The PROJECT

The problem is that there are no international or European standards for Maritime English . This project intends to establish a set of standards by transfer of innovation from existing English language standards and maritime English model courses such as International Maritime Organisation's (IMO) SMCP ( Standard Maritime Communication Phrases , 2001). Review of the arguments from the recent IMO meetings (IMO MSC, 2006) considering MSC 82/15/2 and MSC 82/15/3 had identified that ‘there is a compelling need to promote a high level of working maritime English language skills'. Several EU member states have invited STW sub-committee to consider how the requirements in the STCW-Code can be strengthened in this connection. It was noted that deficiencies in maritime English causes accidents and therefore needs to be seriously taught in the basic and the main training of all Chapters of the STCW Code of practice. It is interesting to note that both of the above issues were also the findings of an IMarEST paper rand report and paper (Ziarati, 2006; Ziarati, 2007). This Project therefore is a maritime language competency assessment project for the language certification of the following target groups: i) young people aged 17/18 years old wishing to enter the Merchant Navy as ratings, ii) those embarking on a career as Merchant Navy officers, iii) those intending to hold senior posts as a Chief Mate/Master/Captain and as a Second/Chief Engineers, and iv) those who are working at ports with different degree of seniority including pilots.

The main aim is to develop a series of Maritime English language standards incorporating also the IMO's SMCP, at three different standards: i) Foundation – Elementary, Intermediate and Advanced, ii) Officer – Deck and Engineering, and iii) Senior Officers – Deck and Engineering, also senior officers at port and pilots. The tests will be piloted in at least two partner countries ( Turkey and the UK ). The other partner countries with experience in developing and testing of maritime English will be encouraged to pilot the tests in their own institutions.

The partnership is composed of major education and training centres in seven EU member states supported by their awarding, accrediting and certification authorities. The proposal instigator was the representative of IMarEST at recent IMO MSC (2006) and at the same time a member of a Turkish national delegation at the event. Three of the partners are involved in Leonardo proposed projects concerning e-learning (E-GMDSS) and three are involved in another Leonardo project (SOS, 2005) concerning the development and implementation of an integrated programme of education and training for merchant navy cadets and officers. The project was developed jointly with several industrial and commercial organisations in seven partner countries. There are eight active and many silent partners and two are major awarding and validating bodies. The contracting organisation and the co-ordinating (technical) organisation have substantial experience of instigating and implementing EU funded projects.

The main tangible outcomes are - i) The Foundation standards which include tests at three levels of proficiency: Elementary, Intermediate and Advanced . All levels will include active skills i.e. Speaking, Comprehension and Writing. The content would be based on active learning and on maritime terminology and usage with less emphasis on grammar. The Foundation test at advanced level will benchmark the well-known English qualification standards TOEFL 500 and IALTS 5.5 in terms of testing methods rather than their contents , ii) The Officer standards will be based on TOEFL 550 and IALTS 6.0 standards but content will be primarily based on Navigation English and Marine Engineering English . These tests will focus on all skills but with less emphasis on grammar, iii) The senior officers standards will be equivalent to TOEFL 600 or IALTS 6.6. For the senior officers in charge of vessels over 3000 GRT, the standard will include a section on language requirements for these vessels and the term Unlimited will be added to the end of the qualification designation. All standards for Officer and Senior Officer Levels will have different weights on different skills and different proficiency requirements at different ranks and duties. For example, a Chief Engineer should be competent on comprehension (especially reading) and writing but a more moderate level of speaking may be tolerated. The success would lead to vocational qualifications in Maritime English and usage which is expected to be recognised Europe-wide.

The main intangible outcome is that, the standards and their associated study units, will provide an opportunity for many companies particularly smaller ones to become involved particularly taking advantage of learning materials and the intended e-learning and e-assessment and facilities for self-learning and self-assessment. Impact is expected to be substantial as the project responds to a European and international acknowledgment of the problem which this project intends to address at source and through industrial lifelong learning. There are many organisations including awarding, accrediting and licensing bodies that are interested in the project .

Rationale and Background

Shipping is perhaps the most international of the entire world's great industries and some of the most dangerous. Safety of life at sea, the marine environment and over 80% of the world's trade depends on the professionalism and competence of seafarers. It has been reported that the over 80% of accident and incidents are due to human error According to IMO (2005), 80% of accidents at sea are caused by human error. One of main causes of accidents and incidents are due to poor standards of maritime English. The language of the sea is Maritime English and many ships, and to a lesser extent, ports, are manned by multinational crews. Hence, good communication in Maritime English is essential for creation and maintenance of effective working environments and safety of the crew, and generally safety at sea and at ports. There are many reports and papers (MCA –MSC 82/15/02 and MSC 82/15/03, Ziarati, 2006) identifying poor communication as one of the most significant factors in accidents at sea and at ports. There is only one Leonardo project viz., English for Dockworkers (E/02/B/F/LA_115852, 2002), which has tried to address the communication problems in dockyards through the development of training materials for self-learning in English language. A list of the all the Leonardo projects in maritime fields is presented in the reference section, as the end of the proposal. However, there is no Leonardo project on establishing standards for Maritime personnel working in the water transportation sector.

The importance of skills in English Language competency was highlighted at the recent IMO Maritime Safety Committee (IMO MSC 82, 2006). Papers presented by the Turkish and UK delegates clearly stated that language competency is a problem. The papers led to discussions at the Human Element Working Group (HEWG) when it was reported that many seafarers have problems in expressing themselves in English and in using maritime terminologies. It was agreed that STCW Convention had to be revised in this connection and IMO's maritime English course model's (based on SMCP) minimum requirements is no longer acceptable. The inadequacy of Maritime English standards has been a major contributory factor in causes of accidents, some involving loss of life, large numbers of injuries and extensive financial loss (Deniz Ticarti, 2006; MAIB, 2006).

This proposal is in line with Loginovsky (2002) which reports on the significance of English as the working language of the international shipping industry and that the overall performance and safety of the international fleet depends on the skill to apply it correctly. He states that the ability of a non-native speaker to have a good command in Maritime English is very much influenced by the ability to think in it in the frame work of the maritime profession. He concludes that to make the teaching and learning processes more effective, it is required to power up the thought activity of a seafarer using English. This proposal has taken note of the recent papers at the IMO MSC event (2006) and recommendations of several international papers (Ziarati, 2006; Loginovsky, 2002) concerning lack of standards or and appropriate underpinning knowledge and skill for maritime English.

There are severe shortages of personnel with sea going experience (Ziarati, 2003; Pourzanjani et al, 2002, Schroder et al, 2004). This is expected to get worse (IER, 2005 report sponsored by ISF and BIMCO). The shortage ranges from some 30000 (IER, 2003) seafarers to over 100000 (Urkmez, 2005). This is anticipated to lead to an overlook of deficiency in competence by shipping companies desperately seeking seafarers to man their vessels.

Aims and objectives

This proposal aims to address major problems relating to competency in maritime English for the well-being of seafarers and those working in the shipping and maritime industries including ports. The problem is addressed at its very roots, that is, helping to improve the language competency of those wishing to embark on a career in the Merchant Navy as rating and officers in partner countries at three key stages: 17/18 years old, 21/22 years old and 23+ through an integrated and interrelated standardised assessment system catering for all classes of seafarer as outlined in the project summary.. The project is concerned with the establishment of standards of Maritime English for all classes of seafarers and for those working at ports. The standards are expected to be recognised by international professional bodies and the licensing authorities. To ensure these developments are implemented effectively it is proposed:

- to develop supporting training programmes for the intended standards by formation of pilot groups initially in one of the partner countries and then re-run them and/or validate them in other partner countries,
- to establish a network of transnational partners to support the development of the project, to surpass excel the minimum of standard of maritime English set by IMO,
- to design a programme for the trainers and assessors development, and their certification, for application of the intended standards and subsequent tests, as well as for the internal assessment and verification process, in line with European vocational qualifications for Assessors and Verifiers,
- to facilitate secondment of trainers and assessors to partners' establishments on short assignments in order to familiarise the trainers and assessors with the necessary skills and good practice,
- to form a committee to monitor the progress and make the necessary changes when required, applying a quality manual instigated in the course of developing this proposal, and
- to develop bridges for maritime personnel, through these standards so that they can take advantage of other programmes, some leading to higher vocational qualifications.

All tests for officer and senior officer levels will have weight on different skills. The officers are expected to reach certain levels of proficiency and competency at given ranks/duties by their companies or potential employers.