VALIDATION OF MODEL TRAINING COURSES...model course 1.34 on Automatic Identification Systems (AIS), as set out in annex 2 (on IMODOCS only), for validation by the Sub-Committee. Model

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E

SUB-COMMITTEE ON HUMAN ELEMENT, TRAINING AND WATCHKEEPING 5th session Agenda item 3

HTW 5/WP.7 19 July 2018

Original: ENGLISH

DISCLAIMER

As at its date of issue, this document, in whole or in part, is subject to consideration by the IMO organ to which it has been submitted. Accordingly, its contents are subject to approval and amendment

of a substantive and drafting nature, which may be agreed after that date.

VALIDATED MODEL TRAINING COURSES

Report of Drafting Group 3

GENERAL 1 Drafting Group 3 on Validation of Model Training Courses (the Group) met from 16 to 18 July 2018, chaired by Captain George Edenfield (United States). 2 The Group was attended by delegates from the following Member States:

BANGLADESH DENMARK FINLAND GERMANY GREECE INDIA INDONESIA IRELAND ITALY JAPAN MALAYSIA

MARSHALL ISLANDS NETHERLANDS PHILIPPINES REPUBLIC OF KOREA SINGAPORE SOUTH AFRICA SWEDEN TURKEY UNITED KINGDOM UNITED STATES

and by an observer from the following non-governmental organization in consultative status:

INTERNATIONAL TRANSPORT WORKERS' FEDERATION (ITF)

HTW 5/WP.7 Page 2


TERMS OF REFERENCE

3 The Group, taking into account the comments made and decisions taken in plenary, was instructed to:

Guidelines for timetables in model courses .1 revise the text in paragraph 1.5 of the Revised guidelines

(MSC-MEPC.2/Circ.15, annex 1) to reflect the decision made in plenary with regards to the inclusion of timetables in model courses;

Validation of model training courses

.2 consider documents HTW 5/3/9 and Add.1 and HTW 5/3/11 and Add.1,

including the contents of the corresponding draft model courses and its alignment with the scope of the related provisions in the STCW Code, and advise the Sub-Committee accordingly with a view to validating the draft model courses;

Drafting Terms of Reference for course developers and review groups

.3 prepare draft terms of reference for the:

.1 revision of model course 1.22 on Bridge Resource Management; .2 development of the draft new model course on Engine-room

resource management, taking into account the templates contained in annex 3 to document HTW 4/3 and annex 2 to the Revised guidelines (MSC-MEPC.2/Circ.15) and the timeframes for the revision of these model courses, as set out in document HTW 5/3; and

.4 submit its report on Thursday, 19 July 2018. GUIDELINES FOR TIMETABLES IN MODEL COURSES 4 Recalling the decision made in plenary to exclude timetables or any reference to recommended durations (i.e. hours) for individual sections/contents, the Group considered alternative text, using current text in part B of model course 2.07, which was validated in 2017, as the basis, to amend existing paragraph 1.5 of the Revised guidelines for the development, review and validation of model courses (Revised guidelines) (MSC-MEPC.2/Circ.15, annex 1). 5 After consideration, and having recognized the non-mandatory nature of model courses as outlined in paragraph 3 of the Guidance for Parties, Administrations, port State control authorities, recognized organizations and other relevant parties on the requirements of the STCW Convention, 1978, as amended (STCW.7/Circ.24/Rev.1), the Group recommended a revision of paragraph 1.5 and an insertion of a new paragraph after revised paragraph 1.5, as follows:

"1.5 As regards any inclusions of a timetable, the following statement should be included in all draft model courses:

HTW 5/WP.7 Page 3


"Timetable This model course has been developed providing a recommended range in duration of ___ to ___ hours for lectures, demonstrations, laboratories or simulator exercises and assessment. No formal timetable is included in this model course. Instructors must develop their own timetable depending on:

- the level of skills of trainees; - the numbers to be trained; - the number of instructors; and - simulator facilities and equipment available,

and normal practices at the training establishment."

1.6 While IMO model courses may assist with the development of training programmes, they are not mandatory, and Administrations are not required to use them when preparing and approving training courses to meet the objectives of the STCW Code, as amended."

6 In the process of revising paragraph 1.5 of the Revised guidelines, the Group identified the need for consequential amendments1 to paragraph 4.1.4 of the Model course development guidance for course developers, as set out in annex 3 of MSC-MEPC.2/Circ.15, as follows:

"4.1.4 Notation for possible inclusion of suggested education and training duration

hours of instruction

* Care should be taken when indicating the range of duration total hours for the model course and each subject presented in a model course. The approval of a detailed timetable is best left to Administrations due to their understanding of taking into account the entering candidates' knowledge and skills, the class size and the resources available to each training provider."

VALIDATION OF MODEL COURSES Harmonized text for entry standards and staff requirements in part A of model courses

7 The Group, recalling discussions in plenary for the need to align text to be used in part A on entry standards and staff requirements, developed, in coordination with the other drafting groups, the standard text to be used in all future model courses, along with the aforementioned text on timetables in paragraph 5 above, as set out in annex 1.

1 Modifications are shown using "strikeout" for deleted text and "grey shading" to highlight all modifications

and new insertions, including deleted text.

HTW 5/WP.7 Page 4


Model course 1.34 on Automatic Identification Systems (AIS) 8 As instructed, the Group considered the draft revised model course on AIS, as set out in document HTW 5/3/9/Add.1, taking into account the comments made in the Review Group report (HTW 5/3/9) and decisions and comments made in plenary. 9 The Group, noting the observation of the Review Group that too much detailed knowledge content was placed in part D – Instructor Manual, recalled the guidance in paragraph 3.1.5 of annex 3 to MSC-MEPC.2/Circ.15, which states that:

"if the Developer notes that a large amount of information necessary for the model course users is not available, the Developer should consider including a separate compendium that includes that information."

10 On this basis, the Group redrafted the contents in part D in a much shortened and more concise manner and produced materials in a separate compendium, which was inserted in an appendix to the model course. 11 The Group, as instructed, also deleted all references to individual sections/contents hours and durations, as well as timetables, and prepared amended text of the draft revised model course 1.34 on Automatic Identification Systems (AIS), as set out in annex 2 (on IMODOCS only), for validation by the Sub-Committee. Model course 1.08 on Radar Navigation at Management Level (RADAR, ARPA, Bridge Teamwork and Search and Rescue) 12 As instructed, the Group considered the draft revised model course 1.08 on Radar Navigation at Management Level (RADAR, ARPA, Bridge Teamwork and Search and Rescue), as set out in document HTW 5/3/11/Add.1, taking into account the comments made in the Review Group report (HTW 5/3/11) and decisions and comments made in plenary. 13 As in the model course 1.34 above, the Group deleted all references to individual sections/contents hours and durations, as well as timetables, and inserted a standard text on the introduction of the timetable. 14 In light of the foregoing, the Group prepared amended text of the draft revised model course 1.08 on Radar Navigation at Management Level (RADAR, ARPA, Bridge Teamwork and Search and Rescue), as set out in annex 3 (on IMODOCS only), for validation by the Sub-Committee. DRAFT TERMS OF REFERENCES FOR COURSE DEVELOPERS AND REVIEW GROUPS 15 As instructed by the Sub-Committee, the Group developed draft terms of reference for course developers and review groups for two model courses expected to be validated by HTW 7. 16 In the deliberation, the Group recalled the plenary's discussions on similarities, common competences and knowledge, understanding and proficiencies (KUPs) in table A-II/1 for Bridge Resource Management and table A-III/1 for Engine-room Resource Management, and that the respective course developers should closely coordinate efforts when drafting these two resource management courses to ensure standard and harmonized content, where appropriate.

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17 The Group, based on the aforementioned views, prepared draft terms of reference for the development of the following model courses:

.1 revised model course 1.22 on Bridge Resource Management; and .2 new model course on Engine-room Resource Management,

as set out in annexes 4 and 5, respectively, for approval by the Sub-Committee. ACTION REQUESTED OF THE SUB-COMMITTEE 18 The Sub-Committee is invited to approve the report in general and, in particular, to:

.1 endorse the revised text to replace existing paragraph 1.5 and new paragraph 1.6 of the Revised guidelines (paragraph 5);

.2 endorse the consequential amendments to paragraph 4.1.4 of annex 3 to the Revised guidelines (MSC-MEPC.2/Circ.15, annex 3) (paragraph 6);

.3 endorse the standard text to be used for future model courses (paragraphs 5 and 7, and annex 1);

.4 validate draft revised model courses:

.1 1.34 on Automatic Identification Systems (AIS) (paragraph 11 and annex 2);

.2 1.08 on Radar Navigation at Management Level (RADAR, ARPA,

Bridge Teamwork and Search and Rescue) (paragraph 14 and annex 3); and

.5 approve the terms of reference for the course developers and review groups

for the revision or development of the following model courses:

.1 revised model course 1.22 on Bridge Resource Management (paragraph 17.1 and annex 4); and

.2 new model course on Engine-room resource management

(paragraph 17.2 and annex 5).

***

HTW 5/WP.7 Annex 1, page 1


ANNEX 1

STANDARD TEXT TO BE USED FOR FUTURE MODEL COURSES Part A (Course Framework)

Entry standards 1 The following text on "Entry Standards" is to be included in part A of all draft model courses:

"Entry standards

Entry standards should be in accordance with the STCW Convention or other applicable IMO instruments, where such requirements are specified. If such requirements are not specified, it is left to the Administration to decide entry standards in accordance with national regulations and system of education."

Staff requirements

2 The following text on "Staff requirements" is to be included in part A of all draft model courses:

"Staff requirements Instructors, supervisors and assessors are to be appropriately qualified in accordance with the STCW Convention or other applicable IMO instruments for the particular types and levels of training or assessment of competence of the trainees. It is left to the Administration to decide staff requirements in accordance with their national regulations."

Part B (General Outline) Timetable 3 The following section on "Timetable" is to be included in part B of all draft model courses:

"Timetable This model course has been developed providing a recommended range in duration of ___ to ___ hours for lectures, demonstrations, laboratories, or simulation exercises and assessment. No formal timetable is included in this model course. Instructors must develop their own timetable depending on:

– the level of skills of trainees;

– the numbers to be trained;

– the number of instructors; and

– simulator facilities and equipment available,

and normal practices at the training establishment."

***


H:\HTW\5\Working Papers - DRAFT\HTW 5-WP.7-Annex2-MC1.34AIS-HTW 5-3-9 Add.1.docx

ANNEX 2

DRAFT REVISED IMO MODEL COURSE 1.34 ON AUTOMATIC IDENTIFICATION SYSTEM (AIS)

Model Course 1.34

AUTOMATIC IDENTIFICATION SYSTEMS (AIS)

2018 Edition

London, 2018



ACKNOWLEDGEMENTS

The International Maritime Organization (IMO) wishes to express its sincere appreciation to

the Government of Malaysia, MISC Bhd, Greenfinder, Malaysian Maritime Academy,

Universiti Malaysia Terengganu, Sarawak Maritime Academy, Maritime Skills, Centre of

Maritime Excellence and SEAMASTER, and to the Government of Argentina, for their expert

assistance, materials and valuable support to update this model course pursuant to the 2010

Manila Amendments.

Copyright © International Maritime Organization 2018

http://www.imo.org/



Foreword

[To be inserted by the Secretariat] KITACK LIM Secretary-General



Contents Introduction 5

Part A: Course Framework 8

Part B: General Outline 12

Part C: Detailed Outline 14

Part D: Instructor Manual 19

■ Guidance on specific subject areas 20

Part E: Evaluation and Assessment 25

Appendix I Terms, Acronyms and Abbreviations Appendix II Useful illustrations



Introduction

■ Purpose of the model courses The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses or in enhancing, updating or supplementing existing training material whereby the quality and effectiveness of the training courses may thereby be improved. It is not the intention of the model course programme to present instructors with a rigid "teaching package" which they are expected to "follow blindly". Nor is it the intention to substitute audio-visual or "programmed" material for instructor's presence. As in all training endeavours, the knowledge, skills, competence and dedication of instructor's are the key components in the transfer of knowledge and skills to those being trained through IMO model course material. Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations.

■ Automatic Identification Systems SOLAS chapter V requires the carriage of equipment meeting the requirements of the universal shipborne Automatic Identification System (AIS) on all larger ships (as defined in section 3.1 of this model course) to enhance the safety of life at sea, the safety of navigation and the protection of the marine environment. It does this by identifying vessels and other collaborative targets, assisting in target tracking, aiding situational awareness (and thereby collision avoidance), and in simplifying the exchange of safety and security-related information between ships and between ships and shore. The onboard AIS equipment takes inputs from the ship's navigational sensors and, together with information concerning the ship and its voyage, transmits to surrounding vessels and shore stations. It also receives information from other vessels, shore stations and AIS-fitted aids-to-navigation. The received data is displayed on the ship as alpha-numeric lists on a dedicated display, optionally assisted by showing graphically the position, heading, course and speed of targets. Ideally, AIS targets are displayed on a radar screen or on ECDIS (that can also display radar tracked targets). All radars fitted from 1 July 2008 must be able to display AIS data in this way. It should be noted that there could also be vessels fitted with radars which are not integrated with AIS. There may be vessels that are fitted with stand-alone AIS equipment. Shore stations use the data for Vessel Traffic Services (VTS) and for national vessel monitoring purposes, including security enhancement. The data is normally displayed with radar at these stations. The onboard operator has to input accurate information concerning own-ship, some of which is voyage dependent, and hence needs to be kept updated. In conjunction with other navigational information, knowledgeable interpretation of the received data can greatly enhance situational awareness. An officer in charge of a navigation watch (OOW) who is well-trained in the operations and use of an AIS will greatly enhance safety of navigation and security at sea.



Courses based on this model course may be stand-alone or integrated within Model Course 1.07 on Radar navigation, radar plotting and use of ARPA and Model Course 7.03 on Officer in charge of a navigational watch. Training institutions that deliver this course will need a simulator or should be provided access to actual equipment which will display the operational capabilities of AIS. System requirements are discussed under "Teaching facilities and equipment" in Part A of this model course. A detailed discussion on simulator exercises is given in the final section of Part D.

■ Use of the model course To use the model course, instructors should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified in Part A (Course Framework). The actual level of knowledge and skills and the prior technical education of the trainees should be kept in mind during this review. Also, any areas within the detailed syllabus, which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer, should be identified. To compensate for such differences, instructors is expected to either delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. Instructors should also identify any academic knowledge, skills or technical training which they may not have acquired. By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, instructors can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course. Adjustment of the course objective, scope and content may also be necessary if the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course. Within the course plan the course designers have indicated their assessment of the time which should be allotted to each area of learning. However, it must be appreciated that these allocations are only suggestions and assume that the trainees have fully met all entry requirements of the course. Instructors should, therefore, review these assessments and may need to reallocate the time required to achieve each specific learning objective or training outcome. References to books and bibliography are made in the syllabus of the individual subjects to aid both instructors and trainees in finding relevant information and to help in defining the scope and depth of intended learning. The mention of a particular textbook does not imply that it is either essential to use that book, or that it has been approved by IMO. It may have appeared to be best suited to the course at the time of its design. In many instances, there may be a number of suitable books that instructors could use if they consider them to be most suited to their circumstances and trainees. Every effort has been made to quote the latest editions of the publications mentioned but Instructors should always endeavour to use the latest edition for preparing and conducting the course.



Full use should be made of IMO documents, technical papers and other publications available from maritime and other professional organizations. Such documents contain new developments in techniques, equipment, design, management and opinion and are an invaluable asset to a maritime training establishment.

■ Lesson planning Having adjusted the course content to suit the trainee intake and any revision of the course objectives, instructors should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references to the textbooks or teaching material proposed to be used in the course. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist instructors in preparing the presentation of the material.

■ Meeting the required performance Instructors must be satisfied that the trainee has attained each specific learning or training objective. In order to achieve these objectives, it may be necessary for instructors to repeat the presentation of concepts and methodologies in varying ways. The syllabus is laid out in learning objective format and each objective specifies a required performance or what the trainee must be able to do as the learning or training outcome. Taken as a whole, these objectives aim to meet the knowledge, understanding and proficiency specified in the appropriate tables of the STCW Code.

■ Course implementation For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of:

properly qualified instructors

support staff

rooms and other spaces

equipment

suggested references, textbooks, technical papers and other reference

material

Thorough preparation is the key to successful implementation of the course. The IMO booklet Guidance on the implementation of IMO model courses which deals with this aspect in greater detail, is included in this course.

■ Familiarization training In order to facilitate on-board familiarization training, Annex I of this course gives recommendations to manufacturers and companies on the information that should be included within the training.



Part A: Course Framework

■ Aims This course provides information on the generic use of AIS. It is designed for officers in charge of a navigational watch (OOW) on ships that are fitted with such equipment. Its main aims are to increase safety and security and to protect the environment. It does this by giving instruction on the understanding and safe use of such systems, including illustrations of dangerous or improper use. Successful completion of the course enables trainees to acquaint themselves knowledgeably with AIS equipment fitted on a ship (familiarization), prior to using the equipment in a safe and beneficial manner at sea. This model course aims to meet the mandatory minimum requirements for knowledge, understanding and proficiency in table A-II/1 of the STCW Code. The course takes into account all relevant IMO resolutions and guidelines on AIS available at the time the model course was prepared, including AIS requirements on new radar and navigational displays that entered into force on 1 July 2008. It also takes into account the relevant sections of the revised SOLAS chapter V which came into force on 1 July 2002. Where appropriate, it also takes note of common implementation practice, as influenced by Administrations, international standards bodies and manufacturers.

■ Course objectives Trainees successfully completing this course and meeting the required performance standards, will be able to:

State the objectives of AIS.

Describe how AIS works as a system.

List down the benefits and limitations of the system.

Interpret AIS data correctly.

Identify the symbols used in AIS.

Explain the decision making process that needs to be applied in using such

systems.

Demonstrate competency in Entering and checking ship's AIS data.

Use AIS as an additional navigational tool to aid situational awareness and

collision avoidance.

Execute the sending and responding to safety-related messages.

Apply AIS in Search and Rescue operations.

■ Entry standards

Entry standards should be in accordance with the STCW Convention or other applicable IMO instruments, where such requirements are specified. If such requirements are not specified, it is left to the Administration to decide entry standards in accordance with national regulations and system of education.



■ Course certificate

On successful completion of the course and assessments, a certificate may be issued certifying that the holder has successfully completed a course of training in the operational use of AIS in accordance with the recommendations contained in this course.

■ Course intake limitations

The course intake will be limited by the availability of live equipment or simulator equipment, with AIS display facilities. AIS training does not necessarily require a full-mission bridge simulator but if such a simulator is used, when AIS is being taught as part of a wider course, then experience shows that the effectiveness of practical training is optimized when the intake does not exceed four trainees on such a simulator. The ratio of Instructor to trainees is 1:12 for classroom lectures, 1:8 for practical sessions and, for simulators exercises in the course, the maximum instructor to trainee ratio is 1:4. Teaching staff should note that the ratios are suggestions only and should be adapted to suit individual groups of trainees depending on their experience, ability, and equipment available. However when a class exceeds 12 trainees, an assistant instructor is required. See section on Teaching facilities and equipment, below.

■ Staff requirements

Instructors, supervisors and assessors are to be appropriately qualified in accordance with the STCW Convention or other applicable IMO instruments for the particular types and levels of training or assessment of competence of the trainees. It is left to the Administration to decide staff requirements in accordance with their national regulations. Instructors should be thoroughly familiar with the operation of the equipment to be used in the course.

■ Teaching facilities and equipment

For the theoretical part of the syllabus, a classroom equipped with multimedia equipment (or equivalent) will be required. The practical demonstration and assessment portion of the course must take place in a space equipped to provide suitable live equipment or simulator equipment with AIS display facilities. The software should have the following simulation facilities:

AIS minimum keyboard and display (MKD).

Tracked target (ARPA) radar display with AIS overlay capability.

Optionally, ECDIS with ARPA and AIS overlay capability.

■ Teaching aids (A)

A1 Instructor Manual (Part D of this Course) A2 Multimedia equipment



A3 Multimedia materials about the use of AIS A4 AIS equipment A5 AIS related software

■ IMO references (R)

R1 Resolution A.1106 (29), Revised Guidelines for the onboard operational use of shipborne Automatic Identification systems (AIS)

R2 Resolution MSC.74 (69), Annex 3, Recommendations on performance standards for a universal Shipborne Automatic Identification System (AIS)

R3 SN/Circ.289, Guidance on the Use of AIS Application-Specific Messages R4 Resolution MSC.191 (79), Performance Standards for the presentation of

Navigation Related Information on Shipborne Navigational Displays R5 SOLAS chapter V, as amended R6 SN/Circ. 245, Amendments to the guidelines for the installation of a shipborne

Automatic Identification System (AIS) R7 Resolution MSC.192(79), Adoption of the revised performance standards for

radar equipment R8 SN/Circ.243/Rev.1, Amended Guidelines for the presentation of navigation-

related symbols, terms and abbreviations R9 STCW, 1978, as amended R10 International Safety Management Code, 2014 Edition R11 SN/Circ.244, Guidance on the use of UN/LOCODE in the destination field of

AIS messages R12 SN/Circ.217, Interim guidelines for the presentation and display of AIS target

information R13 SN/Circ.222, Information on regional operating areas and regional operating

frequencies available for AIS use R14 Resolution MSC.252(83), Adoption of the revised Performance Standards for

Integrated Navigation Systems (INS) R15 IMO NAV 58/7: Development of Policy and New symbols for AIS Aids To

Navigation, 2012 R16 Resolution MSC 246(83), Adoption of Performance Standard for Survival Craft

AIS Search and Rescue Transmitters (AIS-SART) for use in Search and Rescue Operations

R17 IAMSAR Volume III, as amended. R18 Resolution MSC.245(83), Adoption of Amendments to the Performance

Standards and Functional Requirements for the Long-Range Identification and Tracking of Ships

R19 Resolution MSC.347(91), Recommendation for the Protection of the AIS VHF Data Link

R20 Resolution MSC.1/Circ.1252 Guidelines on Annual Testing of the Automatic Identification System (AIS)

R21 SN.1/Circ.322 Information on the Display of AIS-SART, AIS Man Overboard and EPIRB-AIS Devices

R22 SN.1/Circ.277 Guidance for the Presentation and Display of AIS Application-Specific Messages Information

R23 COLREG, 1972 (as amended) R24 SN/Circ. 245, Amendments to the Guidelines for the Installation of a Shipborne

Automatic Identification System (AIS)

■ Textbooks and other references (T) Note: Textbooks may be used as deemed fit by Instructors.



■ Bibliography (B) Instructors are recommended to visit, the website of the International Association of Marine Aids to Navigation and Lighthouse Authorities (IALA) to obtain the latest reports and information concerning AIS Aids to Navigation and AIS VTS operations. Trainees should be made aware of the usefulness of this website.



Part B: General Outline The course comprises lectures, demonstrations and simulator exercises. The outline below identifies the main areas of the course and the approximate time that should be allocated to each activity of teaching. Learning objective format is used in the detailed teaching syllabus given in Part C; the outline below is a summary of the course material. The numbering system used below reflects that of the detailed teaching syllabus. Timetable

This model course has been developed providing a recommended range in duration of 10 to 14 hours for lectures, demonstrations, laboratories, or simulator exercises and assessment. No formal timetable is included in this model course. Instructors must develop their own timetable depending on: - the level of skills of trainees; - the numbers to be trained; and - the number of instructors, and normal practices at the training establishment.

Course Outline

1 Introduction to AIS

Principles of AIS:

AIS Objectives

AIS Principles

AIS Concepts

AIS Types

Application

2 AIS data

Types of data

Application

3 AIS ship installations

AIS configuration description, including:

Carriage requirements

MKD based configuration

Radar/ECDIS configuration

Installation issues

Block diagram of AIS system

Annual Testing

4 Use of AIS at sea

The safe use of AIS at sea:

Bridge procedures



Data input and checking

UN/LOCODES

Use of safety and security related messages

Application Specific Messages

Use of AIS in areas with security or piracy implications

Use of AIS in oil terminals and hazardous area

AIS alarms

Precautions on the use of AIS

Use of AIS to increase situational awareness

Implications of COLREG 72

Use of AIS A to N data Regional operating settings

5 AIS in Search and Rescue operations

Function of AIS in SAR operations

Types of SAR transmitters using AIS.

Simulator exercises are suggested in Guidance on simulators in Part D of this model course.



Part C: Detailed Outline The detailed teaching syllabus indicates the contents of the course and appropriate references and teaching aids.

■ Learning objectives The detailed teaching syllabus has been written in learning objective format in which the objective describes what the trainee must do to demonstrate that knowledge has been transferred. This format is an appropriate teaching and assessment tool to express:

the depth of understanding of a subject and the degree of familiarization with a subject on the part of the trainee; and

the capabilities that trainees have gained and be able to demonstrate. Instructors are advised to encourage learning in an "objective-related" manner instead of being "material-related". In this context, all objectives are expected to be prefixed by the words, "The expected learning outcome is that the trainee is able to…".

■ References and teaching aids In order to assist instructors, references are shown against the learning objective to indicate IMO references and publications, bibliographies, textbooks and other references, as well as additional teaching aids, which instructors may wish to use when preparing course material. The material is listed in the course framework. The following notations and abbreviations are used:

R IMO reference

T Text book and other references

B Bibliography

A Teaching aid

Ap. Appendix

An. Annex

Ch. Chapter

p. Page

Para. Paragraph

Sc. Section

The following are examples of the use of references:

"R1 Para. 6", refers to paragraph 6 of IMO Resolution A. 1106 (29);

"A1 Para. D4.3", refers to paragraph 4.3 in Part D of this manual; and

"A1 Sc. D Sim", refers to the Simulator Exercises section in Part D of this course.



■ Instructor manual Part D (Instructor manual) included provides additional information to instructors to help in structuring and organizing a specific course. For this reason Part D includes extra information on the subject. It is recommended that Instructors should obtain additional technical information and material from AIS and simulator suppliers. Instructors should conduct the training within the context of AIS operations and application at sea. Instructors who do not possess experience in the use of AIS at sea should gather adequate knowledge and experience through relevant sources and industrial attachment as appropriate.

■ Detailed Teaching Syllabus All objectives are understood to be prefixed by the words "The expected learning outcome is that the trainee is able to………………………". The teaching aid reference A1 Sc.D Sim, refers to the section on Simulator Exercises in Part D of this model course.

Learning objectives IMO

Reference Teaching

Aid

1

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

AIS concepts Section objective: to know and understand the objectives of AIS, the concept and relevant aspects of the technology relevant to its use. Explain the objectives of AIS. Outline the protocol for AIS data transmission 1.2.1 VHF data link Outline the principles of regional operating settings. Explain the system concepts of AIS. Describe the major constituents of an AIS shipborne system. Describe AIS Class A and B systems. Describe the propagation characteristics of AIS transmissions and compare with radar. 1.7.1 AIS and radar compared 1.7.2 Propagation of AIS signals Outline the facility for long-range communication (LRIT).

R1 Para. 4, Ap. 2 R1 Ap. 2 R19 An. 15 p.1 R13 p. 1-2 R1 Para. 5-10 R1 Ap. 1 R3 p.17 R1 Para. 10 R1 An. R6, R24

A1

A1

A1 A1 A1 A1

A1 A1



1.9

1.10

1.11

1.12

1.8.1 AIS Satellite 1.8.2 Differences between Long Range

Identification and Tracking (LRIT) and S-AIS.

Explain the integration of AIS with radar, ECDIS Use of AIS in ship to ship/shore/satellite transfer of information and vice versa Identify the symbols used in AIS Explain the decision making process that needs to be applied in using such systems.

R7 An. 34 p.3, R12 p.3 R1 p.1 & 11, R3 p. 1 & 3 R15 R8 An. 1, R12, R15 p.3 R1 p. 11, R23

A1

2

2.1

2.2

2.3

2.4

2.5

2.6

AIS data Section objective: to know and understand the data transmitted and received by AIS. Explain the information included in static data and the associated transmission intervals. Explain the information included in dynamic data and the associated transmission intervals. Explain the information included in voyage-related data and the associated transmission intervals. Explain the functionality of safety-related messages. Explain the functionality of AIS aids to navigation. Explain the purpose of Applications Specific Message (ASM)

R1 Para.11-13 R1 Para.11-13 R1 Para.11-13 R1 Para.15 R1 Para. 51 R3 An., R4

A1 A1 A1 A1 A1



3

3.1

3.2

3.3

3.4

3.5

3.6

AIS ship installations Section objective: to know and understand AIS ship installation options and the common operational problems that can arise from poor installation. Define the carriage requirements. Describe a typical MKD installation. Describe a typical RADAR/ECDIS installation.

3.4 Explain common detrimental effects given by poor installation or the retrofitting of interfering systems.

Sketch a simple block diagram of AIS system.

Describe the annual testing of AIS installations.

R5 Reg.19 Sec.2.4 p. 297 R1 Ap.1 R7 R6, R24 R1 Ap.1 p.16 R20

A1 A1 A1 A1 A1

4

4.1

4.2

4.3

4.4

4.5

Use of AIS at sea Section objective: understand and apply the safe use of AIS at sea. Explain the need and use of bridge procedures for AIS. Describe what static data needs to be entered, recognize the need to check this data Describe voyage-related data that needs to be entered 4.3.1 Use UN/LOCODE for ports of

departure and arrival 4.3.2 Use other voyage-related data Explain the importance to verify dynamic data; and 4.4.1 Enter the navigational status of the

ship as part of the dynamic data

4.5 Explain the use of safety-related messages and broadcast.

R1 Para.12, 23 R1 Para.13, 23, R6, R24 An. R11 An. R11 R1 Para.13-23, R6 An. 2 p.11 R1 Paras.13-20, R6 p.6 R6 p.7 R1 Para. 15-20, R5

A1 A1 A1 A1 A1 A1 A1 A1 A1



4.6

4.7

4.8

4.9

4.10

4.11

4.12

4.13

4.14

4.15

Interpret the use of AIS Application-Specific Messages (ASM).

4.7 Explain the use of AIS in areas that may have security or piracy implications. Describe special precautions in using AIS in oil and gas terminals and hazardous environments. Outline AIS alarms conditions. Explain the precautions in using AIS for example over-reliance on AIS as an aid for navigation. Use AIS information to enhance situational awareness on an MKD based system. Differentiate the Organization's mandated AIS symbology for use on radar and other navigational displays. 4.12.1 Target Alarms 4.12.2 Target association Explain the application of collision avoidance when using AIS data. Explain the display of AIS aids-to-navigation Describe the mode of manual entering of AIS regional operating settings.

R3, R22 R1 R1 p.10, R4 p.4 R1 Para. 32-39 R1 Para. 40-44 R8 Ap., R12 R7 p.19, R23 R8 Ap., Table 4.1 R13

A1 A1 A1 A1

5

5.1

5.2

AIS in Search and Rescue operations Section objective: Use of AIS in Search and Rescue operations. Describe the function of AIS in SAR operations. Differentiate the types of SAR transmitters using AIS. 5.2.1. AIS-SART (970 YYxxxx) 5.2.2. AIS-EPIRB (974 YYxxxx)5.2.3 AIS-MOB (972 YYxxxx) 5.2.4 AIS-SAR Aircraft (111MIDxxx)

MSC.246(83), R18

IALA Guidelines 1082, R19

A1



Part D: Instructor Manual

■ General The guidance is intended to provide Instructors with a baseline to develop a course that will meet the requirements of the STCW Code. The instructions given should be reinforced and relate to Instructors' own experience and knowledge. Information in Guidance on the implementation of IMO model courses includes a checklist for preparation of courses. Preparation and planning constitute an important factor, which makes a major contribution to the effective presentation of the course.

■ Theory, demonstration and exercises Theory The safe use of AIS requires good knowledge and understanding of the concept and basic principles of AIS for classroom lectures. Special emphasis should be laid on giving information about typical ship configurations of AIS, including its common interface with other equipment such as GNSS, radar, ECDIS and Integrated Navigation System (INS). Guidance on the practical use of AIS should be given, particularly emphasizing the significance of correctly inputting and checking of ship-related data and the use of AIS to improve situational awareness, and its use as a further aid to assist in collision avoidance. As far as possible, such lessons should be presented within a familiar context and make use of practical examples. They should be well-illustrated with diagrams, photographs and charts where appropriate, and be related to matter learned or reinforced during practical sessions. The use of multi-media aids will greatly enhance the quality of the lectures. Distribution of copies of the presentation materials and hand-outs to trainees contribute to the learning process. The guidance on specific subject areas described in Part D includes lists of information, and Instructors may wish to include these in presentation materials, suitably modified to fit the specific teaching requirements. Demonstration Many AIS applications could be demonstrated effectively using actual AIS equipment, or by using a simulator. Practical exercises It is an essential part of the course that sufficient practical experience is gained on suitable equipment or simulators. Many aspects can be learnt on single screen simulators running suitable software, simulating an MKD or suitable equipment. (The MKD is described in section 3.2 below.) Time should be spent on explaining the use of AIS when integrated with other equipment such as radar, ARPA, ECDIS or INS.



■ Evaluation Information on methods of evaluation, validity, reliability, subjective testing, objective testing, distracters (if using multiple choice tests) and scoring is provided in the Guidance on the implementation of IMO model courses. For further guidance, Instructors should refer to model course 3.12 on Assessment, Examination and Certification of Seafarers. Means of evaluation may be in any one or a combination of the following methods:

Continual assessments

Theoretical knowledge

Practical exercises

Oral assessments

■ Lesson plans Instructors should draw up lesson plans for the individual lessons based on the course objectives and the detailed syllabus taking into account any necessary revision of course content to suit the trainee intake. An example of a lesson plan (72 minutes) is shown below. The lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist instructors in the effective presentation of the material. The lesson plans may contain specific references to the teaching method, IMO references, bibliography, textbooks and other teaching material proposed for use in the course, instructor guidelines and time (in minutes) allocated to a specific learning objective.

■ Guidance on specific subject areas This section contains guidance to instructors on the coverage of the AIS subject areas listed in the course outline and the detailed teaching syllabus. The scope and depth of the subject areas are reflected; essentials are pointed out.



Example of AIS Lesson Plan

2 AIS data Teaching method IMO reference Instructor guidelines

2.1 Explain the information included in static data and the associated transmission intervals.

Lecture, Dem R1 Para.11-13 Demonstrate as projected simulator image

2.2 Explain the information included in dynamic data and the associated transmission intervals.


2.3 Explain the information included in voyage-related data and the associated transmission intervals.


2.4 Explain the functionality of safety-related messages.

Lecture, Dem R1 Para.15 Demonstrate as projected simulator image

2.5 Explain the functionality of AIS aids to navigation.

Lecture, Dem R1 Para. 51 Demonstrate as projected simulator image

2.6 Explain the purpose of Applications Specific Message (ASM).

Lecture R3 An., R4



Many of the subjects contain objectives which are relevant to different exercises at different levels. Their inclusion in any exercise can reinforce the learning process. A methodology based on the Instructors own experience should be developed bearing in mind that the IMO references indicate the required training under each heading. The paragraph numbering scheme matches the course outline and syllabus, defined in Parts C and D, respectively. TECHNICAL SPECIFICS Topic 1 - AIS concepts

At the beginning of the course, the trainer should emphasize the importance of AIS in improving the safety of navigation and the protocol involves in data transmission, VHF data link, and propagation of AIS signal, integration of AIS with Radar / ECDIS, and decision making process that needs to be applied in using AIS systems.

Topic 2 - AIS data

The trainer should explain to the trainees the five categories of AIS messages the types and

their contents. The trainer should also emphasize to the trainees the significance of inputting

the correct data into the AIS system and the adverse effect and consequences on ship safety

and security due to incorrect data entry. The trainer should provide examples when explaining

to the trainees on how can an AIS be used as an aid to navigation. The trainer may want to

dwell a little bit in details about AIS Application-Specific Messages (ASM) and differentiate

between “Addressed Safety-Related Messages” and Broadcast Safety-Related Messages”.

The trainer organizes the trainees for practice and each trainee should be required to perform

data entry for the different categories of AIS messages and types and understand the benefits

and limitations of the respective actions. The trainer should monitor and provide appropriate

guidance and finally comment on the trainees’ performances and ensure that the training

outcomes have been achieved.

Topic 3 - AIS ship installations

The trainer should state the carriage requirements of AIS, describe MKD installations based

on Class A system and Class B system and explain installation issues to the trainees. The

trainer should also describe the ability of AIS in enhancing the situational awareness through

the data displayed on radar and ECDIS. The trainer may need to sketch a block diagram of

AIS system to aid trainees’ understanding of the module within AIS. The trainer should also

describe the purpose of annual testing of AIS installation to maintain performance standards

as adopted by IMO.



Topic 4 - Use of AIS at sea

The trainer should provide the observable symptoms and causes to the trainees which involves

in the ship’s bridge procedures. The trainer should describe different types of data related to

AIS and the trainer may also want to share the difference between static data, voyage-related

data and dynamic data. The trainer should explain the safety and security related messages

and the interpretation of AIS Application-Specific Messages (ASM) to the trainees. The trainer

should also explain the situation at which the AIS may be switched off due to security or piracy

implications. The trainer should also enlighten the trainees with the general cautions when

using AIS and special precautions which are required in the use of AIS at oil and gas terminals

and hazardous environment. The trainees should also be informed of different types of AIS

alarms and the ability of AIS information in enhancing situational awareness on an MKD based

system. The trainer should explain the use of AIS data on a radar or ECDIS display and the

use of AIS aids to navigation. A cautionary note should be made by the trainer with regards to

using AIS in applying COLREG 72. The trainer should also describe the ability of AIS in

automatically switching to designated alternate channel in the situation of the regional

operating settings.

The trainer should emphasize the problems with the over-reliance on AIS.

Topic 5 - AIS in Search and Rescue operations

The trainer should explain the significance of AIS in the SAR operations by providing examples

of situations which can possibly happen at sea. The trainer should also discuss the difference

between “AIS-SART”, “AIS-EPIRB”, “AIS-MOB” and “AIS-SAR Aircraft” and the associated

message text on the display.



Part E: Evaluation and Assessment

■ Introduction The effectiveness of any evaluation depends on the accuracy of the description of what is to be measured. The learning objectives that are used in the detailed teaching syllabus, Column 3 – Methods for demonstrating competence – and Column 4 – Criteria for evaluating competence – in Tables A-II/1, A-II/2 and A-II/3 of the STCW Code, set out the methods and criteria for evaluation. Instructors should refer to the Methods for demonstrating competence and the Criteria for evaluating competence when preparing assessment procedures, to be consistent with the intent of the STCW Code which requires that demonstration of skills and practical competence, which may be determined by direct observation, while knowledge and theoretical understanding may be determined through written examination using a variety of question styles. Evaluation/Assessment should be planned to assess if the learning objectives have been achieved. It enables Instructors to ascertain if trainees have gained the required skills and knowledge needed at a given point to effectively demonstrate their competence to perform the tasks set out. The training and assessment of seafarers required under the Convention are administered, supervised and monitored in accordance with the provisions of Regulation I/6 of the STCW Convention. Further details on assessment of seafarers could be found in IMO Model Courses 1.30 on Onboard Assessment and 3.12 on Assessment, Examination and Certification of Seafarers.

■ Assessment Planning Assessments should be specific, measurable, achievable, realistic and time-bound (SMART). Some methods of assessment that could be used depending upon the course are as follows, and all should be adapted to suit individual needs:

observation (in oral examination, simulation exercises, practical demonstration);

questions (written or oral);

tests; and

simulation (also refer to section A-I/12 of the STCW Code).

■ Validity The evaluation methods must be based on clearly defined objectives, and must truly represent what is meant to be assessed; e.g. against only the relevant criteria and the syllabus or course guide to assess the trainees" knowledge, understanding and proficiency (KUP). There must be a reasonable balance between the subject topics involved and also, in the testing of of the concepts related to the KUPs in the STCW Code.



■ Reliability Assessments should be reliable (if the assessment was done again with a similar group/ learner, would similar results be achieved?). Different groups of learners may have the same subject at different times. If other assessors also assess the same course, there is need to ensure all are making the same decisions. To be reliable an evaluation procedure should produce reasonably consistent results, no matter which set of papers or version of the test is used. If instructors were to assess their own trainees, they need to know what they are to assess, and then decide how to do this. The "what" will come from the standards/learning outcomes of the course they are delivering, and the "how" may already be decided for them if it is in assignments, tests or examinations. I Instructors need to consider the best way to assess the skills, knowledge and attitudes of their learners, whether this will be formative and/or summative, and the validity and reliability of the assessment. All work assessed should be valid, authentic, current, sufficient and reliable; this is often known as VACSR – "valid assessments create standard results":

Valid - the work is relevant to the standards/criteria being assessed;

authentic - the work has been produced solely by the learner;

current - the work is still relevant at the time of assessment;

sufficient - the work covers all the standards/criteria; and

reliable - the work is consistent across all learners, over time and at the required level

It is important to note that no single method can satisfactorily measure knowledge and skill over the entire spectrum of matters to be tested for the assessment of competence. Care should therefore be taken to select the method most appropriate to the particular aspect of competence to be tested, bearing in mind the need to frame questions which relate as realistically as possible to the requirements of the officer's tasks at sea.

■ Compiling assessments Whilst each examining authority establishes its own rules, the length of time which can be devoted to assessing the competence of candidates for certificates of competency is limited by practical, economic and social restraints. Therefore a prime objective of those responsible for the organization and administration of the assessment system is to find the most efficient, effective and economical method of assessing the competency of candidates. An examination system should effectively test the breadth of a candidate's knowledge, understanding and proficiency of the subject areas pertinent to the tasks he is expected to undertake. It is not possible to examine candidates fully in all areas, so in effect the assessment samples a candidate's knowledge, understanding and proficiency by covering as wide a scope as is possible within the time constraints and testing his depth of knowledge, understanding and proficiency in selected areas.



The assessment as a whole should assess each candidate's comprehension of principles, concepts and methodology; ability to apply principles, concepts and methodology; ability to organize facts, ideas and arguments; and competence and skills in carrying out the tasks they are expected to undertake on board. All evaluation and testing techniques have their advantages and disadvantages. An examining authority should carefully analyse precisely what it should test and can test. A careful selection of test and evaluation methods should then be made to ensure that the best techniques available are used. Each assessment shall be that best suited to the learning outcome or competence to be assessed.

■ Quality of test items

Irrespective of the type of test used, it is essential that all questions or test items used should

be as concise, succinct and complete as possible, since the time taken to read the questions

themselves lengthens the examination. Questions must also be clear and complete. To ensure

this, it is necessary that they be reviewed by a person other than the originator. No extraneous

information should be incorporated into questions. In all cases, the questions should be

checked to ensure that they measure an objective which is essential to the task concerned. To

ensure this, it is necessary that they be reviewed validated by someone other than the question

originator.

■ Advantages and disadvantages of oral and practical tests

Some aspects of competency can only be properly judged by having the trainee demonstrate

the ability to perform specific tasks in a safe and efficient manner. It is generally considered

advisable that trainees for certificates of competency should be examined orally.

The safety of a ship and the protection of the marine environment are heavily dependent on

the human element. The ability of trainees to react in an organized, systematic and prudent

manner can be more reliably judged through an oral/practical test incorporating the use of

models or simulators than by other form of test. Equipment must also be available in

accordance with the abilities that are to be tested. Some items of equipment can economically

be dedicated solely for use in examinations.

One disadvantage of oral/practical tests is that they can be time-consuming, as each test may

take up about 1 to 2 hours if it is to comprehensively cover the topics concerned.

■ Sample Assessments

Any written examination or skills assessment should consist of a sufficient number of questions to obtain objective evidence to confirm that the trainees have met the learning objectives and that trainees can demonstrate that they have acquired the knowledge or skills for the relevant competences in table A-II/1 of the STCW Code covered by this model course. The following sample assessment for practical skills demonstrations have been included, for indicative purposes only: An example of multiple choice and essay type examination papers Multiple choice questions (choose the best or the most appropriate answer from the four options)



1. AIS position information accuracy is only as good as? A. The accuracy specified by the manufacturer B. The accuracy specified by the operator C. The accuracy defined by the ship owner D. The information transmitted from each ship

2. When should the AIS transponder normally be activated?

A. In open waters B. Always C. In coastal waters D. When the OOW think it is necessary

3. The static information is updated every?

A. Manual update when necessary B. Every 12 seconds C. Every 3 minutes D. Every 6 minutes

4. Which of the following AIS transponders would use the self-organizing time division multiple access (SOTDMA) type of communication scheme?

A. Variable intensity Class B transponder B. High intensity Class A transponder C. Specialist fixed installation/location transponder D. Aids to navigation transponder for lighthouse

4. Will AIS replace radar?

A. Yes B. No

5. Are naval ships required to fit AIS?

A. True B. False

6. As the use of AIS has considerably enhanced the safety and efficiency of navigation, the use of radar has become less significant as an aid to determine and assist in decision making in taking action to avoid collision

A. True B. False

Answer the following questions briefly.

1. List three limitations of AIS.

Answers:

The users must be aware that transmission of erroneous information implies a risk

to other ships as well as their own. The users remain responsible for all information

entered into the system and the information added by the sensors.

The accuracy of AIS information received is only as good as the accuracy of the AIS

information transmitted.



The OOW should be aware that poorly configured or calibrated ship sensors

(position, speed and heading sensors) might lead to incorrect information being

transmitted. Incorrect information about one ship displayed on the bridge of another

could be dangerously confusing.

2. What are the differences between AIS Class A and B devices?

3. Are fishing vessels subject to AIS carriage, and, are on board Vessel Monitoring Systems

(VMS) an acceptable substitute for AIS?

4. What is the difference between LRIT and Satellite AIS?

5. What are AIS Aids to Navigation Reports?

6. Under what circumstances can the AIS unit be switched off?

Please fill in the blanks;

1. The diagram below shows a simplified system diagram of an AIS installation.

Name the parts of the installation in the boxes provided.

a. Ethernet

b. Power

c. Other shipboard equipment

d. VHF antenna

e. Minimum keyboard display

f. Transponder

g. GNSS antenna



An example of practical assessment

1. Demonstrate how to key-in information using AIS MKD.

i. Use UN/LOCODE format to indicate the port of departure and the next port of call

ii. Draft

iii. Navigational status



ANNEX

TRAINING AND FAMILIARIZATION Successful completion of a training course based on this model course is not the only training needed to competently operate AIS. In addition, trainees should undergo adequate familiarization training on the actual equipment that is to be used. The objective of this course emphasises the importance of proper familiarization training. A generic AIS course does not explain the functionality and use of any specific equipment configuration on a ship. It would be worth instructors explicitly referencing the relevant parts of STCW (Reference R9) and the ISM Code (Reference R10), concerning familiarization training. Instructors should explain that the principles and practices learnt within this course will enable familiarization training to be rapidly assimilated, particularly if such familiarization training conforms to the recommendations given in Annex I of this model course. Trainees should be made aware of the contents of Annex I and that installers, manufacturers and companies are recommended to take account of these recommendations when developing their familiarization training programmes. The model course is designed to provide training for seafarers to gain an understanding of the principles, benefits, and dangers in using AIS for the safety of navigation. It cannot, of course, explain the functions, limitations, controls, displays, alarms and indications of any specific equipment installed in a ship's bridge. The transfer of operational knowledge of specific equipment should be addressed by appropriate familiarization training. Many seafarers often move between ships and will become familiar with equipment installed by different manufacturers. Trainees should, however, not that similar-looking equipment may be configured differently. Seafarers returning to a ship after a period away may find that the configuration may have been updated. It is, therefore, important that a new or returning seafarer should always undergo shipboard familiarization procedures. The user should check that the items in the appropriate checklist below are included within the familiarization training. AIS familiarization checklist On joining a ship the user should check the availability and whereabouts of the familiarization training course and then undertake training prior to operating the equipment at sea. In the absence of such material the user should become acquainted with the points described in the succeeding paragraphs, before using the AIS equipment at sea. This will probably also involve asking questions of experienced users on-board. A. General operation

Determine whether there are bridge procedures for using AIS. If there are, these should be read and understood.

Establish from the bridge procedures, or from senior navigation officers, the required frequency of static, dynamic and voyage-related data checks.



Establish from the bridge procedures or by asking senior navigation officers, the master's requirements for when AIS should be switched off and when voyage-related data should be restricted.

Establish from the bridge procedures or from senior navigation officers, whether there are any special requirements concerning the sending and receipt of Binary Messages.

Determine the availability and whereabouts of the AIS User Manual. Use this to understand more detailed functionality that may not be covered by familiarization training.

Understand what equipment is connected to the AIS, in particular the primary GNSS (and the secondary, if fitted), the heading device and whether ROT information is available for the AIS.

Understand whether radar, ECDIS or other navigational displays can show AIS data or whether the AIS installation is an MKD only system.

Determine on a radar (or other navigation display based system) what AIS functions are available on the radar and what have to be accessed at the AIS unit (the MKD). For instance, where can the checking of own ship's data be performed, where are short safety-related messages displayed and where can they be sent from, where is voyage-related data entered?

B. Detailed operation

Understand how to adjust the displays for brightness, contrast and colour, if available.

Understand how to access and control the main operating menu and its submenus.

Understand how to check static data.

Understand how to check dynamic data including how to enter and check navigational status.

Understand how to enter and check voyage-related data.

Understand how to view incoming safety-related messages and send such messages.

Understand how to view AIS received data, including AIS A to Ns in all the available modes of presentation.

Understand the provided alarms and indicators and the means of acknowledging the alarms.



On systems which provide the facilities, understand:

how to activate and deactivate targets.

how to set CPA and TCPA alarm limits.

how to filter displayed targets.

how to switch between radar, AIS and combined modes of display.

Understand the operation of the automatic association facility and the user inputs required for effective operation.

how to deal with binary messages.

■ Guidance on simulator exercises Although full-mission bridge simulators are expensive to procure and run, and they are not an essential requirement for teaching the use of AIS, however, they provide a good learning experience. It is essential that trainees get practical experience on this course by using live equipment or simulator equipment with AIS display facilities. Such simulators can be relatively simple - a single screen with "windowed" displays, representing the working of AIS on an MKD and radar, being sufficient. Ideally, such simulators should also cover AIS displayed on ECDIS. Even training providers with full-mission simulators find that time can be spent more effectively by having the majority of exercises on single screen classroom simulators, leaving the full- mission simulator for final exercises, particularly to bring in team interaction scenarios and multi-input scenarios. It is important that the simulators are properly configured to comply with IMO"s requirements for AIS, whether on an MKD, radar or ECDIS and this should be discussed with the simulator system supplier prior to installation. Simulator exercises should be set appropriately to the facilities available and care should be exercises when designing these exercises, as it is important that they give the trainee experience in dealing with normal, abnormal (e.g. AIS alarm situations) and emergency (e.g. search and rescue) conditions in a manner as realistic as possible. Some training institutions could be situated close to navigable waters and use "live AIS systems" for both demonstration and training purposes. Such systems can be useful for demonstration but the following should be borne in mind during training use:

it should ideally be a "receive-only system" so that it does not transmit misleading data or contribute to bandwidth saturation;

many commercial AIS units cannot be configured to a "receive only" mode of operation;

if the system transmits it should always be set up in a way that meets the Administrations requirements concerning its MMSI and other transmitted data; and



a transmitting system should not be configured by trainees without full supervision, and supervisors should fully understand the requirements placed upon its use by the Administration.

Simulated sea areas Exercises should produce the greatest degree of realism in limited "real time". To achieve this, the scenarios can often be best located in simulated sea areas, for the following reasons:

Situations, functions and actions for different learning objectives that occur in different sea areas can be integrated into one exercise and experienced in real time; and

It eases the exchange of scenarios and exercises between maritime educational institutions.

Specific types of sea area It is advisable to make use of simulation in three types of sea area for which typical characteristics and attributes, navigational situations and requirements, navigational functions and operators" actions can be identified:

Sea passages;

Shallow waters, pilotage waters and fairways; and

Harbour areas. Exercise Design In order to design exercises, it is advisable to compile characteristic sets of data containing learning objectives, situations and actions which the trainee has to perform. The exercise should be realistic, incorporating emergency situations and equipment failure. Monitoring of exercises The actions of the trainees should be closely monitored and recorded, and summarized for the purpose of using them for debriefing. Debriefing Debriefing of the exercises is an essential part of training and Instructors should refer to the summary made during the exercise to raise important points and to direct the discussion among trainees. The following facilities may be used in debriefing:

Playback of relevant sequences in the video recording; and

Playback of possible simulator recording facilities, which can include plots of own ship manoeuvres, surrounding vessels, etc.



Recommended exercises The table below provides details suitable for simulator exercises.

Simulator exercise Syllabus reference

MKD based system

1 Enter and check representative ship's static data. 2.1, 4.3.2

2 Enter and check voyage-related data, including

adding UN/LOCODES. 4.3.1

3 Enter and check navigational status and check

dynamic data. 2.2, 4.4.1

4

Manually associate MKD target list with radar targets

(at least one target should have incorrect AIS data to

prevent association). 3.2, 4.11

5 Repeat a similar exercise to 4 above using the plan

(graphical) display on the MKD, if available. 3.2, 4.11

6

Respond appropriately to a received safety or

security-related message and send a safety-related

message to both. 2.4, 4.5

Radar/ECDIS based system

7 Recognize all symbology, including AtoNs. 2.5, 4.14

8 Activate/deactivate appropriate targets and set

appropriate target filters. 4.12.1

9 Set appropriate CPA/TCPA limits and identify

dangerous targets. 4.12, 4.12.1

10

Manually associate radar and AIS targets, (using

tracked targets and "raw" radar examples). Not all

radar targets should have AIS data. Some AIS targets

should have incorrect data.

4.12.2,

11 Deal correctly with lost targets. 4.12.1

12 Manually set regional operating settings. 1.3, 4.15



APPENDIX I Terms, Acronyms and Abbreviations

AIS Automatic Identification System

ARPA Automatic Radar Plotting Aids

ASM Applications Specific Message

ATON Aids to Navigation

BIIT Build in Integrity Test

COG Course Over Ground

CPA Closest Point of Approach

CS Carrier Sense

CSTDMA Carrier Sense Time Division Multiple Access

DSC Digital Selective Calling

ECDIS Electronic Chart Display and Information System

ETA Estimated Time of Arrival

FATDMA Fixed Access Time Division Multiple Access

GLONASS Global Navigation Satellite System

GMDSS Global Maritime Distress Safety System

GNSS Global Navigation Satellite System

GPS Global Positioning System

IALA International Association of Lighthouse Authorities

IAMSAR International Aeronautical And Maritime Search And Rescue

IBS Integrated Bridge System

IFM International Format Message

IMO International Maritime Organization

INS Integrated Navigation System

ITU International Telecommunication Union

LRIT Long Range Identification and Tracking

MARPOL International Convention for the Prevention of Pollution from Ships

MKD Minimum Keyboard Display

MMSI Maritime Mobile Service Identity

MSC Maritime Safety Committee

OOW Officer On Watch

PATDMA (modified SOTDMA)

Pre-announce Access Time Division Multiple Access

RATDMA Random Access Time Division Multiple Access

SAR Search and Rescue

SOG Speed Over Ground



SOLAS International Convention for the Safety of Life At Sea

SOTDMA Self-Organizing Time Division Multiple Access

STCW Standards of Training, Certification and Watchkeeping for Seafarers

TDMA Time Division Multiple Access

UN/LOCODE United Nation Code for Trade and Transport Locations

VDL VHF Data Link

VHF Very High Frequency

VTS Vessel Traffic Service



Appendix II Useful illustrations

Source: Malaysian Marine Department (http://www.marine.gov.my/jlm/imo/ais1.34.pdf)

Figure 1: Comprehensive AIS Network

Figure 2: Principle of TDMA



Figure 3: Principles of SOTDMA



Figure 4: How AIS works

Figure 5: Modules within AIS



Figure 6: Comparison between Radar and AIS detection

Figure 7: Fjord Effect



Figure 8: Earth Curve and Antenna

Figure 9: AIS Propagation



Figure 10: AIS Satellite’s data collection and distribution

Figure 11: Long Range Identification and Tracking (LRIT)



Figure 12: AIS System Block Diagram

Figure 13: Shipborne AIS Class A system



Figure 14: Shipborne AIS Class B system

___________

HTW 5/3/11/Add.1 Annex, page 1

ANNEX 3

DRAFT REVISED MODEL COURSE 1.08 ON RADAR NAVIGATION

AT MANAGEMENT LEVEL (RADAR, ARPA, BRIDGE TEAMWORK AND

SEARCH AND RESCUE)

Model Course 1.08

RADAR NAVIGATION AT

MANAGEMENT LEVEL (RADAR,

ARPA, BRIDGE TEAMWORK AND

SEARCH AND RESCUE)

2018 Edition

London, 2018


ACKNOWLEDGEMENTS

The International Maritime Organization (IMO) wishes to express its sincere

appreciation to the Government of the People's Republic of China for the valuable

assistance and co-operation in the revision of this course.

Copyright © International Maritime Organization 2018


Foreword

[To be inserted by the Secretariat]

KITACK LIM

Secretary-General


Contents

Introduction 5

Part A: Course Framework 9

Part B: General Outline 16

Part C: Detailed Outline 19

Part D: Instructor Manual 26

Part E: Evaluation and Assessment 78


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Introduction

Purpose of the model courses

The purpose of IMO model courses is to assist maritime training institutions and their

teaching staff in organizing and introducing new training courses, or in enhancing,

updating or supplementing existing training materials whereby the quality and

effectiveness of the training courses may be improved.

It is not the intention of a model course to present instructors with a rigid "teaching

package" which they are expected to "follow blindly". Nor is it the intention to use

audio-visual or "programmed" materials as a substitute for the Instructor's presence.

As in all training endeavours, the knowledge, skills, competence and dedication of the

instructor are the key components in the transfer of knowledge and skills to those being

trained through IMO model course-based material.

Because educational systems and the cultural backgrounds of trainees in maritime

subjects vary considerably from country to country, the model course has been

designed to identify the basic entry requirements and trainee target group for each

course in universally applicable terms, and to specify clearly the technical content and

levels of knowledge and skill necessary to meet the technical intent of IMO conventions

and other related recommendations.

Use of the model course

To use the model course, instructors should review the course plan and detailed

syllabus, taking into account the information provided under the entry standards

specified in the course framework. The actual level of knowledge and skills and the

prior technical education of trainees should be taken into account during this review.

Any areas within the detailed syllabus which may cause difficulties because of

differences between the actual trainee entry level and that assumed by the course

designer should be identified. To compensate for such differences, Instructors may

delete from the course, or reduce the emphasis on items dealing with knowledge or

skills already attained by trainees. Instructors should also identify any academic

knowledge, skills or technical training which trainees may not have acquired.

By analyzing the detailed syllabus and the academic knowledge required to allow

training in the technical area to proceed, Instructors can design an appropriate

pre-entry course or, alternatively, insert the elements of academic knowledge required

to support the technical training elements concerned at appropriate points within the

training course.

Adjustment of the course objective, scope and content may also be necessary if

trainees completing the course are to undertake duties in the maritime industry which


differ from the course objectives specified in the model course. Within the course

outline the course designers have indicated their assessment of the time which should

be allotted to each area of learning. However, it must be appreciated that these

allocations are arbitrary and assume that trainees have fully met all entry requirements

of the course. Instructors should, therefore, review these assessments and may need

to re-allocate, as necessary, the time required to achieve each specific learning

objective or training outcome.

Lesson plans

Having adjusted the course content to suit trainees' intake and any revision of the

course objectives as appropriate, Instructors should draw up lesson plans based on

the detailed syllabus. The detailed syllabus contains specific references to the

textbooks or teaching materials proposed to be used in the course. Where no

adjustment has been found necessary in the learning objectives of the detailed

syllabus, the lesson plans may simply consist of the detailed syllabus with keywords

or other reminders added to assist I Instructors in the presentation of the material.

Presentation

The presentation of concepts and methodologies must be repeated in various ways

until Instructors are satisfied that trainees have attained each specific learning

objective or training objective. The syllabus is laid out in learning objective format and

each objective specifies a required performance or, what trainees must be able to do

as the learning or training outcome.

Implementation

For the course to run smoothly and to be effective, considerable attention must be paid

to the availability and use of:

- properly qualified instructors;

- relevant support staff;

- teaching and other spaces;

- appropriate equipment and teaching aids;

- textbooks, appropriate technical papers, etc.; and

- other relevant reference materials.

Thorough preparation is the key to successful implementation of the course. IMO has

produced "Guidance on the implementation of IMO model courses", which deals with

this aspect in greater detail and is included in Appendix I.



Training and the STCW Convention

The standards of competence that have to be met by seafarers are defined in Part A

of the STCW Code in the International Convention on Standards of Training,

Certification and Watch keeping for Seafarers (STCW Convention), 1978, as

amended. This IMO model course addresses the competences and the training that is

required to achieve the standards for the knowledge, understanding and proficiency

(KUPs) set out in table A-II/2 of the STCW Code.

Part A provides the framework for the course, its aims and objectives and notes on

suggested teaching facilities and equipment. A list of suggested teaching aids,

bibliographies, IMO references and textbooks is also included as guidance.

Part B provides an outline of lectures, demonstrations and exercises for the course. A

timetable is not included, but from the teaching and learning perspective, it is more

important that the trainee achieves the minimum standard of competence defined in

the STCW Code than that a strict timetable is followed. Depending on their experience

and ability, some trainees may take longer to become proficient in some topics and

sub-topics than others.

Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and

practical knowledge specified in the STCW Code. It is written as a series of learning

objectives, in other words what the trainee is expected to be able to do as a result of

the learning experience. Each of the objectives is expanded to define a required

performance of knowledge, understanding and proficiency. IMO references, textbook

references and suggested teaching aids are included to assist Instructors in designing

lessons.

Part D gives guidance notes and additional explanations to Instructors on the topics

and learning outcomes listed in Part C. For the various topics, this part presents subject

matter details, activities, and recommended presentation and assessment techniques.

Part E presents a generic guide for effective evaluation/assessment of trainees. Parts

C and D of this model course address the generic subject matter of Part E in greater

detail.

A separate IMO model course addresses Assessment of Competence. This course

explains the use of various methods for demonstrating competence and criteria for

evaluating competence as tabulated in the STCW Code.

Validation

The guidance contained in this document has been validated by the Sub-Committee

on Human Element, Training and Watchkeeping for use by Administrations and


training providers in developing relevant training programmes for the effective

implementation of uniform minimum standards for training and certification of

seafarers. Validation in this context means that the Sub-Committee has found no

grounds to object to the contents of this model course, but has not granted its approval

to the document, as the Sub-Committee does not consider any model course to be an

official interpretation of IMO Instruments.



Part A: Course Framework

Aims

The aim of this model course is to meet the mandatory minimum standards of

competence for seafarers in Navigation for the Function: Maintain safe navigation

through the use of information from navigation equipment and systems to assist

command decision-making at the Management Level as specified in table A-II/2 of the

STCW Code.

This course provides training in use of radar, ARPA/TT and AIS reporting functions,

bridge teamwork, and search and rescue for trainees at the management level on ships

fitted with radar equipment. This course takes account of IMO model courses 1.07

and 7.03, and includes the training related to acquiring, analysing and applying radar

resources to manage proper command decision-making with regard to safe navigation

and successful search and rescue, to meet the mandatory requirements relating to the

radar system: "plan a voyage and conduct navigation", "determine position and the

accuracy of resultant position fix by any means", "coordinate search and rescue

operations", "establish watchkeeping arrangements and procedures" as set out in

section A-II/2 of the STCW Code.

Objective

The objective is to provide trainees with guidance and information to gain knowledge,

understanding and proficiency (KUP) required to achieve the objectives of the learning

outcomes to demonstrate the standard of competence in Navigation at the

Management Level assigned to shipboard duties as required in section A-II/2 and set

out in table A-II/2 of the STCW Code.

Trainees who complete this course should be able to successfully demonstrate their

competence at the Management Level by being:

- aware when the radar should be used, and able to supervise officers in charge

of a navigational watch to select a suitable mode and range setting for

particular circumstances, and to set the controls for optimal performance;

- fully aware of the limitations of the equipment in detecting targets, and able to

evaluate the accuracy and reliability of information obtained and displayed;

- able to pay due attention to the functions of radar in position fixing, navigation,

clearing of danger and altering course;

- able to coordinate the preparation of voyage plans, and use all effective

means to ensure the implementation of voyage plans;


- able to develop a good understanding of the provisions in the Convention on

the International Regulations for Preventing Collisions at Sea, 1972, relating

to the use of radar;

- able to identify developing situations and ascertain risks correctly by radar

and take appropriate actions, to verify the effectiveness of collision avoidance

and determine the proper timing for resuming the course and speed after

collision avoidance, bearing in mind that assumptions should not be made on

the basis of scanty radar information; and

- able to instruct the bridge team to use radar information to determine the

position of a distressed target, to approach the search and rescue spot by

continuous setting-up of radar and evaluating radar information, and to

manage proper informed decision-making to ensure successful coordination

of the search and rescue operations.

Entry standards

Entry standards should be in accordance with the STCW Convention or other

applicable IMO instruments, where such requirements are specified. If such

requirements are not specified, it is left to the Administration to decide entry standards

in accordance with national regulations and system of education.

Course certificate

On successful completion of the course and assessments, a document may be issued

certifying that the holder has successfully completed a training course which meets, or

exceeds the level of knowledge, understanding and proficiency for the standard of

competence specified in table A-II/2 of the STCW Code.

Course intake limitations

The course intake is limited by the number of trainees who can receive adequate

individual attention from the instructor(s). The maximum trainee - instructor ratio may

be up to 24 to 1 for classroom lectures, and 8 to 1 for practical sessions and

simulations. Depending on the availability of radar and radar simulator equipment, the

course intake should be limited to three or four trainees per radar and/or radar

simulator display to allow each trainee sufficient practice in the operation of the

equipment while acting various roles.

Teaching staff should note that the ratios are suggestions only and should be adapted

to suit individual groups of trainees depending on their experience, ability, and

equipment available.



Staff requirements

Instructors, supervisors and assessors are to be appropriately qualified in accordance

with the STCW Convention or other applicable IMO instruments for the particular types

and levels of training or assessment of competence of the trainees. It is left to the

Administration to decide staff requirements in accordance with their national

regulations.

Teaching facilities and equipment

Simulators used for the training should provide a controllable environment and

sufficient own-ship stations to accommodate the trainees for each course. Simulators

used for training should meet the requirements set out in paragraphs 1, 4, and 5 of

STCW Code, section A-I/12, and simulators for assessment should meet the

requirements set out in paragraphs 2, 4, and 5 of STCW Code, section A-I/12 .

Real radar or ARPA equipment used when delivering the course should satisfy the

applicable SOLAS Convention regulations and IMO performance standards for radar

or ARPA equipment, as set out in annex 4 to the Adoption of new and amended

performance standards (resolution MSC. 64(67)), the Performance standards for

automatic radar plotting aids (ARPAs) (resolution A.823(19)) and the Adoption of the

revised performance standards for radar equipment (resolution MSC.192(79)).

Suitable teaching spaces equipped with the relevant facilities to facilitate the delivery

of training through lectures, group exercises and discussions, as appropriate, should

be provided. Appropriate multi-media equipment should be made available, where

necessary.

Teaching aids (A)

A1 Instructor manual (Part D of this course)

A2 Audiovisual aids

A3 Plotting charts and instruments

A4 Multi-media training aids such as Videos, Computer Based Training (CBT),

etc. may be used as deemed fit by Instructors when presenting this course.

Bibliographies (B)

B1 The Mariner's Handbook. 2016. United Kingdom Hydrographic Office.

B2 Bridge Procedures Guide. 2016. International Chamber of Shipping.

B3 Radio Regulations. 2016. ITU.

B4 Aids to Navigation Guide (Navguide). 2014. 7th Ed, IALA.

B5 Maritime Buoyage System. 2012. 7th Ed, IALA.


IMO References (R)

R1 International Convention on Standards of Training, Certification and

Watchkeeping for Seafarers, 1978, as amended.

R2 International Convention for Safety of Life at Sea.

R3 The International Regulations for Preventing Collisions at Sea, 1972

(IMO-904).

R4 Resolution MSC.192(79): Revised Recommendation on Performance

Standards for Radar Equipment, 2004.

R5 Resolution MSC.64(67) Annex 4: Recommendation on Performance

Standards for Radar Equipment, 1996.

R6 Resolution A.823(19): Performance Standards for Automatic Radar Plotting

Aids, 1995.

R7 Resolution MSC.74(69) Annex 3: Recommendation on Performance

Standards for a Universal Shipborne Automatic Identification System (AIS),

1998.

R8 Resolution MSC.246(83): Performance Standards for Survival Craft AIS

Search and Rescue Transmitters (AIS-SART) for Use in Search and Rescue

Operations, 2007.

R9 Resolution MSC.112(73): Revised Recommendation on Performance

Standards for Shipborne Global Positioning System (GPS), 2000.

R10 Resolution MSC.116(73): Recommendation on Performance Standards for

Marine Transmitting Heading Devices (THDS), 2004.

R11 Resolution MSC.96(72): Recommendation on Performance Standards for

Devices to Measure and Indicate Speed and Distance, 2000.

R12 SN.1/Circ.197: Operation of Marine Radar for SART Detection, 1997.

R13 Resolution MSC.164(78): Revised Performance Standards for Radar

Reflectors, 2004.

R14 Resolution A.893(21): Guidelines for Voyage Planning, 1999.

R15 Ships' Routeing, 2017 Ed.

R16 International Aeronautical & Maritime Search and Rescue Manual, 2016 Ed.

R17 International Convention on Maritime Search and Rescue, 1979.

R18 GMDSS Manual, 2017 Ed.



Textbooks (T)

T1 Bole, A, Wall, A, and Norris, A. 2014. Radar and ARPA Manual. 3rd Ed.

Oxford: Elsevier Ltd.

T2 Liu, T, Zhang, B. 2016. Shipborne Navigational Radar. Dalian, China: Dalian

Maritime University Press.

T3 Burger, W. 1999, reprinted 2008. Radar Observer's Handbook for Merchant

Navy Officers. 9th ed. Glasgow: Brown, Son and Ferguson LTD.

T4 Cockcroft, A. N. and Lameijer, J. N. F. 2012. A Guide to the Collision

Avoidance Rules. 7th ed. Oxford: Elsevier Ltd.

T5 Swift, A.J. and Bailey, T. J. 2004. Bridge Team Management: A Practical

Guide. 2nd ed. London: The Nautical Institute.

T6 Anwar, N. 2015. Navigation Advanced for Mates and Masters. 2nd Ed.

Livingston: Witherby Seamanship International Ltd.

T7 Passage Planning Principles. 2006. London and Lanarkshire: Witherbys

Publishing Ltd and Seamanship International Limited.

T8 Passage Planning Practice. 2006. London and Lanarkshire: Witherbys

Publishing Ltd and Seamanship International Limited.

T9 Frost, A. 2016. Practical Navigation for Officers of the Watch. 2nd Ed.

Glasgow: Brown, Son & Ferguson LTD.



Function: navigation at the management level

STCW 2010 table A-II/2 IMO Model course 1.08

Competence Knowledge, Understanding and Proficiency

Topic Sub-topic

Knowledge, Understanding and Proficiency

Plan a voyage and conduct navigation

Voyage planning and navigation for all conditions by acceptable methods of plotting ocean tracks

1 1.1 1.1.2 Requirements of SOLAS Convention for radar

installation

2 2.1 2.1 Making a voyage plan

2 2.2 2.2 Executing a voyage plan

Routing in accordance with the General Provisions on Ships’ Routing

2 2.1 2.1 Making a voyage plan


Determine position and the accuracy of resultant position fix by any means

Position determination in all conditions 1 1.2

1.2 Operation principles of radar system, factors affecting radar information accuracy, radar characteristics and limitations


Coordinate search and rescue operations

A thorough knowledge of and ability to apply the procedures contained in the International Aeronautical and Maritime Search and Rescue (IAMSAR) Manual

4 4.1 4.1 Identification and confirmation of distress locating

signals

4 4.2 4.2 Use of radar in SAR operations

Establish watchkeeping arrangements and procedures

Thorough knowledge of content, application and intent of the International Regulations for Preventing Collisions at Sea, 1972, as amended

1 1.1 1.1.3 COLREG provisions on the use of radar

Thorough knowledge of the content, application and intent of the Principles to be observed in keeping a navigational watch

1 1.1 1.1.1 Competence requirements of the STCW Code

on radar navigation



Maintain safe navigation through the use of information from navigation equipment and systems to assist command decision-making Note: Training and assessment in the use of ARPA is not required for those who serve exclusively on ships not fitted with ARPA. This limitation shall be reflected in the endorsement issued to the seafarer concerned

An appreciation of system errors and thorough understanding of the operational aspects of navigational systems

1 1.1 1.1.4 Different IMO resolutions on radar performance

standards concerning target detecting ability and fallback arrangement

1 1.2 1.2 Operation principles of radar system, factors

affecting radar information accuracy, radar characteristics and limitations

1 1.3 1.3 Awareness of radar working conditions

Blind pilotage planning 2 2.1 2.1 Making a voyage plan

Evaluation of navigational information derived from all sources, including radar and ARPA, in order to make and implement command decisions for collision avoidance and for directing the safe navigation of the ship


3 3.1 3.1 Use of radar acquiring information for collision

avoidance

3 3.2 3.2 Use of radar in collision avoidance actions

The interrelationship and optimum use of all navigational data available for conducting navigation




Part B: General Outline

Lectures

As far as possible, lectures should be presented within a familiar context and should

make use of practical examples. The presentation and transfer of theoretical

knowledge may be achieved in various ways by combining diagrams, pictures,

sketches, computer data and radar application cases, as required.

Effective teaching methodology may involve delivery of the relevant knowledge to

trainees by certain techniques, and enhancing the knowledge by further explanation.

For example, the instructor may firstly introduce general contents to trainees, then

illustrate each objective in detail, and finally provide a summary and conclusion.

Utilization of multimedia equipment and disseminating handouts to trainees would be

an effective and advisable way to supplement lectures.

Practical training

Well-designed practical training exercises that reflect the requirements set out in

table A-II/2 of the STCW Code, substantially improve training outcomes. Practical

training such as, the use of plotting charts and instruments, multi-media aids, and data

recovery relevant to actual on-board management level tasks and duties will facilitate

effective learning.

Timetable

This model course has been developed providing a recommended range in duration

of 32 to 40 hours for lectures, demonstrations, laboratories, or simulation exercises

and assessment. No formal timetable is included in this model course.

Instructors must develop their own timetable depending on:

- the level of skills of trainees;

- the numbers to be trained; and

- the number of instructors,

and normal practices at the training establishment.

Course Outline

Part B is a general description of topics and the sequence of presentations. The course

is divided into 4 topics and 9 sub-topics corresponding to the competence and KUPs

defined in table A-II/2 of the STCW Code. The training is delivered by means of

lectures and practical training exercises. Teaching staff should note that the suggested



timings are for indicative purposes only, and session timing should be adapted to suit

individual groups of trainees depending on their experience, ability, equipment and

staff available for training.

The course timetable should reflect the varying needs for the different target groups. It

may be possible for experienced instructors to accommodate different target groups

within the same course by designing the timetable and presentations accordingly.



Course Outline

Knowledge, understanding and proficiency

1. Proficiency in the radar system and related resources 1.1 Requirements of STCW, SOLAS, COLREG and Performance Standards for Radar Equipment and related

applications 1.2 Operation principles of radar system, factors affecting radar information accuracy, radar characteristics and

limitations 1.3 Awareness of radar working conditions

Practical Training1 Awareness of radar working conditions

2. Use of radar in navigation 2.1 Making a voyage plan 2.2 Executing a voyage plan

Practical Training 2 Use of radar in navigation

3. Use of radar in collision avoidance 3.1 Use of radar acquiring information for collision avoidance 3.2 Use of radar in collision avoidance actions

Practical Training3 Use of radar in collision avoidance

4. Use of radar in search and rescue (SAR) 4.1 Identification and confirmation of distress locating signals 4.2 Use of radar in SAR operations

Practical Training 4 Use of radar in search and rescue



Part C: Detailed Outline

Introduction

Part C correlates the knowledge, understanding and proficiencies defined in the STCW

Code, with the specific outcomes that trainees must acquire. Each specific outcome is

presented as a topic or sub-topic. This is done so that the developer of the course, the

instructor delivering the course and other model course users can focus on

outcome-based learning.

The detailed teaching syllabus has been written in learning outcomes format in which

the outcome describes what the trainee must do to demonstrate that the specified

knowledge or skill has been acquired and the proper attitude has been developed. All

the outcomes are understood to be prefixed by the words, "At the end of the session,

the trainees should be able to …………."

In Part C, the detailed teaching syllabus breaks down each topic/sub-topic into

Learning Objectives under the column of "Knowledge, understanding and proficiency".

A table lists each topic or sub-topic and the corresponding guidance in Part B of the

STCW Code. Teaching aids and references are significant to the detailed teaching

syllabus and delivery of the course, in particular,

- Teaching aids (indicated by A)

- Bibliography (indicated by B)

- IMO references (indicated by R), and

- Textbooks (indicated by T),

would prove to be valuable information sources to users.

The following are examples of the use of references:

- "A1" means teaching aid 1, i.e. the Instructor Manual in Part D of this model

course;

- "B1" means bibliography 1;

- "R1" means IMO reference materials 1;

- "T2" means textbooks 2.



Lesson plans

While designing lesson plans based on the Detailed Teaching Syllabus, Instructors

should arrange knowledge points appropriately, taking into account the STCW Code,

the SOLAS Convention, IAMSAR, IMO Radar performance standards, and the

relationship with other relevant IMO model courses, where applicable.



Detailed Outline

All objectives are understood to be prefixed by the words "The expected learning outcome is that trainees are able to…"

Knowledge, understanding and proficiency IMO References Textbooks &

Bibliographies Teaching

aids

1 Proficiency in the radar system and related resources

1.1 Requirements of STCW, SOLAS, COLREG and Performance Standards for Radar Equipment and related applications

.1 describe the standard of competence on radar navigation in the KUPs of the STCW Code for personnel at the management level

R1 A1; A2

.2 express the resolutions on the performance standards for radar system in the SOLAS Convention, as well as the number of radar sets and bands required for ships of different tonnage

R2 T2 A1; A2

.3 illustrate the influences of COLREG on collision avoidance decision-making with regard to the use of radar to maintain a proper lookout, to determine the reasonable safe speed, to appraise the risk of collision and to take effective action timely for collision avoidance; interpret the implications and influences of scanty radar information on safe navigation

R3 T4 A1; A2

.4 generalise the requirements of different IMO resolutions on radar performance standards for radar equipment in the detection range, discrimination, detection accuracy, clutter suppression, target tracking, etc.; analyze the impact of backup and fallback arrangements in case of partial malfunction of radar system

R4; R5; R6 T1; T2; T3 A1; A2

1.2 Operation principles of radar system, factors affecting radar information accuracy, radar characteristics and limitations

.1 analyze the principles of radar detection, information processing and display, evaluate the influence of sensor errors, noises, clutters and false echoes on radar image presentation

R4; R5; R6 T1; T2; T3 A1; A2; A4

.2 analyze the influences of errors from essential sensors on radar information, evaluate the factors that affect radar information, such as blind area, the changes

R4; R5; R6; R7; R9; R10; R11

T1; T2; T3 A1; A2; A4



of electromagnetic wave propagation, the changes of weather and sea condition, radar clutters, radar false echoes and target characteristic, etc.

.3 predict the possible faults of bridge team in radar operation, stress the importance of team management to acquire essential and complete navigational information by operating radar properly in accordance with the operating procedures

R4; R5; R6; R7; R8; R9; R10;

R11; R12; R13

T1; T2; T3; B4; B5

A1; A2; A4

.4 analyze the influences of characteristics of radar presentations and limitations on radar watchkeeping, observation, position fix, navigation, collision avoidance decision-making; assess the countermeasures to be taken

R4; R5; R6; R7; R8; R9; R10;

R11; R12; R13

T1; T2; T3; B4; B5

A1; A2; A4

1.3 Awareness of radar working conditions

.1 appraise abnormal operation of the radar system in reference to the "Scope of equipment" requirements of the IMO radar performance standards

R4; R5; R6 T1; T2; T3 A1; A2

.2 generalise the complexity of radar system; analyze the influence of radar equipment on the normal operation and radar information output

R4; R5; R6; R7; R9; R10; R11

T1; T2; T3 A1; A2

.3 analyze the adverse effects of human element on working conditions and function of the radar system due to inappropriate setup and operation; appraise radar working conditions using effective team management skills and good radar application experience

R4; R5; R6; R7; R8; R9; R10;

R11; R12

T1; T2; T3 A1; A2

Practical training 1 Awareness of radar working conditions R4; R5; R6; R7; R9; R10; R11

T1; T2; T3 A1

2 Use of radar in navigation

2.1 Making a voyage plan

.1 manage the bridge team, evaluate and select radar targets when making a voyage plan taking into account avoiding risks, improving accuracy, and highlighting the limitations and aiming at safe navigation

R2; R13; R14 T1; T2; T5; T6; T8; B4; B5

A1; A2; A4

.2 select suitable radar targets and fixing methods and assess the accuracy of the resulting fix considering circumstances, limitations of radar and bridge resources

R2; R13; R14 T1; T2; T5; T6; B2

A1; A2; A3; A4

.3 select and assess radar navigation objects and methods considering circumstances, limitations of radar and bridge resources

R2; R4; R13; R14 T1;T2; T5; T6; T7; T8; T9; B2

A1; A2; A3; A4



.4 select and assess reference radar navigation objects and methods to keep clear of dangers considering circumstances, limitations of radar and bridge resources

R2; R4; R13; R14 T1; T2; T5; T6; T7; T8; T9; B2

A1; A2; A3; A4

2.2 Executing a voyage plan

.1 execute a voyage plan in coastal and narrow channel waters to ensure safety of navigation by managing bridge resources effectively, by supervising the watchkeeping officers' radar operation, by evaluating radar information prudently, and by utilizing radar resources properly and effectively

R2; R14; R15 T1; T2; T5; T6; T7; T8; T9;B2

A1; A2; A4

.2 execute a voyage plan in TSS and VTS waters to ensure safety of navigation by managing bridge resources effectively, by supervising the watchkeeping officers' radar operation, by evaluating radar information prudently, and by utilizing radar resources properly and effectively

R2; R14; R15 T1; T2; T5; T6; T7; T8; T9; B2

A1; A2; A4

.3 execute a voyage plan in/near ice-infested waters to ensure safety of navigation by managing bridge resources effectively, by supervising the watchkeeping officers' radar operation, by evaluating radar information prudently, and by utilizing radar resources properly and effectively

R2; R14 T1; T2; T5; T6; T7; T8; T9; B1

A1; A2; A4

.4 execute an anchoring plan to ensure safety of navigation by managing bridge resources effectively, by supervising the watchkeeping officers' radar operation, by evaluating radar information prudently, and by utilizing radar resources properly and effectively

R2; R14 T1; T2; T5; T6; T7; T8; T9; B2

A1; A2; A4

.5 execute a berthing and unberthing plan to ensure safety of navigation by managing bridge resources effectively, by supervising the watchkeeping officers' radar operation, by evaluating radar information prudently, and by utilizing radar resources properly and effectively

R2; R14 T1; T2; T5; T6; T7; T8; T9

A1; A2; A4

Practical training 2 Use of radar in navigation R2; R14; R15 T1; T2; T5; T6; T7; T8; T9

A1; A2; A3

3 Use of radar in collision avoidance

3.1 Use of radar acquiring information for collision avoidance

.1 analyze the factors affecting the accuracy of manual plotting and evaluate the reliability of plotting information

R5 T1; T3; T4 A1; A2; A3



.2 deduce the errors of radar target tracking information, AIS reporting information and their associated information; analyze the limitations of processing delay of automatic target tracking system; and evaluate the reliability of information

R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; B4 A1; A2; A4

3.2 Use of radar in collision avoidance actions

.1 acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation; effectively manage bridge resources; differentiate and evaluate the radar information; and properly appraise situations according to the prevailing circumstances and conditions

R3; R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; T4; B1; B2

A1; A2; A3; A4

.2 acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation; effectively manage bridge resources; differentiate and evaluate the radar information; and properly determine if risk of collision exists according to the prevailing circumstances and conditions

R3; R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; T4; B1; B2

A1; A2; A3; A4

.3 interpret conduct of vessels in sight of one another and in restricted visibility and use radar to obtain reliable collision avoidance information; differentiate and evaluate the radar information; effectively manage the bridge resources; and make proper decisions and take effective actions for collision avoidance according to the prevailing circumstances and conditions

R3; R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; T4; B1; B2

A1; A2; A3; A4

.4 acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation; effectively manage bridge resources; differentiate and evaluate the radar information; and appraise the effectiveness of collision avoidance actions according to the prevailing circumstances and conditions

R3; R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; T4; B1; B2

A1; A2; A3; A4

.5 acquire reliable collision avoidance information through manual radar plotting and trial manoeuvre; effectively manage the bridge resources; differentiate and evaluate the radar information; and determine the time of restoring the original course or/and speed according to the prevailing circumstances and conditions

R3; R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; T4; B1; B2

A1; A2; A3; A4



Note: It is important for model course users to develop a comprehensive understanding of IMO References, Textbooks, Bibliographies and

Teaching Aids recommended in this table, in order to ensure that the Detailed Teaching Syllabus and lesson plans are consistent with the

requirements of the applicable IMO Instruments

Practical training 3 Use of radar in collision avoidance R3; R4; R5; R6; R7; R9; R10; R11

T1; T2; T3; T4; B1; B2

A1

4 Use of radar in search and rescue (SAR)

4.1 Identification and confirmation of distress locating signals

.1 supervise and manage the bridge team to use radar resources to identify, acknowledge and evaluate radar SART information in complex scenario

R2; R12; R18 T1; T2; T3 A1; A2

.2 supervise and manage the bridge team to use radar resources to identify, acknowledge and evaluate AIS-SART information in complex scenario

R2; R8; R18 T1; T2 A1; A2

.3 supervise and manage the bridge team to use radar resources to identify, acknowledge and evaluate MOB-AIS information in complex scenario

R8 T1; T2 A1; A2

4.2 Use of radar in search and rescue operations

.1 develop a search and rescue plan according to international conventions, regulations and guidelines related to SAR, using radar and related information from SAR units; taking into account sea states and visibility

R2; R16; R17; R18

T1; T2; B1; B2; B3

A1; A2; A4

.2 adjust radar in a timely manner and evaluate radar information when approaching the distress location; make proper decision and manoeuvre the ship

R2; R16; R17; R18

T1; T2; B1; B2; B3

A1; A2; A4

Practical training 4 Use of radar in search and rescue R2; R16; R17; R18

T1; T2; B1; B2; B3

A1



Part D: Instructor Manual

Introduction

Based on Knowledge, Understanding and Proficiency in Part C, the Instructor Manual

in Part D is intended to provide more detailed information that is relevant to the

organization and structuring of the learning objectives, , sequence of lectures, possible

problems and solutions during the training to Instructors who use IMO model courses.

The course is structured to reflect the KUPs as specified in STCW Code, table A-II/2.

The Instructor Manual and its Guidance Notes provide highlights and a summary of

the topics that are to be presented. The manual provides information on teaching

methodology and organization, and the areas that are considered appropriate and

important to achieve the relevant learning outcomes. Instructors should prepare

relevant lesson plans for the delivery of each topic of the course specifying the teaching

strategy and method to be used, and describe the learning activities of the trainees.

Structure

This course consists of 4 topics, which includes 9 sub-topics in total and more learning

objectives. Each topic includes 2 sections, namely, teaching guidance and assessment

strategies.

Guidelines for using the model course

Teaching guidance

In this part, the main learning objectives and the resources that may be used in the

teaching process for the guidance and enhancement of professional knowledge of

Instructors such as relevant IMO Conventions, Regulations, Resolutions, model

courses, teaching points for radar navigation training for trainees at the management

level are specified. Instructors may use other relevant resources as they deem

appropriate when delivering this course.

Assessment strategies

Constructive assessment strategies are provided. Assessment builds a link between

the "knowledge, understanding and proficiency" and the "criteria for evaluating

competence" in table A-II/2 of the STCW Code. Assessment strategies reflect the

"methods for demonstrating competence" in the table. Assessment strategies not only

clarify the objectives which should be contained in the assessment process, which

include written examinations, oral tests, practical exercises, class discussions and

records, etc. but will also assist Instructors to conduct teaching tasks, but also provide



suggested approaches to assessing whether trainees satisfy the required performance

standards.

Detailed instructor manual

A detailed manual, consistent with Parts B and C, is provided as follows.

1. Proficiency in the radar system and related resources

Teaching guidance

Proficiency in the use of the radar system and related resources enables trainees to:

understand the applied skills and limitations of the resources; to coordinate bridge

team resources; and apply radar resources effectively. Furthermore, trainees should

be capable of making proper use of the radar system output information to maintain

safe navigation.

Familiarization with the requirements of the STCW Convention and Code, the SOLAS

Convention, the Performance Standards for Radar Equipment, and Model Course 1.07

facilitates the delivery of this management level course.

In order to achieve proficiency in the use of the radar system and related resources,

trainees should: have a good understanding of radar including its operating principles;

factors affecting information accuracy, and its characteristics and limitations; have

awareness of the working conditions of the radar system; and master the skills for

radar system setup and operation in different scenarios, including multi-radar resource

allocation; and the influence of sensor setup on information output.

1.1 Requirements of STCW, SOLAS, COLREG and Performance Standards

for Radar Equipment and related applications

.1 Competence requirements for radar navigation

The STCW Convention provides seafarers with minimum training

requirements for certification of competence. For the function of navigation at

the management level, the KUPs in part A of the STCW Code related to radar

navigation are covered in the competence requirements as follows:

.1 plan a voyage and conduct navigation;

.2 determine position and the accuracy of resultant position

fixing by any means;

.3 coordinate search and rescue operations;



.4 establish watchkeeping arrangements and procedures; and

.5 maintain safe navigation through the use of information from

navigation equipment and systems to assist command

decision-making.

.2 Requirements of SOLAS Convention for radar installation

The SOLAS Convention sets out the minimum standards for ship

construction, carriage requirements for equipment and safe

operation of ships. Trainees should gain an understanding of SOLAS

Convention, Chapter V, Regulation 18 which relates to type approval,

surveys and performances of radar equipment.

The minimum performance standards of radar and/or ARPA,

installed on or after 1 July 2002, shall meet requirements not inferior

to those adopted by IMO. Those performance standards include:

- Recommendation on performance standards for radar

equipment (Annex 4 of resolution MSC.64(67));

- Revised recommendation on performance standards for

radar equipment (Annex of resolution MSC.192 (79)); and

- Performance standards for automatic radar plotting aids

(Annex of resolution A.823(19)).

When radar and/or ARPA are replaced or added on to ships

constructed before 1 July 2002, such systems and equipment shall,

in so far as is reasonable and practicable, comply with the above-

mentioned performance standards. Radar and ARPA installed prior

to the adoption of performance standards by the Organization may

subsequently be exempted from full compliance with such standards

at the discretion of the Administration, having due regard to the

recommended criteria adopted by the Organization.

With regard to the type and number of radars, as stipulated in SOLAS

regulation V/19, trainees should have an understanding that all ships

of 300 gross tonnage and upwards, and passenger ships irrespective

of size, shall be fitted with a 9 GHz radar.



In addition to the above equipment, all ships of 500 gross tonnage

and upwards shall have an automatic tracking aid. In addition to the

above equipment, all ships of 3,000 gross tonnage and above shall

have a 3 GHz radar or, where considered appropriate by the

Administration, a second 9 GHz radar and a second automatic

tracking aid.

.3 Provisions on the use of radar in COLREG

As required by rules 5, 6, 7, 8 and 19 of COLREG, radar should be

used to maintain a proper look-out, to navigate at a safe speed, to

determine the risk of collision, and to take efficient avoiding actions

in time. The limitations of the radar equipment and scanty radar

information may pose potential threats to navigation.

Trainees should be thoroughly knowledgeable and have a full

understanding of radar related rules in the COLREG. Instructors

need to emphasize: the integrity of radar collision avoidance

information from the point of view of modern radar information

processing; and the reliability of radar collision avoidance information

from the point of view of information accuracy. Instructors should

ensure that trainees gain a thorough understanding of the application

of rules 5, 6, 7, 8 and 19 of the COLREG.

.4 Resolutions on radar performance standards concerning the

radar detecting ability and fallback arrangement

According to the SOLAS Convention, radar and ARPA on board may

follow different performance standards. Trainees should be made

aware of the different standards that are applicable for compliance

purposes. Instructors should make known to trainees the varying

requirements regarding the detection range, discrimination,

accuracy, anti-clutter and target tracking. Performance standards for

radar and ARPA are combined into one instrument by resolution

MSC. 192 (79). ARPA is no longer the single equipment and is

covered under the "target tracking" function in the radar system.

Trainees should be familiar with the backup and fallback

arrangements to maintain minimum basic radar functionality in the

event of partial failures, including information failure in terms of

heading, speed through water, course and speed over ground,

position, radar video, AIS input and network system.



Trainees should pay special attention to the fact that the radar

equipment should switch automatically to the unstabilized head up

mode within one minute after the azimuth stabilization has become

ineffective, and that if automatic anti-clutter processing could prevent

the detection of targets in the absence of appropriate stabilization,

the processing should switch off automatically under the same

circumstances.

1.2 Operation principles of radar system, factors affecting radar information

accuracy, radar performances and limitations

In this part, Instructors are advised to review the relevant knowledge relating

to radar working principles in Model Course 1.07, factors affecting the

accuracy of radar information, characteristics and limitations of radar. In

particular, Instructors should emphasize that functions such as the integrity of

sensor data, radar system setting and image adjustment, radar information

processing mechanism impose a significant impact on proper acquisition of

radar information and safe navigation.

During the training, Instructors should stress that overreliance on radar

information may give rise to risks and endanger the safety of navigation. It is

advisable to take the case study approach to help trainees to better

understand the performance of radar under various conditions of weather, sea

states and visibility.

.1 Radar detection, principles of information processing and

presentation, radar limitations

Instructors should explain the effects of sensor error, noise, clutters

and false echoes on the radar image presentation following a review

of the knowledge related to radar receiving, processing and display

principles of echoes in model course 1.07, including antenna

receiving characteristics, analog/digital conversion, sensor

information processing, target tracking and presentation process.

During the training, Instructors should emphasize that target

information processing is a time-consuming but necessary process

to ensure the reliability of the information output, which inevitably

causes "time delay". "Target lost" and/or "target swop" cannot be

unavoidable due to sensor errors or defects inherent to the

information processing system.



.2 Factors affecting information accuracy of radar system

Instructors should help develop a good understanding of the factors

that affect information accuracy due to radar sensor errors including

radar range and bearing errors, characteristics of radar antenna and

transceiver, THD error, SDME error, GNSS error and AIS error.

Trainees should gain an understanding that the environment in which

the radar is operating such as radar blind sector, propagation

environment changes of electromagnetic wave, changes of weather

and sea state, radar clutters, radar false echoes and target

characteristics and etc., affects the accuracy of the radar information.

In particular, it should be noted that the contribution of different

factors to the error varies with different navigation environments,

which further influences radar fix, navigation and collision avoidance

decisions. For multi-radar systems, the performance of different

sensors may vary, so it is important to select radar sensors in

different navigation conditions and check the integrity of information

at sea, for instance, the integrity of EPFS information. In the process

of collision avoidance, it is necessary to communicate in time with

the target vessel and stakeholders, and check and confirm the

relevant information.

.3 Influence of operation techniques on radar information

Awareness of radar navigation at the management level should be

developed so as to manage the bridge team effectively to obtain

necessary and complete navigational information in a timely and

reasonable manner in accordance with the operation procedures.

During the training, Instructors should emphasize that "keeping the

best radar image" is the basis of improving the accuracy of radar

information, and to keep calm when on duty and keep reminding the

bridge team to operate radar in compliance with the requirements, to

adjust or set it up in line with radar operating environment and tasks.

The integrity of radar information may be affected seriously in case

of improper or careless operation. Therefore, the bridge team should

be reminded to pay attention to important matters, for example,

increasing Gain properly when the target is small, decreasing Gain

properly when measuring the target, applying SOG in navigation,

applying STW in collision avoidance, and noting the do’s and don'ts

for tuning and detuning to locate SART during SAR operations.



It should be particularly cautioned that scanty radar information is

harmful to the safety of navigation.

Case study, simulator demonstration and class discussions are

recommended for effective teaching and learning.

.4 Radar characteristics and limitations

Instructors should elaborate the characteristics and limitations of

radar, and countermeasures to be taken in various conditions and

situations, by analyzing and discussing typical navigational

scenarios and case studies. This will help trainees at the

management level to enhance not only their fundamental theory and

practical knowledge but also good operational skills, so that they are

able to cope with emergency situations with professional skills and

judgment, as well as a stable mindset.

During the training, Instructors should refer to model course 1.07 on

radar performance, and explain to trainees the need to analyze the

performances of radar detection and target presentation. It should be

made clear that as an active detection equipment, radar can be used

to observe all surface targets around own ship including shorelines

and acquire a full picture of the prevailing traffic situation.

Furthermore, as one of the most important navigational instruments,

radar information could be accepted as evidence in a maritime

investigation.

In addition, by referring to related contents in model course 1.07,

Instructors should explain clearly, the sensor limitations of a radar

system including radar, AIS, EPFS, SDME, THD and ECDIS that

could be imposed on look-out, observation, position fixing, navigation

and collision avoidance. For example, sensor errors will reduce the

accuracy of radar detection, and clutters and shadow sectors may

also influence target observation. Similarly, the limitation of target

tracking reliability may present acquisition errors, omissions, target

swop and loss. The size of radar screen determines the capacity of

screen information, and the processing delay will increase data error.

Trainees should be well aware that misinterpretation of the radar

information may impose threats to safe navigation.

1.3 Awareness of radar working states

The optimum working condition of a radar system is the key prerequisite for

acquiring accurate radar navigational information. Trainees should not only



understand the fundamental theory of radar and operate it professionally, but

also develop a keen sense of awareness, as well as prompt and proper

assessment for radar working states.

The optimum working condition of a radar system depends on the working

state of its system hardware and operational skills of the radar operator.

A management level trainee should not only be able to assess radar working

states and detection ability through simple instructions or procedures, but also

be able to assess using their experience, the ability of the bridge team at the

operational level through effective team management. Trainees should

improve their radar application ability on the basis of knowledge,

understanding and proficiency (KUPs) at the operational level, and

accumulate sufficient experience in actual radar application, and further

improve their competency through this course.

.1 Identification and confirmation of the normal operation of a

radar system with reference to IMO performance standards for

radar

The normal operation of a radar system should be able to meet the

requirements of performance standards on "Scope of equipment"

provisions. In other words, it shows the position of other surface craft,

obstructions and hazards, navigation objects and shorelines in

relation to own ship. The following functional requirements should be

discussed in detail:

- in coastal navigation and harbour approaches, by giving a

clear indication of land and other fixed hazards;

- in a ship-to-ship mode for aiding collision avoidance of both

detected and reported hazards;

- in the detection of small floating and fixed hazards, for

collision avoidance and the safety of own ship; and

- in the detection of floating and fixed aids to navigation.

A competent management level seafarer should be able to perceive

the abnormal working condition of a radar system as per the

abovementioned requirements.



.2 Equipment related factors affecting normal operation

Trainees at the management level should be fully aware that the

radar system is a complex navigational information processing

system composed of sensors and information processing

instruments. A sound basic radar sensor is primary for the radar

system. Poorly configured sensors will affect the quality of

information output and even the normal operation of the radar

system.

The following should be highlighted during the training:

- The magnetron is a key element and it affects the lifespan

of a pulse radar system. The normal life of a magnetron is

4,000 to 20,000 hours. The larger the output power, the

shorter the life of the magnetron. The performance of a

magnetron degrades gradually with working hours, which is

a process of slow ageing. A designated officer (second

officer or electro technical officer) should be responsible for

the regular maintenance in line with IMO radar performance

standards and radar manufacturer’s manuals. Maintenance

work should be recorded in a radar logbook.

- Adverse working environment at sea causes salt rime and

impurities adsorbed on the antenna radiation window, which

affects echo quality. The chief mate should make

arrangements for regular cleaning.

- Loss of sensor signals affects the functioning of the radar

system. Instructors should emphasize that other sensors,

besides the radar sensor, are also important to ensure the

normal operation of radar system. In accordance with

resolution MSC.192(79) performance standards for radar,

radar can only be operated at the unstabilized H-up

presentation mode in case of faulty THD/gyro. In this

situation, system sensors other than the radar sensor

cannot be involved in information processing. Therefore

neither the ARPA/TT and AIS target reporting function, nor

the ECDIS and radar image overlay function will work.

- Meanwhile, some functions based on modern digital

information processing, such as echo average, echo

expansion, sweep correlation and automatic clutter

depressing, which provide safe navigation information only



in a stabilized presentation mode, will be greatly limited or

not even functioning. If the SDME malfunctions, although

the speed of own ship can be inputted manually, a big error

is inevitable. This leads to the error of radar information

output and therefore affects the safety of navigation.

.3 Factors associated with radar operation and setting affecting

radar working conditions and functionality

Trainees at the management level should develop familiarity with the

functions and the information available in normal working condition.

In any case, effective team management skills and good radar use

experience should be applied to appraise the working state of a radar

system. In teaching, attention should be drawn to the following:

.1 to emphasize the importance of verifying the integrity of the

primary navigation data including time, position, course and

speed for the optimum navigational information. In

particular, the significance of the integrity indication of GPS

to the accuracy of AIS information, the association of radar

tracking and AIS reporting targets, and the accuracy of

ECDIS and radar image overlay should be explored

intensively;

.2 to study cases regarding how to obtain high quality radar

image using gain, tuning and clutter suppression

comprehensively and to assess the performance of the

radar operator and the working conditions of the radar

system by evaluating echo quality;

.3 to explore the necessity of timely switching between STW

and SOG for different navigation tasks and specific

navigation needs, as well as the limitations of different

SDME sensors, and to emphasize the harmfulness of

careless or unconscious radar operation to obtaining the

best navigational information; and

.4 to improve trainees’ ability to appraise situations and

collision danger, and the ability to make collision avoidance

decision with the support of comprehensive analyzes of trail,

manual plotting information, automatic plotting information,

AIS reported information and the association of TT/AIS

information according to navigation safety needs.



Practical training 1 - Awareness of radar working conditions

.1 Training objectives

This training provides an indispensable link to the learning objectives of this chapter.

It aims to help trainees to establish familiarity with factors affecting the reliability and

accuracy of radar information, to understand well the radar performances and

limitations, and to improve their awareness of radar working conditions, thus laying a

solid foundation for decision-making by using radar information properly in navigation.

.2 Training contents

Trainees operate the function controls/menu such as gain, tuning, clutters suppression

and information processing, etc. for high quality radar echoes. Then, radar working

conditions are to be evaluated by echo quality, and the competence of the radar

operator at the operational level in the bridge team is to be assessed as well.

The integrity of sensor information, the associated effect of radar tracking target and

AIS reported target and the overlying accuracy of electronic navigation chart and radar

echo, should be explored so that the ability for determining the reliability and accuracy

of the radar information can be enhanced.

The influence of radar system partial malfunction on radar information is to be

evaluated by setting loss of sensor signals.

.3 Training strategies

1. Trainees should complete the training programs for typical conditions

and scenarios set up by Instructors in a real radar, or a radar training

simulator.

2. It is recommended that acquiring of high quality radar echoes,

evaluating the accuracy of radar information, and identifying radar

working conditions, should be included in the training course.

.4 Discussion and review

Upon completion of the training, Instructors should organize a discussion for trainees

to share their experience, knowledge gained and any queries, followed by comments,

solutions to problems and revisiting any of training highlights.




Assessment upon completion of this topic can be conducted in the forms of written

examinations, oral tests, practical operations, class discussions and records, etc. in

order to assess whether trainees can demonstrate that they have achieved the

standard of competence.

Focusing on the radar system and related resources in this topic, trainees should:

1. be proficient in the primary knowledge of the radar system and related

resources;

2. understand the applications and limitations of radar system resources in

different conditions; and

3. have the ability to instruct the bridge team to make reasonable use of the

radar system resources and maintain the safety of navigation.

2 Use of radar in navigation

Teaching guidance

This section aims to ensure that trainees are able to supervise the bridge team in

choosing the most appropriate methods of position fixing, navigation and keeping clear

of dangers by using radar for different circumstances and conditions, especially where

radar navigation is applicable, and to assess the position fixing accuracy, applicability,

reliability and limitations of these methods, so as to make reasonable and effective use

of radar information to maintain the safety of navigation.

Adequate review of the model courses 1.07, 1.27, 1.32, 1.34 and 7.03 would facilitate

the effective delivery of this part. Throughout the delivery of this course, Instructors

should guide the review of using radar to ensure safe navigation, passage planning,

position monitoring, chart work, etc. as appropriate. As a management level course, to

enhance the delivery, the approach should be to review rather than to learn again the

operational level course contents. It may be necessary for some trainees to refresh

their knowledge of such techniques before taking the management level course.

2.1 Making a voyage plan

The purpose of voyage planning is to develop a comprehensive navigation plan for the

safe conduct of the ship from berth to berth. It is directly related to safety of life at sea,

safety and efficiency of navigation, and protection of the marine environment during

the intended voyage or passage. Every effective means should therefore be taken by

personnel at the management level to make sure that the voyage plan is carefully



prepared and reliably executed. Among the numerous factors to consider in planning

a voyage, radar navigation has become an indispensable element in the whole

process, thanks to the improved modern radar performance standards and added

functions.

Instructors should remind trainees that personnel at the management level should

make full use of all available resources and means in the supervision of the bridge

team to prepare a voyage plan. Particularly for this course, due regard should be given

not only to the benefits in the use of radar in position fixing, navigation and hazards

avoidance, etc., but also to the limitations of the radar system. Hence, optimum

schemes for navigation and monitoring can be adopted in all waters, particularly in

coastal waters, restricted waters, areas with extreme weather conditions such as

restricted visibility, ice-infested waters, traffic separation schemes (TSS) and vessel

traffic service (VTS) areas, to ensure safe navigation to the maximum extent possible.

.1 Assessment and selection of radar targets to assist safe navigation

After a comprehensive review of the radar navigation aids, radar position fixing part in

model course 1.07, Instructors should emphasize the principles and cautions for target

selection. For the benefit of navigation safety, Instructors should develop trainees’

awareness of prudently managing assessment of the voyage plan for safe navigation

in terms of risk avoidance, improving accuracy and consciousness of limitation; taking

into account such factors as: the navigational mission, characteristics of selected and

back-up radar targets, convenience and precision of radar position fix, safety margin

of risk avoidance, and multi-source information integration.

Instructors should prepare charts and passage planning samples which facilitate the

comparison, selection and evaluation of radar targets, and organize interactive

discussions and debriefings with the assistance of radar training simulators, multi-

media and other teaching materials. Note that a comparative teaching approach is

advisable in this process.

Instructors should encourage trainees to adopt a critical attitude and make critical

judgments so that they are able to identify risks of poor or wrong radar targets, and be

able to explore a variety of applications for conspicuous radar targets.

.2 Selection of targets and methods for radar fix and assessment of the

accuracy of the resulting fix

For the safety of navigation, it is necessary that the ship’s position should be monitored

continually at appropriate intervals using two or more independent position fixing

systems appropriate to the waters. Besides fixing by landmarks or other visual marks,

dead reckoning, GPS positioning, etc. radar position fixing as a reliable, intuitive,

accurate, convenient method is widely adopted in planning and executing a voyage.



Therefore, Instructors should remind trainees that the radar navigational factors should

be fully taken into account in the supervision of voyage plan preparation by personnel

at the operational level. Instructors should focus on the specific skills to choose

appropriate radar fixing methods and the correction methods to obtain accurate

position fixing on different occasions, in different water areas and other specific

conditions.

To help trainees build a complete knowledge structure, it is suggested that the

knowledge of radar position fixing error, error source, precision and reliability should

be covered in this section. Specifically, following a sufficient review of the radar

position fixing section of model course 1.07, a thorough analysis should be conducted

regarding the various methods of radar position fixing such as position fixing by cross

bearings, by ranges, and mixed fixing by ranges and bearings in terms of their

respective procedures, advantages, limitations, reliability, sources of error, etc.

Thereafter, Instructors should highlight the errors of position fixing by radar means,

including faults, systematic errors and random errors, and their causes and

characteristics. To meet competence requirements in the STCW Convention, as

amended, relating to “specific knowledge of their operating principles, limitations,

sources of error, detection of misrepresentation of information and methods of

correction to obtain accurate position fixing”, trainees should attain knowledge and

skills in:

.1 analyzing, determining and processing various errors; and

.2 applying appropriate observation methods or techniques to obtain more

accurate position fixing based on available data, and develop a good

understanding of the resulting fix.

For example, appropriate estimation of the resulting fix by 2 lines of position (LOPs)

eliminating the random errors and systematic errors; reasoned judgment about the

cocked hat when 3 LOPs are taken, and the most probable position (MPP), based on

the theory of navigational errors; and the ability to analyze, assess and correct

composite errors considering such factors as wavelength radars, weather, sea

conditions, sitting radar units, antenna height, the distance to radar target, etc.

To facilitate effective learning, Instructors could prepare particular scenarios where

different radar position fixing methods can be applied for various circumstances and

conditions, such as narrow channels, congested waters, TSS and other routeings,

meteorological conditions, ice, restricted visibility. Trainees should be reminded that

the selection methods may be adjusted as per space and time conditions, taking into

account the individual differences and availability of equipment.



Case-study analysis, simulator training and interactive discussions could be adopted

to help trainees in making proper selection of radar position fixing methods for various

navigation conditions, rules, position fixing accuracy and time requirements.

.3 Selection and assessment of objects and methods for radar navigation

As mentioned above, radar navigation, as an indispensable means in maintaining the

safety of navigation, has become an essential factor in voyage planning. Following a

review of the parallel index line techniques, Maps, Navigation Lines and routes for

radar navigation, Electronic chart and radar picture overlay for radar navigation

covered in model course 1.07, trainees should be able to make an in-depth analysis of

the applicable conditions, water areas, timing and limitations of various radar

navigation methods, which could enable them to supervise the bridge team in selecting

the most appropriate radar targets and radar navigation methods in various conditions

and circumstances.

Parallel index (PI) navigation provides continuous monitoring of ship position and

should be used whenever and wherever applicable. With the aid of particular voyage

commands, charts, nautical publications and approved training simulators, the

instructor should guide trainees to review and discuss the PI techniques, focusing on

the applicable conditions, charts and their radar annotations, as well as cautions. Due

to the fact that this method is mostly used in restricted coastal waters, Instructors

should make trainees aware of the importance of careful preparation of a voyage plan,

and immediate and accurate recollection of information and data about PI lines, cross

index range (CIR), margins of safety (MOS), etc. in navigation.

Instructors should pay attention to the following issues when providing guidance to

trainees to assess voyage planning:

.1 all radar-conspicuous targets, for example, RACONs, near the intended track

should be fully considered;

.2 PI lines should be reasonably marked on the radar, and risks resulting from

an unstablized radar presentation should be noted; and

.3 multiple PI lines or navigation lines should be reasonably used to assist

course alterations, noting the difference between large and small ones.

When presenting the method using maps, navigation lines and routes for radar

navigation, Instructors should highlight the limitations and risks of the method, for

example, errors in relative and own ship’s positions, if transferred to maps and route

information, may result in incorrect and misleading displayed information or even

accidents; the existence of navigation lines may affect the identification of small and



weak radar targets; and the accuracy of this navigation method is affected by the error

of the SOG (speed over ground) sensor.

Instructors should illustrate the appropriate measures to verify the effectiveness of this

method. For example, one way of monitoring the validity of the navigation lines is to

use some lines or points to represent fixed features that can be easily recognized on

the radar such as breakwaters, lengths of coastline, or just buoys or light vessels. In

addition, a SOG sensor of higher accuracy can be selected to improve the navigational

accuracy when using this method. Thus, trainees should have knowledge to assess

the effectiveness of the above navigation methods.

A review of the related contents in model courses 1.07, 1.22, 1.27, 1.32 and 7.03 would

assist learning of the method of "Electronic chart and radar picture overlay for radar

navigation". In relation to voyage planning for navigation in particular waters, making

full use of the advantages of overlay function, trainees should, select the appropriate

radar navigation target, and design appropriate navigation methods, such as the

methods of navigation by use of buoys, transit marks, and leading marks. Proper

alarms, for example sounding alarm and XTE alarm, should also be selected.

In particular, Instructors should assist trainees to gain a full understand of the

limitations of this method, and avoid the unstabilized head-up display mode when using

radar image overlays, and be aware of the possible risk caused by the reference point

coordinate error because of EPFS sensor error.

Instructors are advised to prepare charts and cases representing the various

navigation methods in multiple conditions and circumstances, including coast waters,

restricted waters, ice, TSS and VTS areas etc. with particular regard to visibility, wind,

current, traffic, ship manoeuvrability, skill of OOWs etc. This facilitates targeted

learning, better understanding and discussion.

Successful completion of this section helps trainees to reasonably analyze, assess

and select the most appropriate radar navigation method for the prevailing

circumstances and conditions so as to apply it to the voyage planning process and

assess the result of this planning.

.4 Selection and assessment of reference radar navigation objects and

methods to keep clear of dangers

Radar provides a reliable, accurate method of passing safe distance off danger areas,

and contributes to the simple and reliable execution of a voyage plan. Therefore, it is

necessary for efficient operation to select appropriate radar-assisted methods to keep

clear of dangers in passage planning. Instructors should emphasize to trainees that

the key point for such methods is the identification of navigational dangers and the

choice of reference objects to keep clear of dangers. This also provides the basis for



the selection of radar-assisted methods to keep clear of dangers in various

circumstances and conditions.

Successful completion of this section will enhance knowledge to enable trainees to

utilize the following information or resources in a more effective and comprehensive

manner: large scale charts of current edition, sailing directions, the latest notices to

mariners and navigational warnings, tide data, own ship radar performance, draft

restrictions, requirements of under keel clearance (UKC), the company's ISM Code

requirements, etc.; and to identify and interpret the potential dangers in the vicinity of

the intended route, in addition to land, islands and other land targets ranged by radars;

hazardous objects or areas which are not radar-detectable, such as wrecks, shoals,

reefs, obstruction areas, military exercise areas, inaccurate sounding areas and other

waters doubtful with regard to safe navigation.

With a thorough understanding of the abovementioned navigational dangers, trainees

should have knowledge of the principles, methods, and cautions for selecting the

reference objects (mostly radar conspicuous targets) to keep clear of dangers by the

use of radar, and the specific knowledge of reasonably using the method of electronic

chart and radar picture overlay to ensure ship safety where no proper reference objects

are available.

Instructors need to supervise trainees in choosing appropriate radar-assisted methods

to keep clear of dangers, which may include radar PI clearing ranges, circular clearing

ranges, and clearing bearings, according to the particular feature of danger areas, the

positional relationship between the reference objects and intended track, as well as

specific water conditions, own ship manoeuvring characteristics, and skills of the

bridge team. The applicable conditions, key points of danger clearing, limitations and

cautions of these methods should be emphasized and analyzed comprehensively.

In addition, Instructors should guide trainees to develop a full understanding of the

errors with these methods and their impacts on the effects of keeping clear of dangers.

There should be prudent evaluation of the annotations and drawings on radar and

related charts for various kinds of methods to keep clear of dangers and of their

possible impacts on navigation safety.

Instructors are advised to prepare charts and cases representing the various

navigation methods in multiple conditions and circumstances, including coastal waters,

restricted waters, ice, TSS and VTS areas etc. with particular regard to visibility, wind,

current, traffic, ship manoeuvrability, skill of OOWs etc. This facilitates targeted

learning, better understanding and discussion.

Successful completion of this section would help trainees to effectively analyze, assess

and select the most appropriate radar navigation method for the prevailing



circumstances and conditions so as to apply it to voyage planning and assess the

results of the planning.

2.2 Executing a voyage plan

This section is intended to help trainees to manage, within scenarios applicable for

radar navigation, the systematic application of all available radar resources and

functions to execute a voyage plan, and to coordinate related radar operations, such

as position fixing, navigation and risk avoidance, etc. The navigation scenarios as

mentioned in this section include coastal waters, narrow waters, TSS waters, VTS

areas, ice-infested waters, and vessel manoeuvring waters for berthing/unberthing and

anchorage areas.

Trainees should be instructed to review model courses 1.07 and 7.03 for the basic

principles and operational skills of radar, focusing on radar operations in relation to

position fixing, navigation and risk avoidance. By referring to the related contents in

model course 1.22, trainees should learn to manage the bridge resources and

supervise proper and effective radar operations by the bridge team.

.1 Executing a voyage plan in coastal and narrow waters

To ensure good management of radar resources for safe navigation in coastal

and narrow waters, officers at the management level should be required not

only know how to operate radar, but also be responsible for monitoring and

supervising radar operations by watchkeeping officers. Therefore, trainees

should be guided to have a full review of the related contents of modal

course 1.07 and 7.03, taking account of model course 7.01 relating to

navigation monitoring, determining the position and accuracy of the resultant

position by any means.

Highlighting the varieties of radar interference noises, multiple sources of

radar information and the limitations of radar equipment, trainees should be

able to manage bridge resources in specific conditions, supervise the proper

operation of radar and understand the radar information provided by

watchkeeping officers. They should be able to make proper use of radar

resources to ensure safety in case of emergencies.

To enhance competency at the management level, trainees should develop a

further understanding of the following parts in this model course, specifically

for the peculiarities of navigating in coastal and narrow waters:



.1 Executing a voyage plan in coastal waters

Trainees should:

.1 develop familiarity with the methods and skills of position fixing,

navigation and risk avoidance by various natural or/and artificial

landmarks, and be capable of providing due supervision and support

to watchkeeping officers;

.2 be aware of the peculiarities of radar interference noises in coastal

waters and be able to recognize, in a timely manner, the features and

risks of identifying wrong radar marks;

.3 be familiar with methods of rectifying such wrong identification with

appropriate adjustment made to gain, brilliance, interference clutter,

pulse width, display mode, and comparison with charts, and ways to

identify radar targets by referring to the possible positions and using

the ECDIS-RADAR overlay function;

.4 take notice of the limitation of the offset scope and availability of

conspicuous radar marks when navigating along coastal waters.

Position fixing and navigation by radar are recommended to examine

the reliability of GPS position for safe navigation;

.5 develop an understanding of the causes, influencing factors,

accuracy limitation;

.6 develop familiarity with methods of error analysis to acquire a more

accurate vessel position and to verify and monitor the position at

suitable intervals by referring to electronic position fixing, position

fixing by landmark and track estimation;

.7 learn to evaluate and supervise the watchkeeping officers in using

the methods of radar navigation and risk avoidance in voyage

planning and in setting the key parameters and display with respect

to leading line, PI index and risk avoidance line etc.;

.8 understand the limitations and risks of radar navigation and risk

avoidance with recognition of such methods as a supplementary

means; and

.9 understand that when navigating in coastal waters, risk avoidance

can also be achieved by selecting small isolated landmarks which

are easy to be identified as reference objects. In this case, a CPA



that is no less than the range for risk avoidance should be maintained

while keeping the vessel’s course over ground and tracking the radar

target by ARPA/TT.

.2 Executing a voyage plan in narrow waters

Instructors should remind trainees to prepare a contingency plan specifying

the sailing methods, risks and precautions for each leg of the voyage. Due to

restricted manoeuvrability in narrow waters, there could be more

consideration, evaluation and application of radar navigation and risk

avoidance.

In particular, trainees should note that, in case of shelter from shoreline in the

bend areas of narrow waters where the targets might not be detected by

radar, the decline of data accuracy, the risks of false echo, same frequency

interference and index line may affect the reliability and accuracy of radar

information, thus imposing negative effects on radar navigation and risk

avoidance.

Case studies, simulator training exercises and classroom discussions etc.

could be used to raise awareness of the advantages, risks and limitations of

radar navigation in the execution of a voyage plan in coastal and narrow

waters. This facilitates the use of experience and team management to control

risks and ensure safe navigation in coastal and narrow waters.

.3 Executing a voyage plan in TSS and VTS waters

Trainees should be guided to undertake a complete review of basic radar

operations, common features of targets in the course as specified in model

course 1.07 and ship routeing, TSS and VTS reporting systems in model

course 7.03. While highlighting caution and risks in restricted waters, trainees

should be able to manage bridge resources and supervise the execution of a

voyage plan in TSS and VTS waters, as well as to instruct and verify the

proper understanding of radar information by watchkeeping officers and the

evaluation of the risks of radar position fixing, navigation and risk avoidance.

Trainees should be reminded to make full use of radar information to identify

the shoreline, islands, capes and Racon, and to locate the entrance and

termination point of TSS. Radar image in combination with the information

provided by ECDIS and AIS may be used to identify buoys, traffic lanes,

separation zones or lines, roundabouts, inshore traffic zones, precautionary

areas, no go areas, etc., for safe navigation in the recommended routes.



Trainees should be also reminded of the importance of familiarity with the start

and termination points of VTS reporting lines. They should make sure that the

watchkeeping officers are capable of making remarks and warning alarms of

reporting points on radar maps. Radar position fixing function can also be

used to locate the start and termination of the reporting points, the limitation

of which, however, should be noted.

Trainees should be fully aware of the peculiarities of navigation in VTS waters

and should be able to manage bridge resources and supervise the setting up

of radar and the proper understanding of radar information, paying due

attention to the possible interferences of false echoes. The radar map can be

overlaid in combination with the information provided by ECDIS and AIS to

assist safe navigation.

Instructors should focus on enhancing trainees' capabilities in identifying

navigational hazards and obstructions. Trainees should also be instructed to

identify navigational aids abnormalities, obstacles, derelict and all other

abnormalities hindering safe navigation by all available means, and to

promptly report such cases to the appropriate VTS centre. At the same time,

isolated danger marks and cardinal marks should be correctly identified by

radar, and danger areas could be avoided by using PI indexing, distance lines

and bearing lines.

Instructors should stress the adverse consequences that may arise due to

inadequate lookout, scanty radar information and its improper interpretation,

incorrect identification of navigation marks and over reliance on radar.

.4 Executing a voyage plan in/near ice-infested waters

Instructors should refer to model course 7.01 with regard to navigating in or

near ice, and the knowledge of ice stated in The Mariner's Handbook (refer

also to IMO model courses on operating in polar waters). Instructors should

highlight the effect of icing with changes in radar returns on the observation

so that trainees will have the ability to correctly assess the reliability of radar

information when navigating in or near ice.

Insufficient use of radar might result in reduced chances of ice detection

(radar should be fully used for ice detection). Arctic or cold conditions do not

affect the performance of the radar system. While radar can be of great

assistance in giving warning of ice, sole reliance should however, never be

placed on radar for ice warning. Visual observations should always be

preferred.



Instructors should facilitate the trainees' development of an awareness of both

the importance and limitation of radar when navigating in ice (including

floating ice and icebergs) when delivering the following,

.1 Review radar reflectivity of different kinds of ice and explain the

respective characteristics and changes of radar returns and their

identifications in different sea conditions and from different distances;

.2 Problems encountered with position fixing arise from either mistaken

identification of shore features or inaccurate surveys. Ice piled up on

the shore or fast ice obscuring the coastline makes it hard to identify

returns of landmarks or points of land. For this reason, radar bearing

or range should be treated with more caution than in ice-free waters;

.3 Leads through ice will probably not show up on radar unless the lead

is wide enough to be distinguished and free of brash ice. Shadow

areas behind ice ridges are liable to be mistaken for leads;

.4 Buoys are liable to be set adrift by the force of ice, or may simply

drag their moorings. They may be hidden under ice or snow or may

not be on station, and sometimes may be removed by authorities

during the ice season;

.5 Sea or rain clutters will suppress small ice fragments. Snow sleet and

rainstorms will impair detection. The antenna may be covered with

ice or snow and may not detect any signal;

.6 Icebergs may possess underwater spurs and ledges at a

considerable distance from the visible portions, and should be given

a wide berth at all times; and

.7 Demonstrate respective advantages and constraints of the 10 cm

and 3 cm radars in detecting ice. To detect the different kinds of ice

in different distances from the ship and in different sea conditions, it

is necessary to set up and use radars properly in consideration of the

band, the scanner’s height and position;

It is advisable for those instructors who have limited navigational experience in or near

ice, to have gained the required experience in radar observation methods for ice, and

to collect images and videos of various types of ice, prior to the delivery of this training

and to be able to comply with STCW Convention, regulation I/6.

During the course, Instructors should introduce the analysis and discussion of the

methods and risks of position fixing and navigating in ice, as well as the feasibility of



observing the passageway by radar. Theoretical analysis, slides and video clips

presentation, and classroom discussion would help trainees to achieve a better

understanding of radar returns of the ice, and enhance the ability of decision-making

and command when navigating in or near ice.

.5 Choice of an anchorage and anchor watch

During the course, trainees should be reminded of the important role of radar

in choosing an anchorage, and watchkeeping at anchor.

The following will enable trainees to manage the supervision of proficient

radar operation for necessary anchoring information by the bridge team in

such conditions as wind, wave, current and the density of ships at anchorage

for a proper anchorage choice and safe and sound arrival at the position:

.1 Determine the future anchorage and/or position for anchoring

according to chart and VTS instruction;

.2 Adjust the range scale in time to adapt to the distance from future

anchorage/position and the density of anchoring ships; and

.3 Monitor and measure the distance from other ships prior to dropping

anchor.

Trainees should be guided to take full account of the following risks during,

and preparations for, watchkeeping by radar after the completion of dropping

anchor:

.1 Select one or several conspicuous object(s) and fix the ship's

position, and record ship’s heading and GPS position at the time of

dropping anchor, and then record the length of paid-out chains after

anchor dropping;

.2 Supervise the bridge team to make reasonable settings on the radar

based on calculation of the radius and centre of circle of anchor

watch alarm considering wind, wave, current and the data mentioned

in the above paragraph, and noting that there is an error of radius

and centre resulting from anchor dredging and chain catenary;

.3 Draw a guard zone on radar to monitor other ships approaching in

case of dragging, taking into account the density of anchoring ships

and traffic nearby;



.4 Set anchor watch alarm with maps function on radar; the accuracy

and reliability depend on the position fixing system; and

.5 Use both guard zone or anchor watch alarm function as an auxiliary

means only. Never neglect a continuous visual lookout when using

them as sole reliance may lead to danger.

For improved delivery of this course, Instructors are advised to use of case

studies, classroom discussions, presentations and training on board, or an

approved bridge simulator with the function of dropping anchor.

Prior to the delivery, Instructors should set up various scenarios, such as

different ship densities in anchorage and different initial positions of own ship

with different distances from anchorage, and prepare relevant charts and VTS

instructions. In the scenarios for watchkeeping at anchor, Instructors should

set up different sea conditions that will, or will not, result in anchor dragging,

so that trainees may learn how to coordinate the bridge team to monitor the

anchoring position by radar and prevent anchor dragging.

.6 Executing a berthing and unberthing plan

Berthing of ships is a key competence requirement for personnel at the

management level, especially masters. During berthing, radar can provide

effective support for decision-making with quantitative measurement data.

Model course 7.01 provides guidance to demonstrate how to use the

propeller, thruster, rudder and anchor during berthing operations. Radar helps

to determine the timing of using them and to verify the effects on ship’s motion.

When delivering the course, Instructors should urge trainees to note the

following radar skills when handling the berthing operations of ships:

.1 Switch range scale in time according to scenarios and handling

purpose;

.2 Use VRM to check the distance from the ships or fore and aft

obstructions when entering the berthing area. However, the on-

scene feedback from fore and aft are always preferable;

.3 Use VRM to monitor the distance between own ship and berth line.

In addition, such a practice can be adopted to determine the time of

dropping anchor and holding on chain to monitor the ship by the

outside anchor if necessary;



.4 Use either EBL or PI line to monitor the angle of berthing by choosing

appropriate radar reference target;

.5 Explain and analyze the distribution of blind and shadow areas,

which possibly results in no return of berth line on radar screen; and

.6 Explain that the measured range, as stated in relevant applicable

radar standards, is the distance between the scanner and object

other than the horizontal distance. This difference shall not be

neglected when the ship is very close to the berth line at later stage

of berthing handling.

It is advisable for this practical training to be carried out on an approved bridge

simulator. Instructors should prepare in advance relevant charts and scenarios for

handling ship berthing operations with various difficulty levels, applicable for radar

assistance.



Practical training 2 - Use of radar in navigation


This practical training and aims to help trainees to:

.1 give full consideration for the radar information available;

.2 assess the accuracy and reliability of radar fixing and navigation; to make an

appropriate voyage plan; and

.3 make the right decision in instructing the bridge team to manage the fixing

and navigation to ensure the safety of navigation in complex navigational

circumstances or conditions such as coastal and narrow waters, ice,

anchoring, berthing/unberthing.

.2 Training scenarios

It is recommended that practical training should be conducted using an approved

bridge simulator which is suitable for this course, and Instructors are advised to

prepare training exercises in advance.

Training scenarios should involve, but not be limited to the following:

.1 Own ship type - To achieve better results, the instructor should take into

account different ship types/tonnages with different drafts;

.2 Training waters - The instructor should consider the use of radar for position

fixing, navigation, keeping clear of dangers in different waters, which may

include but not be limited to: coastal waters, restricted waters, TSS areas,

VTS regions, and port areas (channel, anchorage, berth), and ice-infested

waters;

.3 Interference factors - It is suggested that the interference factors should be

added to deviate own ship from the intended route so that the default

navigation methods have to be implemented for keeping clear of dangers by

the use of radar; and

.4 Weather and sea conditions - All weather and sea state in different scenarios,

taking into account the effects of different factors such as the wind, wave,

current and ice (such as floating ice, icebergs) etc. should be considered.




The training should cover all the subjects in this topic and one, or a series of, exercises

should be prepared for one or more integrated sub-topics. It is recommended that a

bank of relevant and well-structured training exercises should be compiled and

included so that trainees' competency can be progressively enhanced during the

training course.

The following table provides a sample of a practical training consisting of 5 exercises

for: the use of radar in navigation; covering a passage plan assessment; a voyage plan

execution on board a large ship in coast and restricted waters, TSS and VTS waters,

ice-infested waters; and a berthing or anchoring plan.

The class hours for every exercise are suggested for indicative purposes only

according to the complexity of exercises. Note that the suggested hours are only

assigned for specific teaching contexts and particular exercises.

The training exercises and suggested hours may change, taking into account the

present knowledge and skills of trainees, previous experience, and the results of

assessment and evaluation.

Sample of practical training exercises

No Training exercise

1 evaluate radar position fixing, navigation and keeping clear of dangers in a planned passage considering meteorological and hydrological condition, limitations of radar and bridge resources using the targets chosen

2

execute position fixing, navigation and keeping clear of dangers on board a large ship in coastal and restricted waters by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources, with the change of traffic density, visibility and sea conditions

3

execute position fixing, navigation and keeping clear of dangers on board a large ship in TSS and VTS waters by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources, with the change of visibility and sea conditions

4

execute a berthing/unberthing plan or determining anchor position on board a large ship by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources, with the change of visibility and sea conditions

5 execute a voyage plan in/near ice-infested waters with drift ice, icebergs and adverse weather such as the dense fog or snowstorm




The bridge team should consist of 3 to 4 trainees who should take turns to role-play as

the master, officers of the watch and assistants. To build-in complexity to achieve the

maximum degree of realism, it is suggested that Instructors should take every measure

to effectively simulate the real scenarios or environment for position fixing, navigation,

keeping clear of dangers by the use of radar in collaboration with all trainees in the

bridge team.

.5 Assessment strategies

Assessment of this topic may be conducted in the form of written examinations, oral

tests, practical operations, class discussions and records, etc. in order to assess

whether trainees have satisfactorily met the required performance standards and

achieved the relevant learning objectives.

Focusing on the use of radar systems and related resources by coordinating and

managing the bridge team in the process of making and executing a voyage plan,

trainees should develop the following awareness and abilities, including:

(1) evaluating and judging the safety, effectiveness and applicability of the radar

targets selected and their related methods about position fixing, navigation,

keeping clear of dangers in various circumstances and conditions when

planning a voyage; and

(2) making use of the above methods reasonably and effectively and having an

insight into their limitations on basis of particular waters and navigable

conditions when conducting navigation or executing the voyage plan.


Upon completion of the training, Instructors should organize discussions among the

trainees to share their experience, gains and queries, followed by comments, solutions

to any problems, and revisit any highlights of the training, for example, by means of

replaying practical training video clips or recovering the data used in the practice as

necessary.



3. Use of radar in collision avoidance

Teaching guidance

Use of radar in collision avoidance is explicitly stipulated in the COLREG. The radar

system is one of the most important instruments for position fixing and safe navigation,

as well as an effective means for proper look-out and ship collision avoidance.

This part of training should enable trainees to develop a deep understanding of the

significance of positive, early and appropriate actions, and of the relationship among

the radar system and proper look-out, safe speed, risk of collision and actions to avoid

collision. Trainees should acquire the ability to supervise the officers in charge of a

navigational watch to make decisions and take proper actions to avoid collision by the

correct use of the radar system information.

3.1 Use of radar for collision avoidance information

In this part of training, emphasis should be placed on the effective integration and

utilization of multiple radar resources, especially comprehensive information

integration and analysis, in order to avoid the limitations of sole reliance on radar

information. Trainees should be capable of making good judgment and supervising

officers in charge of a navigational watch to avoid collision by use of radar.

It would be advisable to review the functions of the radar system in collision avoidance,

and these include:

(1) detecting other vessels in time and obtaining early warning of the risk of

collision;

(2) obtaining accurate movement elements and collision avoidance information

through systematic observation or radar plotting, radar target tracking (ARPA)

or AIS reported information and the association of radar tracking targets and

AIS reported targets, assessing the situations and risk of collision, and taking

proper actions to avoid collision;

(3) determining the actions of the other vessel and checking the effectiveness of

the actions taken by both vessels through systematic and continuous

observation; and

(4) determining the correct timing for resuming the course (speed) of the own ship

by radar plotting, radar target tracking (ARPA) and the association of radar

tracking targets and AIS reported targets, ensuring passing at a safe distance.



The objective of this topic is to assist trainees to: develop a correct understanding of

the error sources and limitations of the information obtained by radar plotting, ARPA

or TT/AIS reported information and their association; and to identify the errors of radar

plotting, ARPA or TT/AIS reported information and their association for quality

navigational information.

Instructors should explore the characteristics and limitations of radar plotting and

ARPA or TT/AIS with trainees by means of discussions and comparisons, emphasizing

the importance of thoroughly understanding the basic concepts of radar plotting and

the fundamental skills of radar plotting. Trainees should understand that radar plotting

is important even when modern radars with ARPA or TT/AIS functions are used.

Instructors should always emphasize that assumptions on risk of collision should not

be made based on scanty radar information. Scanty radar information includes the

information obtained by improper use of radar equipment, especially those obtained

without systematic radar observation or those without consideration of error correction.

.1 Evaluation of the credibility of manual plotting information

Manual radar plotting is significant for officers in charge of a navigational watch even

with the availability of automatic target tracking function on the radar system. Trainees

should be reminded that, as officers at the management level, they have the

responsibility to advise the OOW against giving up manual radar plotting, and to

supervise them when they practice at regular intervals gain and improved

understanding of the basic theory and skills of radar plotting.

Prior to the delivery of this topic, trainees should review Part D of IMO model

course 1.07 with reference to obtaining the motion elements of target ships by radar

plotting. Instructors should emphasize the factors affecting radar plotting accuracy for

trainees to gain the ability to analyze error sources of radar plotting in specific

situations.

Training in manual radar plotting contributes to enhancing trainees’ situational

awareness, predicting the movement trend of target ships after the own ship takes

action to avoid collision, and coordinating with other ships. As a result, the

effectiveness of collision avoidance can be improved.

.2 Evaluation of the credibility of target tracking (TT) and AIS reporting

information

In this section, Instructors should emphasize the necessity and importance of the

comprehensive application of target tracking (TT) information and AIS reported

information in collision avoidance.



Complete familiarization with this section would be helpful for trainees to fully

understand and assess the accuracy and reliability of target tracking (TT) information

and AIS reported information, to understand their error sources and limitations, to

supervise officers in charge of a navigational watch to properly deal with the

relationship between target tracking (TT) information and AIS reported information,

and make decisions on collision avoidance appropriate to the prevailing circumstances

and conditions.

Throughout this course, Instructors should point out that the use of TT/ARPA as an aid

to officers in charge of a navigational watch to avoid collision and reduce their workload

to some extent, does not exempt or relieve them of the duty to maintain a proper

lookout by other available means.

(1) Errors and limitations of target tracking information

ARPA or target tracking, the primary approach to ship collision avoidance at sea,

facilitates acquiring the key information for collision avoidance. Compared with manual

radar plotting, this method handles more targets in a shorter time, and manages more

continuous tracking with higher data accuracy. Trainees are advised to revisit ARPA

or TT/AIS reporting functions in model course 1.07.

During the course, Instructors should make a thorough analysis of the sources of error

in radar target tracking information and problems or errors such as mis-acquisition,

mis-tracking, target loss, target swop, etc., and elaborate the limitations of the

"processing delay" in automatic target tracking systems. Automatic target tracking

equipment performance, human factors like improper operation and setting of the

equipment, and the objective factors such as the working environment of the radar,

target blocking, target manoeuvring, should be highlighted as the causes of the

above-mentioned problems or errors.

Specifically, lack of experience, careless observation and rash reaction to the

situations are important factors for errors of radar information, and for

misunderstanding radar target tracking information. Therefore, officers at the

management level should remind the bridge team to pay attention to the above

problems and to take precautions against over-reliance on target tracking information.

(2) Errors and limitations of AIS reported information

AIS provides key information for radar target identification, as well as key dynamic

information regarding navigation dynamic data and collision avoidance data.

Instructors are advised to inform trainees to review the related knowledge of AIS

reported target in model courses 1.07 and 1.34. During the course, Instructors should

make a thorough analyzes of factors causing errors of AIS reported information, and

elaborate the limitations of the application of AIS reported target on radar.



Instructors should highlight that AIS has its own limitations and can be used only as

an aid to avoid collision. AIS only provides supplementary information and should

never be a substitute for radar tracked target information in collision avoidance. The

association of AIS reported targets and radar tracked targets is the key to collision

avoidance handling.

(3) The association of radar tracked targets and AIS reported targets

For radar systems that meet the Revised Recommendation on Performance Standards

for Radar Equipment set out in resolution MSC. 192(79), the association of radar

tracked targets and AIS reported targets is conducive to the determination of situations

and risk of collision. Trainees should be reminded to revisit model course 1. 07 to

review the fundamentals of the association of radar tracked targets and AIS reported

targets.

During the training, Instructors should supervise trainees to set proper criteria for

association based on such factors as traffic density, equipment accuracy and weather

conditions, with a clear understanding of the risks of inadequate criteria setting for the

association of radar tracked target and AIS reported target.

3.2 Use of radar in collision avoidance actions

This sub-topic is designed to enable trainees to gain knowledge to obtain reliable

collision avoidance information from radar target tracking, AIS reported targets, the

association of radar tracked with AIS reported targets, manual radar plotting and

equivalent systematic observation. In response to the prevailing circumstances and

conditions, trainees should be able to make effective use of bridge resources to

properly identify situations, determine if the risk of collision exists, make proper

decisions and take corresponding actions for collision avoidance, check the

effectiveness of these actions, and determine the timing of restoring the original course

or/and speed of vessels.

While delivering the course, Instructors should advise trainees to review the basic

theories and the use of radar in model course 1.07 and the COLREG, and focus on

the radar-related rules in model courses 1.22 and 7.03, to effectively use and manage

bridge resources, and supervise the bridge team when using radar to assist in collision

avoidance, and take proper and effective actions in accordance with COLREG.

.1 Proper identification of situations based on radar and other

relevant information

Proper identification of situations is the key to proper decision-making for

collision avoidance, and for instructing the bridge team to take effective

collision prevention measures. Based on a comprehensive review of model



course 1.07 and the COLREG relating to the situations, and taking into

account of model courses 1.22 and 7.03, trainees should gain a thorough

understanding of all the means of identifying ship situations based on the

radar information, including but not limited to the following:

(1) obtaining the range, bearing, course and speed of target ships by

radar target tracking;

(2) obtaining type of ship, and position, heading, course, speed,

navigation status and destination of target ships by AIS reported

targets;

(3) obtaining optimal collision avoidance information of target ships by

the association of radar tracked with AIS reported targets; and

(4) obtaining the range and bearing of target ships through systematic

and continuous observation of detected objects; then obtaining the

course and speed of target ships by plotting.

Of the above, radar target tracking is the primary approach to obtaining

collision avoidance information, which detects targets independently, tracks

target data automatically, and processes multi-targets at the same time with

reliable data. AIS is an interactive system of voyage data, which relies on

GNSS and other ship’s equipment to obtain more comprehensive information

including ship identification information. With the criteria fulfilled, the

association of radar tracked with AIS reported targets reduces redundant

information, acquires optimal information and possesses obvious advantages

for collision avoidance. Manual radar plotting is a basic skill for officers in

charge of a navigational watch, which takes a longer time and handles less

targets with lower data accuracy.

Trainees should take account of the errors and limitations of radar equipment

appropriate to the prevailing circumstances and conditions, and choose proper means

to measure the range, bearing, course and speed of target ships, so as to properly

identify situations in accordance with COLREG. Instructors should emphasize that

situations are subject to change, and trainees should take all available means, such

as uninterrupted look-out, exchanges of information with target ships, communication

and cooperation among the bridge teams, etc., to identify and handle information for

continuous and proper identification of situations.



.2 Identifying and evaluating radar information to determine risk of

collision

It is the premise for collision decision-making to determine risks of collision

and radar is the effective means. Based on a comprehensive review of model

course 1.07 and Rule 7 of COLREG on Risk of collision, and referring to model

courses 1.22 and 7.03, trainees should properly identify situations, focus on

tracking target ships with potential risk of collision, and have a full

understanding of the following:

.1 CPA and TCPA provide main basis for determining risk of collision.

- When CPA＞CPA LIM, the target is non-dangerous;

- In case CPA≤CPA LIM, TCPA>TCPA LIM, the target poses

no immediate danger and officers in charge of a

navigational watch should follow the change of TCPA; and

- If CPA≤CPA LIM, TCPA≤TCPA LIM, the target is dangerous

and officers in charge of a navigational watch should make

corresponding collision avoidance decision.

.2 Means of determining risk of collision by radar information include:

target tracking, AIS reported targets, the association of radar tracked

with AIS reported targets, manual radar plotting and equivalent

systematic observation. Based on these means, trainees can acquire

CPA and TCPA of target ships and determine risk of collision. For

estimation of CPA and TCPA with big errors by systematic

observation equivalent to manual plotting, trainees require good

skills and wide experience, and officers at the management level

should reinforce the guidance to officers of the watch.

Every vessel should use all available means appropriate to the prevailing

circumstances and conditions to determine if the risk of collision exists. Other

vessels’ possible changes in heading and/or speed due to navigational

reasons or collision avoidance need to be taken into account. Instructors

should emphasize that trainees should Identify and evaluate CPA and/or

TCPA, taking into account the errors and limitations of the radar equipment,

scanty radar information, and the fact that the bridge team may have a

different understanding of CPA LIM and TCPA LIM. Instructors should

oversee trainees' study and discussion of typical cases, to acquire better

ability to determine the risk of collision when using radar.



.3 Collision avoidance decisions and actions in sight of one

another and in restricted visibility

Based on a comprehensive review of model course 1.07 regarding radar

information, and the COLREG regarding actions to avoid collision, and with

reference to model course 1.22, trainees should gain a full understanding of

how to use the radar information and instruct the bridge team to make proper

decisions and take proper actions to avoid collision in accordance with

COLREG, rules 11 to 19 in part B on Steering & Sailing Rules.

During the course, trainees should be able to explain:

.1 Different decisions towards different situations lead to different

collision avoidance actions. Based on proper identification of

situations and determination of collision risks mentioned above,

trainees should consider the errors and limitations of the radar

equipment, and make proper decisions in accordance with

requirements for preventing collision for various situations. In

addition, trainees should instruct the bridge team to take proper

actions to contain the development of close-quarters situations.

.2 A series of collision avoidance actions may be taken for complex

situations. In such cases, trainees should make a comprehensive

analysis of radar information and relevant collision avoidance

measures, and conduct an intensive examination of the accuracy

and limitations of the information, for example, different CPA and/or

TCPA of multiple target ships encountered means different degrees

of risk of collision and urgency. Trainees should prioritize the

sequence of collision avoidance actions and choose the key target

and analyze the influence of the errors and limitations of the radar

system. A full appraisal of the possible changes of complex situations

should also be conducted, and the immediate and proper actions

should be taken.

.3 Radar information provides major support for decision-making.

Generally, CPA LIM should be increased in restricted visibility, earlier

and more substantial action should be taken for collision avoidance

than in good visibility. The bow cross range (BCR) should be taken

into account, especially if the other vessel is large or speed is high.

If passing ahead of another vessel, the CPA LIM may need to be

increased. In case of course alteration, manoeuvring diagram of

radar for preventing collision should be fully used, with due

consideration given to the rules of the COLREG. In particular,

personnel at the management level should be able to: give overall



consideration to the errors and limitations of the radar equipment;

conduct effective and efficient management of the bridge team; make

prompt and proper decisions to take collision avoidance actions in

adverse weather and complex traffic situations.

Whether ships are in sight of one another, or in restricted visibility, trainees should be

able to make proper use of radar information and to make proper decisions and take

effective collision avoidance actions. Instructors should emphasize that keeping a

proper visual lookout is the most basic and important method in the process of collision

avoidance. Nevertheless, radar information provides an irreplaceable advantage for

collision avoidance. However, in restricted visibility, inadequate and imprecise visual

lookout may not give full support to collision avoidance actions and will thus affect the

accurate evaluation of the radar information which may lead to inappropriate

interpretation of the radar information by the bridge team. It should be noted that

complex situations and possible changes at any time, especially small and

uncoordinated collision avoidance actions, may endanger the safety of navigation.

Thus, in any situation and condition the key to safe navigation is to strengthen the

visual lookout; to make use of the radar equipment; to communicate effectively among

the bridge team; to comprehensively analyze the visual and radar information and

other information conducive to collision avoidance; to use all available bridge

resources, and make proper decisions and take effective collision avoidance actions

in accordance with COLREG.

.4 Checking the effectiveness of collision avoidance actions

Based on a comprehensive review of model course 1.07 relating to radar

information and actions to avoid collision, and Rule 8 of COLREG, trainees

should have a thorough understanding of the following:

.1 Criteria for checking the effectiveness of collision avoidance actions

include: actions in accordance with COLREG; being visible to the

other vessel, visually or by the radar; passing at a safe distance. CPA

is the main basis for determining safe distance. When CPA＞CPA

LIM, actions are effective; but if CPA≤CPA LIM, actions are

ineffective. Trainees should understand well that the accuracy of

radar information affects the determination of the effectiveness of

collision avoidance actions.

.2 Information obtained from radar target tracking, AIS reported targets,

the association of radar tracked with AIS reported targets, and

manual radar plotting and equivalent systematic observation can be

used to check the effectiveness of collision avoidance actions.

Application and features of these methods are stated in section 1



and 2 of this sub-topic. Through these methods trainees can acquire

CPA of target ships after collision avoidance actions, check if actions

achieve desired results, and confirm that both ships are passing at a

safe distance.

Instructors should emphasize that the action taken for collision avoidance may not be

effective, or may not achieve the expected safe distance, or the effectiveness may

even be compromised, or offset by uncoordinated actions by target vessels. Therefore,

watchkeeping officers on every vessel should carefully check the effectiveness of

collision avoidance actions. Trainees should fully consider the errors of the radar

information and evaluate their effects to ensure the radar information is effective, and

they should manage and make proper use of bridge resources, and check the

effectiveness of collision avoidance actions.

It is recommended that target vessels with uncoordinated actions should be added in

the practical training exercises. For example, when a target ship is approaching from

the port bow, deceleration of own ship would conflict with starboard alteration or

deceleration of the target ship, or owing to limited visual lookout in restricted visibility

it is necessary to switch on more than one radar to make full use of the radar resources

and check the effectiveness of collision avoidance actions by acquiring different radar

information continuously.

.5 Determining the timing of restoring the original course or/and

speed of vessels in sight of one another and in restricted

visibility

Based on a comprehensive review of model course 1.07 and COLREG

Rule 8, trainees should gain an understanding of the following:

.1 "Past and clear" in Rule 8 refers to the situation where two vessels

pass at a safe CPA after collision avoidance actions, even after

restoring the original course or/and speed. Instructors should

emphasize that situations are complex for multiple ships in restricted

waters. Personnel at the management level should give full

consideration of the complexity and diversity of situations and

improve the bridge team's situational awareness so that continuous

radar information is obtained and its reliability is evaluated; and

.2 Information obtained from manual radar plotting and trial

manoeuvres can be used to determine the timing of restoring the

original course or/and speed of vessels. Manual radar plotting takes

a longer time, with only a small number of targets plotted and the

relatively more errors and limitations. Based on radar target tracking,

trial manoeuvre needs a shorter time, with relatively fewer errors and



limitations. However, performance and accuracy of trial manoeuvres

vary with different radar produced by different manufacturers.

Keeping in mind the limitations, trainees should use a variety of

methods and determine the restoring timing comprehensively.

Radar information is relevant for determining the timing of restoring the original course

or/and speed of vessels. In order to further improve trainees' ability for managing “pass

and clear” by the proper use of radar, it is recommended that Instructors should add

multiple ship situations in restricted waters in practical training exercises. This will

facilitate the improvement of the awareness of proper use of radar resources, and

enhance communication and cooperation in the bridge team, to ensure good

understanding and assessment of the prevailing circumstances and conditions, and

determination of the timing for restoring the original course or/and speed of vessels for

safe navigation.



Practical training 3 - Use of radar in collision avoidance


Practical training is an indispensable part of the course, and aims to help trainees to

become familiar with the use of radar in complicated navigational circumstances,

especially in limited and dense traffic waters. This should enable trainees to acquire

full radar information and comprehensively evaluate its reliability, identify situations,

determine risk of collision, make proper decisions, and instruct the bridge team to

handle collision avoidance for the safety of navigation.

.2 Training scenarios

It is recommended that the practical training should be conducted using an approved

bridge simulator suitable for this course. Instructors should prepare training exercises

in advance.

Training scenarios should involve, but not be limited to the following:

.1 Types of ship: To improve the training effectiveness, Instructors should edit

the own ships' type, tonnage or draft in advance and manoeuvring diagram of

own ship;

.2 Training areas: They include but are not limited to: pilot station and adjacent

waters, channels, anchorages, confined waters, TSS areas, VTS areas;

.3 Target ships: It is recommended that at least 10 different types of target ships

be available for crossing, head-on, overtaking etc. In addition, at least 2 target

ships are required and a manoeuvring diagram is needed; and

.4 The weather and sea state: It is advisable to include good visibility, restricted

visibility with due regard to wind, waves, currents and other circumstances.


The training should cover all the subjects in this topic. One or a series of exercises are

prepared for one or more integrated sub-topics. It is recommended that a bank of

structurally integrated training exercises including interactive exercises should be

compiled so that trainees' competency can be progressively enhanced with the

training.

The following table provides a sample of practical training consisting of 4 exercises for

the use of radar in collision avoidance, covering open waters, TSS waters,

precautionary area, restricted and harbour waters.





1

acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation, effectively manage bridge resources, identify and evaluate the radar information, execute collision avoidance operation among multiple vessels in open waters with variable visibility and sea conditions

2

acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation, effectively manage bridge resources, identify and evaluate the radar information, execute collision avoidance operation among multiple vessels in TSS waters with variable visibility and sea conditions

3

acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation, effectively manage bridge resources, identify and evaluate the radar information, execute collision avoidance operation among multiple vessels in restricted waters (e.g., narrow channel) with variable visibility and sea conditions

4

acquire reliable collision avoidance information through radar target tracking, AIS target reporting, the association of radar tracked with AIS reported targets, manual radar plotting and equivalent systematic observation, effectively manage bridge resources, identify and evaluate the radar information, execute collision avoidance operation among multiple vessels in harbour waters including fairway, pilot station, anchorage


The bridge team should comprise of 3 to 4 trainees who would take turns to role-play

as the master, officers of the watch and assistants. To achieve complexity to the

maximum realistic degree, it is suggested that Instructors should take every effective

measure to coordinate resources, such as weather and sea state, ships underway

nearby, to set conditions and manage collision avoidance by the use of radar in

collaboration with all trainees in the bridge team.


Upon completion of the training, Instructors should organize a discussion among

trainees to share their experience, knowledge gained and any queries, followed by

comments, solutions to any problems and to revisit the highlights of the training, for

example, by means of replaying practical training video clips, or recovering the data

used in the practice, as necessary.




Assessment upon completion of the topic can be conducted in the form of written


order to assess whether a trainee has satisfactorily met the required performance

standards and achieved the relevant learning objectives.


(1) be proficient in the primary knowledge of the radar system and related

resources;

(2) understand the applications and limitations of radar system resources in

various conditions;

(3) have the ability to instruct the bridge team to make effective use of radar

system resources, identify situations, determine risks of collision, make

proper decisions for collision avoidance in accordance with COLREG; and

(4) through team work, take corresponding collision avoidance actions, check the

effectiveness of these actions, and determine the timing of restoring the

original course or/and speed of vessels.

4. Use of radar in search and rescue

Teaching guidance

Maritime search and rescue operations should be conducted in accordance with

requirements of SOLAS chapter V and the International Aeronautical and Maritime

Search and Rescue (IAMSAR) Manual. Instructors should elaborate the objective of

SOLAS chapter V, and setting search area and the requirements for CCS operations.

Trainees should understand the importance of establishing contacts with other SAR

units (SAR centres, lifeboats, helicopters), and the applicability of COLREG in search

and rescue operations.

This topic mainly covers how radar can be used by the personnel at the management

level in formulating and implementing SAR plans, and following should be covered:

comprehensive use of radar information and related SAR units for identification and

confirmation of the search object; timely adjustment of the radar and proper use and

evaluation of radar information for proper decision-making while approaching the

search object; manoeuvring the ship for successful SAR mission through effective

team work.



4.1 Identification and confirmation of distress locating signals

Personnel at the management level should be able to identify and evaluate distress

information relating to search and rescue operations. They should also be able to

search by radar or other means, the target in distress with locating devices, and be

quick to respond and make correct judgments in complex navigation situations so that

the target in distress can be located and approached with proper manoeuvring to

ensure a successful SAR operation.

.1 Identification, evaluation and acknowledgement of radar SART

information

(1) Knowledge of radar SART

Trainees should develop familiarity with radar SART-related knowledge. During the

training, Instructors should review SART-related knowledge in model

courses 1.25, 1.26 and 1.07, with emphasis on such features as working band,

effective detection range of the signal, radar range of observation, echo characteristic.

The influence of frequently used control buttons on the SART observation should be

stressed.

(2) Identification and confirmation of radar SART information

Instructors are advised to remind trainees that personnel at the management level

should take responsibility for supervising the bridge team during search and rescue

operations. They should operate radar equipment in accordance with radar-SART

characteristics so as to search the target in distress under various situations and

acknowledge related radar SART information. They should also be able to acquire

information via other available means and evaluate radar SART information in relation

to the target in distress.



.2 Identification, evaluation and acknowledgement of AIS-SART

information

(1) Knowledge of AIS-SART

AIS-SART information can be presented on compatible radar displays, which facilitate

the identification and confirmation of the target in distress. Trainees should develop

familiarity with the relevant knowledge of AIS-SART. During the course, Instructors

should review the relevant knowledge related to AIS-SART, highlighting its operational

features, the distinction and updating mode of information presentation, and the

limitations of AIS-SART information.

(2) Identification and confirmation of AIS-SART information

Similar to the abovementioned identification and confirmation of radar SART

information, trainees should operate radar properly in line with characteristics of AIS-

SART, so that the AIS-SART information can be properly acquired under various

observation scenarios, and the position of the body in distress can be confirmed.

Likewise, trainees should be able to obtain information with other available means and

make a correct judgment on the evaluation of AIS-SART information in relation to the

body in distress.

.3 Identification, evaluation and acknowledgement of MOB-AIS

information

(1) Knowledge of MOB-AIS

Trainees should gain a thorough understanding of MOB-AIS information, and be fully

aware of its significance to SAR operations for persons overboard. During the course,

Instructors should review the relevant knowledge related to MOB-AIS, highlighting its

operational features, the distinction and updating mode of information presentation,

and the limitations of MOB-AIS information.

(2) Identification and confirmation of MOB-AIS information

Trainees should operate radar properly in accordance with the operational

characteristics of MOB-AIS to acquire information under different observation

scenarios, and to confirm the position of personnel overboard, as early as possible.

Trainees should refer to the identification information obtainable from other means and

sources, and make correct judgments on, and accurate assessments of, the MOB-AIS

information.



4.2 Use of radar in SAR operations

This sub-topic mainly focuses on the application of radar in search and rescue

operations, which includes determination of the search datum, search areas and track

spacing, the monitoring and tracking of all SAR facilities, and coordination of search

and rescue operations.

.1 Using information of radar and related SAR units to make SAR plans

(1) Determining the search datum based on the international conventions and

guidelines related to SAR and radar information

Based on a review of the related content in SOLAS Convention, Chapter V and

confirmation of the search datum part in the IAMSAR Manual, trainees should learn to

launch a life raft or other floating markers near the search datum, observe its drift

velocity and direction by the radar, then further estimate the drift speed and direction

of the search object and modify the search datum.

(2) Determining and displaying the search area on modern radar on the basis of

related resources

Based on a review of the relevant sections concerning the confirmation of search area

in the IAMSAR Manual, trainees should learn to set up the search area on the radar

screen by using the overlap function of ECDIS and plotting function of modern radar

for situational awareness and search and rescue operations.

(3) Determining the track spacing based on the international conventions and

guidelines related to SAR and radar information

Based on a review of related content of track spacing determination in the IAMSAR

Manual, Instructors should guide trainees to determine the track spacing in

consideration of sea state, visibility, dimension of the search object and radar

performance. The IAMSAR Manual does not include a special provision for the search

patterns, however, in order to improve the efficiency of search and rescue, the OSC

(on-scene coordinator) can direct ships to proceed in "loose line abreast", maintaining

a track spacing between ships of the expected radar detection range multiplied by 1.5.

(4) Determining communication systems and equipment based on the

international conventions, regulations and guidelines related to SAR

According to the relevant provisions in the IAMSAR Manual and ITU Radio

Regulations, SAR plans should involve radio communication arrangements, and

correct communication procedures should be followed at all stages of the search and

rescue operations.



.2 Conducting SAR operations by radar information

Based on a review of the related contents concerning factors affecting radar detection

range in model course 1.07, trainees should develop the ability for command decision-

making, and the ability for managing standard operation of radar and effective use of

radar resources in the SAR operations, in order that the echo of the distressed craft

can be identified in the clutter environment with full consideration given to the safety of

navigation.

In case the distressed craft is found in the preliminary actions of SAR, the OSC is in a

position to assign appropriate crafts to participate in on-scene rescue according to the

specific circumstances of the distressed craft, and ensure safety by visual and radar

lookout. In the process of approaching the distress location, more lookouts should be

assigned in the fore-and-aft as well as both sides of the ship. In addition, radar should

be well modulated for optimal effects.

In response to different distress categories, radar can be used to predict the drift

direction and drift speed of the distressed craft and appropriate manoeuvres can be

applied to save the search object.



Practical training 4 - Use of radar in search and rescue


This practical training aims to help trainees to achieve the learning objectives. It is

intended to provide training in proficiency in the use of radar as in all kinds of

navigational circumstances, such as open waters with and without SART signal, in

order to acquire full radar information and evaluate its reliability comprehensively,

command the bridge team to search and rescue, solve all problems and ensure the

successful completion of the SAR mission, in accordance with the IAMSAR Manual

and SOLAS Convention, chapter V.

.2 Training scenario

It is recommended that the practical training should be conducted using an approved

bridge simulator. Instructors should prepare training exercises in advance, and the

training scenarios could involve, but not be limited to the following:

(1) Types of ships: Considering that different types or tonnages of ships have

different manoeuvrability, it is recommended that ship types for practical

training should be set up for types such as bulk carrier, general cargo ship,

container ship, oil tanker, etc. are;

(2) Other SAR units: It is advised that at least 2 different types of ship, and one

rescue aircraft are set up, if necessary;

(3) Training waters: Open waters satisfying Item (6) are available;

(4) Search objects: Search objects with, and without, SART signal should both

be considered;

(5) Weather and sea state: It is advised to include good visibility, restricted

visibility etc., with due regard to wind, waves, currents and other

circumstances;

(6) Search patterns: Expanding square search, sector search, parallel sweep

search and coordinated vessel craft search pattern should be available.


The training should cover all the subjects in this topic, and one or a series of exercises

should be prepared for one or more integrated sub-topics. It is recommended that a

bank of structurally integrated training exercises including interactive exercises should



be compiled so that trainees' competency can be progressively enhanced during the

training.

The following table provides a sample of a practical training consisting of 4 exercises

for use of radar in SAR, covering single vessel sector search, multiple vessel parallel

sweep search, and coordinated vessel-aircraft search for the distress unit with SART

or separated from SART and a missing person with MOB-AIS device.



1

execute single-vessel sector search for a distress unit with radar SART or AIS-SART in variable visibility and sea conditions, by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources

2

execute parallel sweep search for a lifeboat (or liferaft) with radar SART or AIS-SART and a missing person with MOB-AIS device by 3 or more ships in variable visibility and sea conditions, by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources

3

execute coordinated vessel-aircraft search for a missing person with MOB-AIS device in variable visibility and sea conditions, by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources

4

execute parallel sweep search a lifeboat (or liferaft) separated from radar SART or AIS-SART by 4 or more ships in variable visibility and sea conditions, by managing bridge resources, supervising the watchkeeping officers' radar operation, evaluating radar information, and utilizing radar resources


Instructors should act as the commander of a shore based rescue coordination centre

in the console, or as the pilot of search and rescue aircraft if necessary. When more

ships take part in a SAR operation, Instructors could nominate one of the ships to act

as coordinator of surface search. Trainees’ own ship stations in the simulator act as

rescue vessels, and search and rescue operations are completed in different scenarios

set by Instructors.

The bridge team should comprise of 3 to 4 trainees who take turns to role-play as the

master, officers of the watch and assistants. To achieve complexity to the maximum



realistic degree, it is suggested that Instructors should take every effective measure to

coordinate resources, such as weather and sea state, ships underway nearby, to set

conditions and manage SAR operation by the use of radar in collaboration with all

trainees in the bridge team.


Upon completion of the training, Instructors should organize discussions among

trainees to share their experience, knowledge gained and any queries, followed by

comments, solutions to any problems and to revisit any highlights of the training, for

example, by means of replaying practical training video clips, or recovering the data

used in the practice when necessary.


Assessment upon completion of the topic can be conducted in the form of written


order to assess whether trainees satisfactorily meet the required performance and

have achieved the learning objectives.


.1 be proficient in the primary knowledge of the radar system and related

resources;

.2 thoroughly understand the application of radar system resources under

different conditions, and develop a deep understanding of the limitations of

radar systems and their resources;

.3 have the ability to instruct the bridge team to make reasonable use of the

information of radar and related the SAR units, and identify and confirm the

search objects in accordance with the IAMSAR Manual stipulations;

.4 adjust the radar in a timely manner, evaluate the radar information and make

proper decisions while approaching the distress position; and

.5 manoeuvre the ship and complete the SAR mission by teamwork.



EXAMPLES OF LESSON PLANS

1 An Example of lesson plan for lectures

(1) Lesson plan file

Lesson number MC1.08-1.3.1

(2) STCW Requirements

Competence Maintain safe navigation through the use of information from

navigation equipment and systems to assist command

decision-making

KUP An appreciation of system errors and thorough

understanding of the operational aspects of navigational

systems

(3) Key knowledge

Topic 1 Proficiency in radar system and related resources

Sub-topic 1.3 Awareness of radar working conditions

Key knowledge: appraises abnormal operation of the radar system in

reference to the "Scope of equipment" requirements of the

IMO radar performance standards

(4) Teaching material

R4; R5; R6; T1; T2; T3; A1; A2

(5) Teaching content

Based on a full review of Resolution MSC. 192(79) on Performance standards for radar

equipment concerning the "Scope of equipment" (Clause 1 of R4), with the aid of

pictures, radar videos, preferably on a real radar or an approved radar training

simulator in the laboratory with the image of which is adjusted to the optimal, the

following points are highlighted:

.1 Clear indication of land and other fixed hazards in coastal navigation and

harbour approaches

Referring to the minimum detection requirements for coastline in TABLE 2 of R4 in a

familiar navigation area with the aid of long-term accumulated experiences of radar

observation, and comparing and validating radar echo effects of land and other fixed



hazards, trainees are expected to start from the analysis of the details of these echoes,

and then assess the current state and performance of the radar system in use.

.2 Detection of floating and fixed aids to navigation

Based on the typical navigation buoy defined in TABLE 2 of R4, Instructors should

explain the minimum detection requirements for the buoy by different bands of radar.

With the aid of long-term accumulated experiences of radar observation, trainees

should compare and validate buoy echo effects and assess the current state and

performance of the radar system in use.

.3 Aiding collision avoidance of both detected and reported hazards in ship-to-

ship mode

Trainees are expected to acquire typical target ships nearby, activate AIS reporting

function, and observe the change rate and stability of both tracking data and AIS

reporting data. At the same time, with the help of the performance of association of

tracked and reported targets, and based on long-term accumulated experiences of

radar operation and observation as well as the minimum detection requirements for

ships in TABLE 2 of R4, trainees should assess the current state and performance of

the radar system in use.

2 An example of lesson plan for practical training

(1) Lesson plan file

Lesson number MC1.08-P.T.4 (1)

(2) STCW Requirements

Competence: Coordinating search and rescue operations

KUP: A thorough knowledge of and ability to apply the procedures

contained in the IAMSAR Manual

(3) Key knowledge

Topic 4: Use of radar in search and rescue operation

Practical training: Use of radar in search and rescue operation - 01

Training

objectives: Trainees obtain SART information by radar; evaluate the

accuracy, error and reliability of radar information;

command the bridge team to make search plan according

to related international conventions and regulations,

synthesizing the relevant SAR unit’s information and taking



into consideration of sea conditions and visibility;

continuously adjust radar and appraise radar information

when approaching the body in distress; implement and

coordinate SAR operations; take all kinds of measures to

maintain on-scene navigation safety.

(4) Teaching material

R2, R16, R17, T1, T2, B1, B2, A1, charts of training waters

(5) Teaching content

Training scenarios

An approved bridge simulator with a visual scenario of SAR units in open waters should

be available for this exercise. Instructors should act as the commander of a shore

based rescue coordination centre at the console, or as the pilot of search and rescue

aircraft, if necessary. Trainees’ own ship stations with dual radar systems act as rescue

vessels. Instructors should set up a target on the console with SART signals and

adjust the visibility when appropriate in the course of the evaluation, so that trainees

can react as required in the IAMSAR Manual. This practical training course intake

should comprise of a bridge team of 3 to 4 trainees who are to act as a master, an

officer in charge of a navigational watch and an assistant in random turns.

Teaching method

I Instructors should control the training process and trainees should accomplish the

training tasks.

Competency/KUPs

.1 Trainees select an X band radar and adjust radar display controls for optimum

display. If several radars are available, at least one is used for collision

avoidance;

.2 Trainees receive SART signal from radar and acknowledge the position of the

search object and other information involving time, position (latitude and

longitude), current direction, current speed, wind direction, wind speed,

visibility, etc.;

.3 Trainees should communicate with the RCC in proper communication

procedure;

.4 Based on graphs and tables in the IAMSAR Manual, trainees find out the drift

by the wind and current, correct the datum and plot it on the radar screen;



.5 Trainees should set the search area on the radar screen;

.6 Trainees plot the search plan on the chart on the basis of visibility;

.7 Trainees execute the search under the instructor’s command, and take

corresponding actions in accordance with the IAMSAR Manual in random

variable visibility and sea state;

.8 Trainees identify the distress unit and report to the RCC.

Key points

.1 Making a search plan: trainees should determine the search datum according

to radar information and international conventions and guidelines relating to

SAR; determine and display the search area on modern radar based on

related resources; determine the communication system and equipment

according to international conventions regulations and guidelines relating to

SAR.

.2 Executing the search plan: trainees should be trained to have good ability of

commanding and decision-making, standard operations of radar in SAR

operations, effective utilization of radar resource, which can not only detect

the distress target echo in an environment with clutter interference, but also

give consideration to navigation safety.

.3 Training process control: according to trainees’ practical ability, difficulty of

search exercise should be adjusted by setting up the parameters of wind and

current. Training procedures and teaching time should also be controlled. The

instructor can designate trainees to conduct SAR by expanding square search

or sector search patterns. Trainees should be reminded in time if they do not

operate in accordance with the recommendations in the IAMSAR Manual, or

use inappropriate radar information.



Part E: Evaluation and Assessment

Introduction

The effectiveness of any evaluation depends to a large extent on the precise

description of what is to be evaluated. The detailed teaching syllabus should be

designed to assist trainees to meet the learning objectives, using descriptive verbs, for

example, those widely used in Bloom's taxonomy.

Evaluation/Assessment should be aimed at assessing if the learning objectives have

been achieved. It enables Instructors to ascertain if trainees have gained the required

skills and knowledge needed at a given point to effectively demonstrate their

competence to perform the tasks set out.

Assessment

In assessing the achievement of competence in the Use of leadership and managerial

skills, Assessors should be guided by the criteria for evaluating competence in

column 4 of tables A-II/2 and A-III/2 of the STCW Code and the Learning Outcomes in

the Detailed Teaching Syllabus.

The purpose of evaluation/assessment is to:

- facilitate trainee learning;

- identify trainees' strengths and weaknesses;

- assess the effectiveness of a particular instructional strategy;

- assess and improve the effectiveness of curriculum programs;

- assess and improve teaching effectiveness;

- feedback to trainees learning information;

- evaluate the advantages and disadvantages of the model course.

Part E provides the instructor with guidance on evaluation and assessment, which

includes the principles for choice of approaches of types of evaluation and assessment

and sample test of multiple choice questions, short-answer questions, essay questions

and a sample of practical evaluation. These samples are based on requirements of

sections A-II/2, A-I/12 and B-I/12 of the STCW Code. For further guidance, the

instructor should also refer to IMO model course 3.12.

The different types of evaluation/assessment may be classified as:



Initial/Diagnostic assessment

This should take place before trainees commence a course to ensure they are on the

right path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge,

strength and areas for development. This could be carried out during an individual or

group setting using relevant tests.

Formative assessment

Is an integral part of the teaching/learning process and is hence is a "Continuous"

assessment. It provides information on trainee's progress and may also be used to

encourage and motivate them.

Purpose of formative assessment

The purpose of formative assessment is, among others, to:

- provide feedback to trainees;

- motivate trainees;

- assess trainees' strengths and weaknesses; and

- assist trainees to develop self-awareness.

Summative assessment

It is designed to measure trainee's achievement against defined objectives and

performance targets. It may take the form of an exam or an assignment and takes

place at the end of a course.

Purpose of summative assessment

The purpose of summative assessment is, among others, to:

- assess if trainees are competent or not yet competent; and

- grade trainees

Formative assessment and summative assessment are adopted in the course, with

the former being used mainly in the practical subjects, whereby Instructors, by

conducting such assessments, are able to determine the extent to which trainees have

met the learning objectives. Summative assessment is mainly used at the end of the

course, to determine whether the trainees have achieved the criteria for evaluating

competences specified in tables A-II/2 and A-III/2 of the STCW Code.



Methods of assessment

Assessment planning should be specific, measurable, achievable, realistic and time-

bound (SMART).

Choice of assessment methods depends upon what trainees are expected to achieve

in terms of knowledge, understanding and proficiency of the course content. The

methods could range from a simple question-and-answer discussion with trainees

(either individually or as a group) to a test of multiple choice questions, matching tasks,

short answer questions or short essay questions.

Some methods of assessment that could be used are as follows, and should be

adapted to suit individual needs.

- Observations (In Oral examination, Simulation exercises, Practical

demonstration);

- Questions (written or oral);

- Examinations;

- Assignments, activities, projects, tasks and/or case studies;

- Simulations (also refer to section A-I/12 and B-I/12 of the STCW Code);

- CBT (computer based training).

All work assessed should be valid, authentic, current, sufficient and reliable; this is

often known as VACSR, "Valid assessment creates standard results".

- Valid - the work is relevant to the standards/criteria being assessed;

- Authentic - the work has been produced solely by trainees;

- Current - the work is still relevant at the time of assessment;

- Sufficient - the work covers all the standards/criteria;

- Reliable - the work is consistent across all trainees, over time and at the

required level.

It is important to note that no single method can satisfactorily measure knowledge and

skill over the entire spectrum of matters to be tested for the assessment of

competence.

Care should, therefore, be taken to select the most appropriate method for the

particular aspect of competency to be tested, bearing in mind the need to frame

questions which relate as realistically as possible to the management level

competence of the functions on board.



Feedback

In order to keep the training programme up to date in the future, it is essential for users

to provide feedback. Objective and positive critical comments and new information

would facilitate the enhancement of the quality of the model course, and would promote

better training in safety and security at sea and protection of the marine environment.

Such feedback, information, comments and suggestions should be sent to the Head,

Maritime Training and Human Element, IMO.

EXAMPLES OF ASSESSMENT – FOR ILLUSTRATIVE PURPOSES ONLY

An example of multiple choice and essay type examination papers

Multiple choice questions (choose the best or the most appropriate answer from the

four options)

1． In coastal navigation, which of the following can be used by the personnel at the

management level to judge whether a radar performs well?

A. Apply the experience of radar observation for coastlines and navigation

buoys, and use radar performance monitor.

B. Observe an echo from a large ship in distance.

C. Observe an echo from a wooden fishing vessel nearby.

D. Refer to the manufacturer's operating instructions.

2． What are the points to note when using radar resources to assist navigation in

congested coastal waters?

A. The allowable ship's XTE and availability of conspicuous landmarks.

B. Monitoring reliability of GPS position comparing radar fix.

C. Understanding and correcting the position error of radar fix.

D. All of the above.

3． When navigating in a narrow channel with radar in restricted visibility, which of

the following is NOT an appropriate measure to be taken by the bridge team

even under the supervision of the master?

(1) Keep vigilant because radar may not detect some ships or obstructions.

(2) Radar range should be switched in time according to channel width, ship's

speed, traffic density and visible range.

(3) Keep close watch on two radars in order to detect obstacles or other ships

in time.



(4) PI navigation by using conspicuous targets on radar is an effective way to

avoid dangers.

(5) Overlay the information of ECDIS and radar is an effective way to keep safe

navigation.

(6) Check ship's position with all available integrated information, resources and

means including radar.

(7) Check ship's position with the objects in distance of ship bow in narrow

channel.

A. (1) (6).

B. (3) (5).

C. (3) (7).

D. (2) (4).

4． In SAR scene, the SAR ship finds RADAR-SART signal on the radar screen.

Which of the following decision-making actions by the master is FALSE?

A. The position of RADAR-SART signal is the location of the persons in

distress; the SAR ship should approach at full speed.

B. Keep sharp lookout during the SAR operation in view of the separation of

the persons in distress and RADAR-SART equipment.

C. Although the persons in distress are determined at the position of RADAR-

SART signal, care should be taken with sharp lookout and prudent

navigation because other persons may exist in nearby waters.

D. Conning the bridge team detects the RADAR-SART signal by 3 cm radar

and keeps safe navigation by 10 cm radar.

5． Which of the following can be deemed to be the major radar limitation when

navigating in narrow waters?

A. Traffic density and diversity of ships nearby may cause false echoes.

B. Restriction in ship's manoeuvrability in confined waters may cause

deterioration of radar signal.

C. Complexity and ambiguity of applying radar related COLREG may influence

safe navigation.

D. Degrading of accuracy of radar information may be due primarily to frequent

course and speed changes of both own and target ship.



6． Which of the following should be taken into consideration when the master

instructs the watchkeeping officer to use radar properly while navigating in VTS

waters?

A. Maintaining visual lookout and focusing on radar observations.

B. Proper interpretation of radar information and correct

recognition/identification of landmarks.

C. Focusing on radar and relevant information for optimizing multiple ship

crossing situations.

D. All of the above.

7． The master should pay attention to _____ when supervising OOWs to monitor

the anchor position.

A. preferred GPS positioning and its position accuracy

B. preferred radar position fix and its position accuracy

C. preferred visual lookout to visually discover nearby ships

D. integrated use of radar, GPS and visual observation to fix position frequently

and watch out for the presence of nearby ships

8． When navigating with radar in ice-infested waters, the bridge team should take

into consideration that _____.

A. icing in the radiation window of antenna may affect radar observations

B. radar cannot detect the underwater portion of huge floating ice

C. ice piled up on the shore or fast ice obscuring the coastline may affect the

identification of shore features and detection accuracy

D. all of the above

9． To determine if risk of collision exists, scanty information obtained from the

bridge team members involve ______.

(1) radar information without considering the errors and limitations

(2) radar collision avoidance information without properly using manual radar

plotting or equivalent systematic observations

(3) manual plotting information based on two radar observation data

A. (1), (3)

B. (2), (3)

C. (1), (2)

D. (1), (2), (3)



10． Which statement is TRUE for collision avoidance action?

A. Continuous radar observation is regarded as the equivalent systematic

observations.

B. Radar target tracking is the only credible and effective means while

determining whether risk of collision exists.

C. No manual radar plotting is regarded as an informal lookout according to

COLREG.

D. Good bridge team cooperation can exonerate navigators from using radar

to avoid collision.

Ⅱ. Answer the following questions briefly

1． If the ship’s position can only be fixed by three radar cross bearing lines when

navigating in coastal waters, and the gyrocompass error is big, how can this fix

be evaluated and determined?

2． What are the peculiarities of using radar resources when navigating in VTS

waters in dense fog?

3． When multiple ships encounter in confined waters in restricted visibility, how can

radar be used to obtain, identify and evaluate radar information for collision

avoidance, effectively manage the bridge resources, and to make proper

decisions and take effective actions?

4． When navigating with radar in ice-infested waters, how can we appraise radar

information and evaluate its limitations to ensure safe navigation with integrated

resources?

5． How can the information from radar and related SAR units be comprehensively

used to make a SAR plan based on the international conventions, regulations

and guidelines related to SAR, and considering the prevailing weather and sea

state?



An example of assessment of practical training

Topic 4 Use of radar in search and rescue

Lesson number: MC1.08-P.T. 4 (1)

Practical training 4: Use of radar in search and rescue - 01

Training objectives: Single ship search and rescue

1 Scenarios setting

An approved bridge simulator should be provided with a visual scenario in

open waters and in sight. I Instructors should act as the commander of a shore based

rescue coordination centre at the console, or as the pilot of search and rescue aircraft,

if necessary. Trainees’ own ship stations act as rescue vessels. This practical training

course intake shall be a bridge team of 3 to 4 trainees, who are to act as a master, an

officer in charge of a navigational watch and an assistant in random turn. The instructor

sets up a target on the console with SART signals and adjusts the visibility when

appropriate in the course of the evaluation, so that trainees can react as required in

the IAMSAR Manual.

2 Assessment procedures

.1 Trainees select an X band radar and adjust radar display controls for

optimum display. If several radars are available, at least one is used for

collision avoidance;

.2 Trainees receive SART signal from radar and acknowledge the position

of the search object and other information involving time, position

(latitude and longitude), current direction, current speed, wind direction,

wind speed, visibility, etc.;

.3 Trainees should communicate with the RCC in proper communication

procedure;

.4 Based on graphs and tables in the IAMSAR Manual, trainees find out

the drift by the wind and current, correct the datum and plot it on the

radar screen;

.5 Trainees should set the search area on the radar screen;

.6 Trainees plot the search plan on the chart on the basis of visibility;

.7 Trainees execute the search under the instructor’s command, and take

corresponding actions in accordance with the IAMSAR Manual in

random variable visibility and sea state; and

.8 Trainees find the distress unit and report to the RCC.



3 Assessment methods

Trainees who have successfully completed this training course and achieved

the objectives of the learning outcomes for the required competence, should have the

ability to manage bridge team resources. This section, in the form of practical training,

evaluates a trainee’s ability to use radar for SART information, to evaluate the accuracy

of the information, error and reliability. The ability to coordinate the bridge team to

make a SAR plan is also evaluated. Moreover, the evaluation should cover the ability

for making timely adjustments to the radar, and the effective use and evaluation of

radar information for proper decisions while approaching the search object. Finally, the

ability to ensure on-scene safe navigation by all means is also an important part of the

evaluation.

___________



ANNEX 4

DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF THE MODEL COURSE 1.22 ON

BRIDGE RESOURCE MANAGEMENT

TERMS OF REFERENCE FOR THE COURSE DEVELOPER AND THE REVIEW GROUP

Introduction 1 The Organization, as part of the 2010 Manila Amendments, developed standards for training, watchkeeping and certification for BRIDGE RESOURCE MANAGEMENT. Objectives 2 The revision of model course 1.22 on BRIDGE RESOURCE MANAGEMENT (previously SHIP SIMULATOR AND BRIDGE TEAMWORK) should address all competencies to maintain a safe navigational watch and related Knowledge, Understanding and Proficiency (KUP) requirements of Bridge resource management in table A-II/1 and chapter VIII of the STCW Code, taking into account the guidance of section B-VIII of the STCW Code. The model course should not exceed the competencies and KUP of the STCW Code but needs to consider and incorporate the latest technological developments and best practices of the industry. The model course development should support competency-based outcomes in line with column 4 of table A-II/1 of the STCW Code. The course should also consider the wide range of different ship types and their propulsion and cargo systems and the challenges faced by seafarers when operating in different regions of the world. Activities 3 The course developer will revise the current IMO model course 1.22 on SHIP SIMULATOR AND BRIDGE TEAMWORK based on regulation II/1 and chapter VIII of the STCW Convention, and table A- II/1 and chapter VIII of the STCW Code, taking into account the Model course development guidance for course developers in annex 3 to the Revised guidelines for the development, review and validation of model courses (MSC-MEPC.2/Circ.15). The references and bibliography should make citations using the Harvard Style of Referencing while the common abbreviations for IMO model courses in part C – Detailed Outline should be retained, e.g. R1 for SOLAS 1974, as amended. 4 The course developer will submit the initial draft to the Head, Maritime Training and Human Element, who is the designated representative of IMO for review and development of model courses. The course developer will then prepare a revised draft, taking into account any suggested changes by the IMO designated representative, and forward it again to the IMO Secretariat. 5 The IMO Secretariat will forward the draft model course to its review group, which will then provide any comments and guidance to the course developer for inclusion as appropriate in the third draft, which will then be returned by the course developer to the review group for final evaluation and comments if any. The course developer will finalize the draft model course and submit it to the Head, Maritime Training and Human Element of IMO for submission to the relevant session of the Sub-Committee for consideration and validation.



Reporting 6 The model course should be drafted in English, and IMO should be provided with an electronic version compatible with Microsoft Word, to be submitted to the Head, Maritime Training and Human Element with the deadlines for submission for the first and final draft as outlined in the timeframe below. All parties to the development and review process are encouraged to exchange comments and information and seek feedback at any appropriate time. The suggested dates should not serve as limitation for exchange of information.

Time frame for model courses to be submitted to HTW 7 for validation

Deadline Action to be taken

12 July 2019 The model course developer submits the initial draft of the model course to the designated representative of the IMO Secretariat.

2 August 2019

The IMO Secretariat, following its review of the first draft of the model course for adequacy and consistency with instructions, returns the first draft of the model course to the model course developer with suggested changes, as necessary.

30 August 2019 The model course developer submits the second draft to the IMO Secretariat to forward it to the review group for comments.

20 September 2019 The review group returns any additional comments and guidance to the model course developer for additional edits and development, as appropriate.

4 October 2019

The model course developer and the review group coordinator submit, respectively, the final draft of the model course and a report including the evaluation questionnaire to the IMO Secretariat, as set out in annex 4 to the Revised guidelines.

7 All material shall be prepared in accordance with intellectual property rights and the copyright remain within IMO.



COURSE DEVELOPER SPECIFIC INSTRUCTIONS/TERMS OF REFERENCE

Course developer specific instructions/terms of reference


Model Course 1.22

1) The overall goal of this model course is to provide guidance for the training and assessment of seafarer competence in BRIDGE RESOURCE MANAGEMENT at the operational level in accordance with table A-II/1 and chapter VIII of the STCW Code, taking into account the guidance of section B-VIII of the STCW Code. IMO model courses are intended for a global audience and must be adaptable to a wide variety of candidates and teaching resources.

2) This model course will be validated by the Sub-Committee on Human Element, Training and Watchkeeping (HTW) at its seventh session (HTW 7). The final revised draft of the model course should be submitted to the Head, Maritime Training and Human Element ([email protected]) no later than 4 October 2019 with the following subject line:

Model Course 1.22 BRIDGE RESOURCE MANAGEMENT for submission to HTW 7

3) The following nations, organizations and subject matter experts (SME) have indicated their availability to work with you on this project. Their contact information is listed below. You are also encouraged to use other resources as may also be available to you.

Nation, Organization, SME Contact information

4) This model course has some common and equal education and training requirements as are found in the listed model courses. The education and training requirements must use similar vernacular and be based upon the same information. However, alterations to reflect individual shipboard departmental requirements are expected.

Model course Education and training requirement

7.03 Officer in charge of a navigational watch (2014 Edition)

7.04 Officer in charge of an engineering watch

(2014 Edition) 1.39 Leadership and teamwork X.XX Engine-room resource management

STCW Code, table A-II/1 – Bridge resource management STCW Code, table A-III/1 – Engine-room resource management STCW Code, table A-II/1 Application of leadership and teamworking skills STCW Code, table A-III/1 – Engine-room resource management

5) This model course has some common, but lower level education and training requirements than those found in the listed model courses. These education and training requirements must use simpler taxonomy or topics to reflect their prerequisite nature.

mailto:[email protected]





Model Course 1.22


7.01 Master and chief mate 1.08 Radar at management level X.XX Use of leadership and managerial skills

STCW Code, table A-II/2 – Use of leadership and managerial skills STCW Code, table A-II/2 – Maintain a safe navigational watch STCW Code, table A-II/2 – Use of leadership and managerial skills

6) This model course has some common, but higher-level education and training requirements than those found in the listed model courses. The education and training requirements must use a more advanced taxonomy or topics to reflect the advanced nature of the material presented.


N/A N/A

7) This model course is to be included within these other model courses.



STCW Code, table A-II/1 – Application of leadership and teamworking skills and bridge resource management

8) This model course is to include these other model courses.


N/A N/A

9) This model course is to include education and training requirements from other IMO instruments.

Convention and codes Education and training requirement

STCW Convention and Code (section A-II/1) STCW Convention and Code (chapter VIII)

Maintain a safe navigational watch Application of leadership and teamworking skills Standards regarding watchkeeping

These specific instructions are to provide the course developer with guidelines to use during the development of a model course. They are as inclusive as possible. However, the course developer may, at their discretion and in consultation and agreement of the IMO Secretariat, adapt these instructions to meet the intent and goals of the Committee/Sub-Committee.

***



ANNEX 5

DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF THE MODEL COURSE X.XX ON

ENGINE-ROOM RESOURCE MANAGEMENT

TERMS OF REFERENCE FOR THE COURSE DEVELOPER AND THE REVIEW GROUP

Introduction 1 The Organization, as part of the 2010 Manila Amendments, developed standards for training, watchkeeping and certification for ENGINE-ROOM RESOURCE MANAGEMENT. Objectives 2 The development of the new model course X.XX on ENGINE-ROOM RESOURCE MANAGEMENT should address all competencies to maintain a safe engineering watch and related knowledge, understanding and proficiency (KUP) requirements of Engine-room resource management, table A-III/1 and chapter VIII of the STCW Code, taking into account the guidance of section B-VIII of the STCW Code. The model course should not exceed the competencies and KUP of the STCW Code but needs to consider and incorporate the latest technological developments and best practices of the industry. The model course development should support competency-based outcomes in line with column 4 of table A-III/1 of the STCW Code. The course should also consider the wide range of different ship types and their propulsion and cargo systems and the challenges faced by seafarers when operating in different regions of the world. Activities 3 The course developer will develop the new IMO model course X.XX on ENGINE-ROOM RESOURCE MANAGEMENT based on regulation III/1 and chapter VIII of the STCW Convention, and section A-III/1, table A- III/1 and chapter VIII of the STCW Code, taking into account the Model course development guidance for course developers in annex 3 to the Revised guidelines for the development, review and validation of model courses (MSC-MEPC.2/Circ.15). The references and bibliography should make citations using the Harvard Style of Referencing while the common abbreviations for IMO model courses in part C – Detailed Outline should be retained, e.g. R1 for SOLAS 1974, as amended. 4 The course developer will submit the initial draft to the Head, Maritime Training and Human Element, who is the designated representative of IMO for review and development of model courses. The course developer will then prepare a revised draft taking into account any suggested changes by the IMO designated representative and forward it again to the IMO Secretariat. 5 The IMO Secretariat will forward the draft model course to its review group, which will then provide any comments and guidance to the course developer for inclusion as appropriate in the third draft, which will then be returned by the course developer to the review group for final evaluation and comments if any. The course developer will finalize the draft model course and submit it to the Head, Maritime Training and Human Element of IMO for submission to the relevant session of the Sub-Committee for consideration and validation.



Reporting 6 The model course should be drafted in English, and IMO should be provided with an electronic version compatible with Microsoft Word, to be submitted to the Head, Maritime Training and Human Element with the deadlines for submission for the first and final draft as outlined in the timeframe below. All parties to the development and review process are encouraged to exchange comments and information and seek feedback at any appropriate time. The suggested dates should not serve as limitation for exchange of information.

Time frame for model courses to be submitted to HTW 7 for validation

Deadline Action to be taken

12 July 2019

The model course developer submits the initial draft of the model course to the designated representative of the IMO Secretariat.

2 August 2019

The IMO Secretariat, following its review of the first draft of the model course for adequacy and consistency with instructions, returns the first draft of the model course to the model course developer with suggested changes, as necessary.

30 August 2019 The model course developer submits the second draft to the IMO Secretariat to forward it to the review group for comments.

20 September 2019

The review group returns any additional comments and guidance to the model course developer for additional edits and development, as appropriate.

4 October 2019

Model course developer and the review group coordinator submit, respectively, the final draft of the model course and a report including the evaluation questionnaire to the IMO Secretariat, as set out in annex 4 to the Revised guidelines.

7 All material shall be prepared in accordance with intellectual property rights and the copyright remain within IMO.



COURSE DEVELOPER SPECIFIC INSTRUCTIONS/TERMS OF REFERENCE



Model Course X.XX

1) The overall goal of this model course is to provide guidance for the training and assessment of seafarer competence in ENGINE-ROOM RESOURCE MANAGEMENT at the operational level in accordance with table A-III/1 and chapter VIII of the STCW Code, taking into account the guidance of section B-VIII of the STCW Code. IMO model courses are intended for a global audience and must be adaptable to a wide variety of candidates and teaching resources.

2) This model course will be validated by the Sub-Committee on Human Element, Training and Watchkeeping (HTW) at its seventh session (HTW 7). The final revised draft of the model course should be submitted to the Head, Maritime Training and Human Element ([email protected]) no later than 4 October 2019 with the following subject line:

Model Course X.XX ENGINE-ROOM RESOURCE MANAGEMENT for submission to HTW 7

3) The following nations, organizations and subject matter experts (SME) have indicated their availability to work with you on this project. Their contact information is listed below. You are also encouraged to use other resources as may also be available to you.

Nation, Organization, SME Contact information

4) This model course has some common and equal education and training requirements as are found in the listed model courses. The education and training requirements must use similar vernacular and be based upon the same information. However, alterations to reflect individual shipboard departmental requirements are expected.


7.04 Officer in charge of an engineering watch (2014 edition)


1.39 Leadership and teamwork 7.08 Electro-technical officer (2014 Edition) 1.22 Bridge resource management (20XX

edition) 2.07 Engine-room simulator

STCW Code, table A-II/1 – Engine-room resource management STCW Code, table A-III/1 – Bridge resource management STCW Code, table A-III/1 – Application of leadership and teamworking skills STCW Code, table A-III/6 – Application of leadership and teamworking skills STCW Code, table A-II/1 – Bridge resource management STCW Code, table A-III/1 – Maintain a safe engineering watch

mailto:[email protected]





Model Course X.XX

5) This model course has some common, but lower level education and training requirements than those found in the listed model courses. These education and training requirements must use simpler taxonomy or topics to reflect their prerequisite nature.


7.02 Chief engineer and second engineer X.XX Use of leadership and managerial Skills

STCW Code, table A-III/2 – Use of leadership and managerial skills STCW Code, table A-III/2 – Use of leadership and managerial Skills

6) This model course has some common, but higher-level education and training requirements than that found in the listed model courses. The education and training requirements must use a more advanced taxonomy or topics to reflect the advanced nature of the material presented.


N/A N/A

7) This model course is to be included within these other model courses.


7.04 Officer in charge of an engineering watch (2014 Edition)

STCW Code, table A-III/1 – Application of leadership and teamworking skills and engine-room resource management

8) This model course is to include these other model courses.


N/A N/A

9) This model course is to include education and training requirements from other IMO instruments.

Convention and codes Education and training requirement

STCW Convention and Code (section A-III/1) STCW Convention and Code (chapter VIII)

Maintain a safe engineering watch Application of leadership and teamworking skills Standards regarding watchkeeping

These specific instructions are to provide the course developer with guidelines to use during the development of a model course. They are as inclusive as possible. However, the course developer may, at their discretion and in consultation and agreement of the IMO Secretariat, adapt these instructions to meet the intent and goals of the Committee/Sub-Committee.

___________

Documents

VALIDATION OF MODEL TRAINING COURSES...model course 1.34 on Automatic Identification Systems (AIS), as set out in annex 2 (on IMODOCS only), for validation by the Sub-Committee. Model