. Most of the issues will be related to the
expenditure of budget, location for the simulators, and insufficient numbers of certified
simulator instructors and assistants.

According to the empirical research findings, the researcher observed that the
curriculum for the new simulator-based training and assessment system will need to
meet the needs of the Myanmar seafarers and their markets in the international
shipping industry. The new curriculum requires a clear design of the practical learning
outcomes, taking into account the necessary knowledge and skills for the seafarers to
perform their tasks in the future. The stakeholders also need to be defined according
to the involvement in the training and assessment system. The development of a new
curriculum for simulator-based training and assessment is mainly concerned with the
“Outcomes-based Integrative” model (Bell & Lefoe, 1998). Firstly, the curriculum
must start with the specific outcomes that will reflect the required standard of
competency for Myanmar seafarers. Secondly, the relevant teaching method, content,
facilities and assessment standards relating to simulator-based training and assessment
shall be designed for the final evaluation of seafarers’ competency in compliance with
the requirements of the STCW Convention and Code. Figure 10 illustrates the draft
for the development of a new curriculum. The detailed information and outline of the
curriculum will be described in the next section.

41
 Teaching Method,
Content, Evaluation for the
Learning Outcome
Assessment and Competency
Resources

Figure 10 Outcome-Based Integrative Model

5.3. Secondary Analysis of the Research

This section will cover some of the research findings obtained during the field study
trips and the information received by via mails.

5.3.1. Market and Technology Analysis of Maritime Simulators

The manipulation of the simulator market is also important and likely to impact on the
maritime industry in many ways. This section of the paper identifies factors in the
simulation market that are especially relevant to the maritime education and training
sector. There are many companies in the maritime simulator market nowadays such as
Kongsberg, Transas and ARI competing with each other by offering a large range of
maritime training simulators. The simulator manufacturers have developed various
technologies in order to meet the requirements of customer satisfaction and user-
friendliness. The following paragraphs will disclose how the current technologies and

42
simulator market affect the training and assessment of seafarers in the maritime
industry.

5.3.1.1. K-Sim Navigation System

During the field study trip to Norway, the researcher had the opportunity to observe
the technology development of the Kongsberg simulator company. It is one of the
major simulator companies in the world today. Wulff (2018) stated in Maritime
Simulation Magazine that Kongsberg Digital had great influence on the introduction
of K-Sim Navigation in 2018, which can be valuable for fundamental navigation
training and assessment. K-Sim navigation performs as a new generation of navigation
bridge simulators, designed for optimum user experience and featuring advanced and
integrated simulation training in compliance with the standard of STCW Reg I/12.
The significant feature of the system is a quick routing of ship traffic, which is regarded
as a highly important tool for STCW related training. The system has allowed to insert
the vessel, make a route and assign the specific task within 10 seconds, which is a
relatively short period compared with other simulation systems. By taking advantage
of the short time require to design the exercise, the instructor or the assessor can create
many scenarios and emergencies within a limited period of assessment time.

Figure 11 K-Sim Navigation and Integrated System

Source: K-Sim Navigation – KONGSBERG DIGITAL - kongsberg.com

43
5.3.1.2. Virtual and Augmented Reality (VR & AR)

The other forms of technological hardware are the development of virtual and
augmented reality (Steuer, 1992). According to the Coates (1992), these systems can
be defined as electronic simulations of environments experienced via head mounted
eye goggles and wired clothing, enabling the end user to interact in realistic three-
dimensional situations. Many of the simulation developers nowadays have introduced
virtual reality simulation within the maritime industry. The system has designed the
animation of human and physical processes for a specific task, which can provide
realistic training for the actual situation and solution (von LUKAS, 2006). Individual
simulation training provided by these systems can achieve a high level of decision-
making in maritime-related emergency situations. This type of training is more
relevant to individual skills and knowledge used for the investigation of specific
problems to identify the proper solutions. Generally, the trainees can be supported to
have a real sense of the situation in maritime education and training. However, it is not
necessary to urgently develop the simulator-based training and assessment system,
taking into consideration factors such as availability of the budget, instructors and the
degree of the training requirement.

5.3.2. Simulation Markets in Myanmar Maritime Industry

Most of the maritime institutes in Myanmar are using Transas and ARI full mission
bridge simulators for training purposes. The researcher has targeted some questions to
the end-users of Transas and ARI maritime simulators in Myanmar via email, relating
to their usefulness, limitations or constraints, and troubleshooting. All users from the
training institutions recommend both types of simulators for their convenience of
training and assessment processes. They also commented on the user-friendly system
of hardware and software as these simulators are designed and developed under high-
specification complex simulation system suitable for training and assessment
processes. However, there are some minor technical problems during the operation

44
such as system breakdown after long period of operation. Moreover, the accuracy of
the helm sometimes does not synchronize with the action by the operator. The
simulator developers have designed a problem-solving method via online for their
customers. They can assess the users’ system remotely and fix the problems. However,
it is important to find all expectable problems and to define the proper solutions before
setting out the mandatory standards for the simulator-based training and assessment
system.

5.4. Summary

This section of the dissertation has mainly focused on the responses and feedback from
the questionnaires by the different organizations of different countries. By using some
analysis based on the questionnaires, the researcher has tried to develop a new
simulator-based training and assessment scheme for Myanmar Maritime Education
and Training System. According to the responses from the participants, it can be
deduced that simulators are not the best tools for training and assessment system;
however, simulators can be considered as a reasonable and convenient method for
achieving the expected outcomes of maritime education and training. This concept can
take the researcher to the finalization of the framework for a new training and
assessment scheme with the use of simulators for Myanmar’s MET system as
expeditiously as possible. The following diagram illustrates and reviews the brief
result of the research findings to introduce new simulator-based training and
assessment for the certificates of competency.

45
 Simulator can create the No Non-Mandatory
actual sense of situation Simulator-based
and is proposed for use in Training and
training and assessment Assessment System

To develop the
Yes curriculum for new
system

Mandatory
Traditional Oral
Simulator-based
Assessment
Training and
Assessment System

To develop required
facilities for new system

Types of Simulator Degree of Assessment

 Full Mission  100 % correct
 Semi Mission  80 % correct
 Limited Task  75 % correct

Issue Certificate
of Competency

Figure 12 Flowchart for the Research Findings

46
6. Discussion and Preparation for New Training and Assessment
Scheme
6.1. Introduction

This Chapter of the research will explore how simulator-based training and assessment
can be provided in the current MET and examination system of Myanmar. It will
include a discussion based on the research findings, planning, preparation and
development for the new training and assessment system. The researcher has analysed
the usefulness and benefits of simulator-based training and assessment in this paper
and this section will focus on the discussion of the advantages of simulators. The
current training and assessment system of the country has been shown in the Chapter
4.1 and Figure 13 illustrates a proposal for how simulators can be used for the purpose
of training and assessment.

The cadets will conduct with

approved the simulator-based
training at MMU and MMMC

B.Sc. Nautical Simulator-based

Science Exam
(MMU) 6 Months
Approved
Seagoing Serviced
Diploma in
Nautical Studies Written & Simulator- OOW STCW
(MMMC) based Exam Reg II/1

Less than 40 Weeks

Matriculated Preparatory
Course for OOW
36 Months
Approved
Seagoing Serviced The candidates will be conducted with
approved simulator-based training

Figure 13 New Training and Assessment System for OOW

47
6.2. Proposal for Approved Seagoing Service Requirement

The recent requirement of approved seagoing service in Myanmar for the certificates
of competency for deck officers in compliance with STCW Reg II/1 has been
described in Chapter 4 of the paper. This section will discuss how the required
minimum seagoing service can be reduced with the development of a new simulator-
based training and assessment system.

However, the development of a new simulator-based training and assessment system

for candidates of OOW is needed to meet the minimum requirements and standards of
the STCW Convention Reg II/1 and section A-II/1 of the Code. The Convention states
the minimum requirement for certification of OOW on ships of 500 GT or more as
follows (STCW,1978);

Every candidate for certification shall:

6.2.1. have approved seagoing service of not less than 12 months as part of an
approved training programme which include onboard training that meets the
requirements of section A-II/1 of the STCW code and is documented in an
approved training record book, or otherwise have approved seagoing service
of not less than 36 months;
6.2.2. have performed, during the required seagoing service, bridge watchkeeping
duties under the supervision of the master or a qualified officer for a period of
not less than 6 months;
6.2.3. have completed approved education and training and meet the standard of
competence specified in section A-II/1 of the STCW Code.

Firstly, for the students from MMU and MMMC, they have finished their training
courses as required by section A-II/1 of the STCW Code before taking the necessary
seagoing service. It is possible to reduce actual seagoing service by up to 6 months if
they have conducted the approved training programme with simulators at the training
institutions. For the purpose of paragraph 6.2.1, this approved training programme

48
shall be regarded as approved seagoing service for a period of 6 months. However,
during the whole period of actual seagoing service, they need to perform bridge
watchkeeping service as mentioned in paragraph 6.2.2 and the record of training for
their performance needs to be present for the simulator-based examination.

The candidates for OOW certification, other than from MMU or MMMC, still need to
perform not less than 36 months of approved seagoing service. After completion of
the required approved seagoing service, they have to conduct the preparatory course
to meet the minimum requirement of section A-II/1 of the STCW Code for 40 weeks.
However, the training period of 40 weeks can be reduced by the introduction of full
mission bridge simulator training. They can save their time for unnecessary training
periods in order to sit the written and simulator-based examination. Finally, all
candidates shall be able to obtain their certificates for OOW in a relatively short period
of training time.

6.3. Proposal for Simulator-based Training

The detailed curriculum for the new training system will be prepared according to the
research questionnaires and findings. This proposed curriculum will fulfil the
requirement of research’s requirements and objectives described in Chapter 1 of the
paper. The development of the proposed curriculum is aimed to reduce unnecessary
teaching hours for deck officer competency training by combining separated subjects
into one consolidated curriculum. It will also enable seafarers to be more proficient
and skilful in their respective responsibilities and performances.

6.3.1. Purpose of the Curriculum

The main purpose of the curriculum development is to assist the maritime training
institutes and their teaching staff in organizing and introducing a new training course
or in enhancing, updating or supplementing existing training programmes, whereby

49
the quality and effectiveness of the training course may be improved6. This curriculum
shall be used as the teaching guidance for all maritime institutions in order to develop
their individual simulator-based training courses for deck officers’ competency. The
curriculum is also aimed to meet the mandatory minimum requirement of the
navigational function under the STCW Convention for various levels of responsibility.

6.3.2. Curriculum Objectives

This curriculum comprises navigational function for all deck officers. On successful
completion of the training and assessment, the trainees should be competent to carry
out their navigational duties as an Officer of the Watch without any supervision of the
other personnel onboard the ship.

6.3.3. Course Certificate

After successful completion of the training and assessment, a document shall be issued
to the candidate certifying that a course of training which meets the required
knowledge and competence specified in the relevant table of the STCW Code
according to the level of examination – operational or management level.

6.3.4. Teaching Facilities and equipment

A classroom equipped with multimedia equipment and whiteboard should be provided

for teaching theories of the training course. A full-mission bridge simulator shall be
needed to conduct practical navigation trainings and exercises. The navigation bridge
simulator should be able to be monitored from a separate instructors’ room with
several computer screens that show the performance of the students’ work. The
students should also be provided with a set of required textbooks for guidance relating
to the bridge watchkeeping, the COLREGs guide, and general ship knowledge.

6
The purpose of the curriculum should be needed to align with the IMO’s requirement
of developing training courses.

50
6.3.5. General Curriculum Outline

The curriculum is mainly focused on the group of deck officers who are becoming to
perform a safe navigational watch after completion of the training and assessment.
Generally, the outline of the training course shall be aligned with the elements for
assessment, which are prescribed in Table 5. Most of the different subjects such as
practical navigation, chart work, COLREGs and passage planning are to be included
in the combined curriculum for simulator-based training.

The curriculum will consist of both theoretical and practical learning activities. The
theoretical lectures will focus on the familiarization of navigational equipment and its
proper usage, planning and maintaining a safe navigational watch, the concept of
communication between vessels and shore-based operators, and the understanding of
COLREGs. The practical exercise comprises four main scenarios: planning the
passage, manoeuvring the ship, taking collision avoidance actions, encountering
emergencies and using the buoyage system. Every individual navigational scenario
should be designed to use all navigational equipment such as Radar, ARPA, GMDSS,
AIS and other navigational aids in order to improve knowledge obtained from the
theoretical lectures. The lesson plans with required teaching hours will be detailed in
the curriculum for all levels of responsibility according to the mandatory requirements
and competence of the STCW Convention.

6.4. Proposal for New Simulator-based Assessment

According to the respondents, the mandatory simulator-based assessment will be

conducted to ensure competency for the collision avoidance rules from COLREG and
the use of general buoyage systems as required by the IALA. The assessment system
shall be mainly focused on maintaining a safe navigational watch for deck
watchkeeping officers. It will include the integrated exercises and scenarios for the

51
preparation of passage planning, maintaining the ship safely in any condition of traffic
and visibility, responding to navigational emergencies, including the distress situation,
and the actions required to avoid collisions in compliance with Part- B, Section (II)
and (III) of the COLREG7. These are the four main categories for the assessment of
competency in the examination. The candidates are assumed to be qualified for the
required competency when they pass these test exercises with the result of 100 %
correct and no errors. The contents of the test exercise will vary depending on the level
of responsibility, certificates and rank of candidates.

Table 5 shows the detailed elements of the simulator-based assessment, which shall
meet the requirements of the STCW Convention.

Table 5 The Assessment Table

No Competence Task (Test exercise) Evaluation Remark

1 Passage To plan the navigational The capacity and procedure
Planning schedule and voyage info for gathering required
taking into account the type information for the passage
of own ship, weather and ability to prepare a
conditions and ocean detailed navigational plan.
currents, waypoints, no go
areas, ETA, tidal streams,
arrival and departure port
information.
2 Manoeuvre the To maintain the correct The ability to control the
ship course line throughout the ship’s speed, course and
voyage considering the position by using the helm,
effect of wind, current, sea rudder and main engine.

7
Part B – Steering and Sailing Rules
Section II – Conduct of Vessels in Sight of One Another
Section III – Conduct of Vessels in Restricted Visibility

52
 conditions, density of
traffic and navigational
hazards.
3 Positioning To acquire the ship’s The ability to obtain the
position by means of position with visual
celestial and terrestrial observations or aids of GPS,
methods, fix the position Radar and celestial objects.
and find the DR, EP and The ability to choose the
ETA for alteration point. correct methods of acquiring
To counter check the GPS position based on the
position with conspicuous location of the ship (open sea
landmarks. or congested waters with
high traffic density).
4 Look out To maintain a proper The ability to use suitable
lookout as per COLREGs navigation equipment such
Rule (5) and STCW as Binoculars, Radar, VHF
Convention Chapter (8) and and AIS to perform lookout
subsequent actions to be duties by sight and hearing as
taken in the open sea, well as by all available
restricted visibility and means as per COLREGs.
congested waters with high The ability to decide whether
traffic density. risk of collision exists or not
by considering the direction,
distance and speed of the
specific target.
5 Communication To maintain a continuous The ability to communicate
radio communication with proper equipment,
during the navigational exchange information with
watch by VHF, MF/HF and either other ship or shore, use
other sources of

53
 communication and of maritime English with
response for a necessary proper terms.
conversation. The ability to use the
INTERCO, including radio
and visual signals and the
exhibition of signal flags
properly and correctly.
6 Navigational To determine the risk of The ability to operate the
Equipment collision by using the navigational equipment
relevant navigational systematically and properly
equipment on the bridge. in accordance with the
situations.
7 Emergency To determine the cause of The ability to respond to the
an emergency incident and emergency with confidence,
perform necessary reaction follow the contingency
in order to maintain the procedure, minimize the loss
safety of the navigation in of ship’s property and marine
any condition of traffic. environment.
8 Distress To assist the distress The ability to decide to assist For Mate
situation during the voyage. the distress taking into Master
account own ship’s nature Candidate
and safety, proper use of (STCW
communication among the Reg II/2)
distress vessel and shore-
based MRCC.
9 Collision To take collision avoidance The ability to assess the risk
Avoidance actions with other vessels in of collision and make a
Rules the open sea, restricted decision to perform the
visibility and territorial correct action in accordance
with COLREGs in the

54
 waters including, TSS and particular situation such as
narrow channel. Head-on, Crossing or
Overtaking with other
vessels.
The ability to communicate
with another vessel in
collision avoidance situation
prior to take the action.
The ability to take action in
ample time with necessary
caution until the other vessel
is finally passed and clear.
10 IALA Buoyage To navigate properly within The ability to use the correct
System the buoyage channel when channel taking into account
the ship is approaching the the current draft, loaded
harbour or anchorage. cargo, and the size of the
ship.
The understanding of the
nature, characteristics and
signal of the buoys whether
by day or by night.

6.5. Summary and Discussion

From the research findings, the development of a new simulator-based training and
assessment system can obtain a result with many advantages for the maritime
education and training system in Myanmar. The students can get remission either for
their seagoing service or training duration by simulator-based training. The simulators
will also provide for their required practical training and knowledge. In addition, the
simulators can be used to prepare trainees to handle unpredictable or safety-critical

55
tasks that may be inappropriate to practice (De Winter, Van Leeuwen & Happee,
2012). The trainee can encounter dangerous situations and conditions without being
physically at risk and can obtain practical experience from the exercises. Nowadays,
all over the world, simulators serve as useful tools for various training purposes to
assist the realistic cognitive development of the individual for team collaboration.
(Dahlstrom, Dekker, Van Winsen & Nyce, 2009). The well-programmed simulator
can also provide a more exact assessment of the candidates relating to their reactions
and performances during the examination.

However, it is important to critically examine some of the weaknesses regarding the

use simulators as training and assessment tools as well. Unexpected danger situations
cannot always be created within the simulator training. For example, while taking the
actual collision avoidance action with another vessel, the sudden change of wind
and/or current condition cannot be known and programmed as in a simulator exercise.
It can be the result of the different consequences and actions compared to the simulator
scenario. The graphic displays of limited-fidelity simulators may demotivate the
candidates to carry out the performance as in the actual situation during the exercises.

Another important factor to be considered for the use of simulators in the training and
assessment process is simulator sickness. The most common effect of simulator
sickness is similar to the symptoms of motion sickness such as general discomfort,
drowsiness, pallor, sweating, nausea, and vomiting (Kolasinski, 1995). Simulator
sickness symptoms may occur with some students, which will put them in an
uncomfortable condition and undermine training effectiveness (De Winter, et al.,
2012). Familiarization with the simulator may also play an important role for the
student in the process of training and assessment. The students need to familiarize
themselves with the particular simulator before taking the exam. There may be other
kinds of weakness and disadvantages relating to simulator-based training and
assessment systems such as the high cost of construction, limited number of trainees,
and need for trained instructors and/or necessary equipment (Yordan, 2017). It is

56
important to define all possible weaknesses and prepare for the solutions in order to
achieve an excellent system for the future of maritime education and training in
Myanmar.

Generally, simulators can be regarded as essential tools for the improvement of

particular training and assessment purposes providing the transfer of necessary
knowledge into practical professional careers.

57
7. Conclusions

The STCW convention prescribes that the qualification of the professional seafarer
requires the demonstration of necessary competency in the respective areas. A training
and assessment system with simulators has become a mandatory requirement for some
of the training courses under the STCW Convention. Many countries have widely used
maritime simulators for the purpose of training and assessment. In this case, simulators
can be assumed as an excellent means to demonstrate and evaluate the competency of
seafarers as required by the convention. However, the method of training and
assessment with simulators may be more difficult than the traditional methods for the
students. A high level of familiarization with the equipment and system is required
before engaging with simulators for training and assessment purposes. The traditional
written and oral exams can potentially be passed without understanding the basic
practical action. However, within assessment by the simulator-based system, it is not
possible to succeed if the students do not have sufficient training, knowledge and skills
for the particular assignment. The simulator-based training and assessment system can
provide the students with the close proximity of practical duties and actions onboard
the ship.

The new simulator-based training and assessment system can be improved by

continuous review and monitoring of every stage of the process. It will also be
necessary to analyse the feedback and suggestions from the end users such as students,
instructors and assessors. The results of the new training and assessment system will
need to be compared with those of the previous traditional system. This comparison of
the outcomes will cover not only the results of the exam but also the performance of
duties and tasks onboard the ships after the students have finished their necessary
training and assessment processes. It will also include the analysis of maritime
accidents in terms of the extent to which accidents involving Myanmar’s Seafarers is
reduced after the introduction of new technology in the training and assessment
system.

58
Within the scope of this dissertation, the advantages and benefits of using simulators
in the maritime training and assessment system have been identified as a first step.
However, the process of implementation is necessary in order to develop the new
system for training and assessing for certificates of competency in Myanmar. The
implementation process should be commenced initially as a pilot project for the
candidates of OOW in navigational function8. Subsequently, the outcomes or results
can be compared with the previous records. Based on the analysis of the outcomes and
results, a simulator-based training and assessment scheme shall be developed as
mandatory in Myanmar’s MET system.

It is necessary to take into account every force that will resist or drive the change
brought on by the new simulator-based training and assessment system. The solution
for the resistant forces shall draw upon considerations such as “Why they do not want
to change?” or “What is holding the system back?” and prepare for the long-term
planning in order to fix the problems of resistance to the new system. The driving
forces for changing the new system can be defined with the power and interest of
stakeholders as shown in Figure 14.

High
Government

Training Institutions
(Power)
Shipping Companies

Students

Low
(Interest) High
Figure 14 Analysis of Change Driving Forces

8
In accordance with the requirement of STCW Reg II/1 and relevant section A II/1 of
the Code.

59
The DMA under the supervision of the Government will be the main driving force to
implement the new training and assessment system. However, it will require the
involvement and assistance of maritime training institutions, students, and the shipping
companies for effective implementation. The shipping companies may have a great
interest in the new system, as they will obtain qualified seafarers for their necessary
shipping operations. The perceptions of the students will be neutral. Even though they
have some interest in the new training and assessment system, they have less power in
respect of its implementation. One of the main important stakeholders will be the
training institutions for developing the new system. However, there will be some
restrained forces as the discussions from the previous sections of the research. They
have high power with relatively less interest in the implementation. In order to develop
the new training and assessment system, the Government needs to realize the driving
as well as the resistance forces and exploit the available resources in the correct time
and place.

Based on the research findings and analysis, a new simulator-based training and
assessment scheme should be needed to develop in Myanmar’s MET system. The new
simulator-based training and assessment scheme can provide the required standards
for seafarers’ competency according to the STCW Convention. The practical
knowledge, skills and situational awareness of the Myanmar seafarers can be promoted
with the use of simulator-based training to perform their related onboard duties
effectively. It can also reduce unnecessary seagoing service, training and examination
procedures for seafarers according to the research analysis. The simulator-based exam
can reduce the excess workload of examiners and assessors. Moreover, the new
simulator-based training and assessment system can meet the improvement of new
technology trends in the maritime industry.

60
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Appendices
Appendix 1 – Consent Form

Dear Participant,

Thank you for agreeing to participate in this research survey, which is carried out in
connection with a Dissertation which will be written by the researcher, in partial fulfilment
of the requirements for the degree of Master of Science in Maritime at the World Maritime
University in Malmo, Sweden.

The topic of the Dissertation is “Simulation Training and Assessment System on maritime
Education and Training”.

The information provided by you in this questionnaire will be used for research purposes and
the results will form part of a dissertation, which will be published online and made available
to the public. Your personal information will not be published. You may withdraw from the
research at any time, and your personal data will be immediately deleted.

Anonymised research data will be archived on a secure virtual drive linked to a World
Maritime University email address. All the data will be deleted as soon as the degree is
awarded.

Your participation in the questionnaires is highly appreciated.

Student’s name Mr. Cho Thet Maung

Specialization Maritime Education and Training
Email address [email protected]

***

I consent to my personal data, as outlined above, being used for this study. I understand
that all personal data relating to participants is held and processed in the strictest
confidence and will be deleted at the end of the researcher’s enrolment.

Name: ………………………………………………………………………

Signature: ………………………………………………………………………

Date: ………………………………………………………………………

65
Appendix 2 – WMU Research Ethics Committee Protocol

WMU Research Ethics Committee Protocol

Name of principal researcher: Mr. Cho Thet Maung

Name(s) of any co‐researcher(s): N/A

If applicable, for which degree is Master of Science in Maritime Affairs –

each researcher registered? Specialization (Maritime Education and Training)

Name of supervisor, if any: Professor Johan Bolmsten

“Simulation Training and Assessment System on

Title of project:
Maritime Education and Training ”.

Is the research funded externally? No

If so, by which agency? N/A

Where will the research be carried

Myanmar
out?
Persons In charge of MET in International Maritime
How will the participants be Administration, Principles and lectures of
recruited? International METI will be directly contact through
questionnaires
How many participants will take
Approximately 50 persons
part?

Will they be paid? No

If so, please supply details: N/A

How will the research data be
The researcher will send electronic questionnaires
collected (by interview, by
to the organizations.
questionnaires, etc.)?
How will the research data be On a password‐protected Google Drive and USB
stored? Stick
How and when will the research The information will be destroyed immediately
data be disposed of? after my graduation in 3rd November 2019.
Is a risk assessment necessary?
No
If so, please attach

66
Signature(s) of Researcher(s): Date:

Signature of Supervisor: Date:

Please attach:
 A copy of the research proposal
 A copy of the consent form to be given to participants

67
Appendix 3 – Research Questionnaires

Simulator‐Based Training and Assessment in Maritime Education and Training

The country named Union of Myanmar is trying to introduce the simulator‐based

examination for all deck certificates of competency and the relevant simulator training for
the examination in the maritime training centres and institutes. Recently, the system of
examination for the certificates of competency is the traditional oral exam conducted face
to face with the examiners in the exam room. The following research questions will be
provided for the changing of new exam system in maritime education and training.

You are invited to participate in these questionnaires and your participation is completely
voluntary without any cost. All of your responses will be kept in the confidence and
anonymized and you can withdraw your answer at any time. Thank you for your co‐
operation.

The information provided by you in this questionnaire will be used for research purposes and
the results will form part of a dissertation, which will be published online and made available
to the public. Your personal information will not be published. You may withdraw from the
research at any time, and your personal data will be immediately deleted.

Research Questionnaires

Email Address
………………………………

Name (Optional)
………………………………..

Organization
………………………………..

Years of experience in maritime industry

………………………………………………………………….

Occupation
………………………………..

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In your opinion, do you believe that maritime simulators can create the real senses of the
situation onboard the ship?
(a) Yes
(b) No
(c) Maybe

If your answer is "Yes", how many percentage of real world situation can be covered by the
simulators?

……………………………………………

If your answer is "No" or "Maybe", please give the comment for your answer.

………………………………………………………..

Part (1) Standard of Assessment

The assessment of collision avoidance rules and aids to navigation for all deck certificates of
competency should be conducted by
(a) using the simulators
(b) asking the questions verbally in oral examination room
(c) both the simulators and oral questions

Please give the comment for your answer for previous question.

…………………………………………………………..

If the simulator‐based assessment is used for collision avoidance rules and aids to
navigation for all deck certificates of competency, the candidates should be passed when
they could make
(a) no errors and 100 % correct answers.
(b) 80 % correct answers
(c) 75 % correct answers

Please give the comment for the percentage of your answer for previous question.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Part (2) Investment for simulator‐based training

What types of simulator are required to meet the minimum standards of training and
assessment for all deck certificates of competency required by the present STCW
Convention?
(a) Full Mission Bridge Simulator
(b) Limited Task Bridge Simulator (Semi Mission)
(c) Single Task Simulator (Computer‐based training)

69
Please give the comment of your answer for previous question.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Do you believe that the current facilities and infrastructures for simulator‐based trainings
are suitable for MET of seafarers to meet the minimum standard of STCW in your country
and how does this establishment provide the MET?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

In your opinion, to what extent the simulators could provide the training and assessment of
the competency examination for deck officers including masters?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

The investment of simulators might be higher in cost, but in your opinion, could the cost of
investment be worthy for the maritime industry of the country and why?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Do you have any plan to invest more facilities and infrastructure for simulator‐based
training for your organization in future and why?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Part (3) Curriculum development

Do you think the simulator training and assessment for the collision avoidance rules and
aids to navigation should be mandatory in the curriculum for all deck certificates of
competency?
(a) Yes
(b) No
(c) Maybe

Please give the comment of your answer for previous question.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

70
Part (4) New exam system for deck certificates of competency

Do you believe that the assessment time for all deck certificates of competency will be
reduced by using the simulators rather than the traditional oral examination?
(a) Yes
(b) No
(c) Maybe

Please give the comment of your answer for previous question.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Do you believe that the training time for all deck certificates of competency will be reduced
by using simulators rather than full of lectures in the classroom?
(a) Yes
(b) No
(c) Maybe

Please give the comment of your answer for previous question.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

71
Appendix 4 – Presentation of Questionnaires

72
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75
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