The National Maritime Polytechnic (NMP) has identified specific training gaps that need to be addressed to further enhance maritime instruction in maritime higher education institutions (MHEIs) in the country.
NMP reported this after the initial results of its ongoing research collaboration with the International Mariners Management Association of Japan – Philippine-Japan Manning Consultative Council Inc. (IMMAJ-PJMCC).
The study, titled ‘Skills Gap Analysis of Maritime Faculty in Philippine Maritime Higher Education Institutions,’ looks into the critical training needs of maritime instructors in MHEIs.
The ongoing research intends to gather information on the training and development needs of maritime instructors in MHEIs, which will be used for the development of an Action Plan for a National Maritime Program for Faculty Development (NMP-FD).
According to NMP, the plan is needed for the full implementation of the 2010 Amendments to the Standards of Training, Certification, and Watchkeeping (STCW) Convention, particularly in upgrading the teaching competencies of maritime instructors through the use of modern technology and web-based learning.
The skills gap was identified in five thematic areas, which are use of technology, course design and development, course delivery, assessment, and participative learning.
Based from the initial results of the study, the faculty members needed training in the use of simulators including trouble-shooting, computer proficiency, and technology-based instructions consisting of interactive computer-based teaching/assessment and online maritime applications relevant to teaching.
In terms of course design and development, instructors need special attention on the alignment of program outcomes, course outcomes and intended learning outcomes, development of practical/laboratory/simulation exercises and consistency of lectures and laboratory exercises to courses specifications, preparation of the Instructor’s Guide (IG), updating of detailed teaching syllabus (DTS), and the development of scenario for simulation exercises.
As to course delivery, specific subject areas needing improvement are on English communication, teaching strategies, outcome-based education, teaching learning activity, lesson planning, and test construction/item analysis.
On the other hand, skills gaps that surfaced in the aspect of assessment are on development of assessment tools and validation of assessment, and laboratory exercises.
In terms of participative learning, maritime faculty needs interventions on innovative classroom management, motivational skills, innovative/formative assessment, blended learning and e-learning, participative learning methodologies, cultural sensitivity, English communication, and teaching methodologies applicable to outcome-based education.
The information provided, based on the report, were gathered from the series of Maritime Faculty Development Forum conducted in Davao, Cebu and Manila this year, which was participated in by some 210 maritime instructors from 61 MHEIs.
In the series of forum conducted, workshop sessions were facilitated, thus paving the way to elicit the challenges, problems, issues and concerns faced by instructors related to maritime faculty development.
Meanwhile, the study is due for completion on June 2017, where findings will be first presented to the IMMAJ-PJMCC and the NMP Board of Trustees, and will later disseminated to stakeholders through a forum.
The NMP regularly conducts industry researches to keep its hold to one of its goals, which is to improve the manpower sector of the industry through conduct of responsive researches.
Those interested on the NMP’s researches may visit the agency’s website through www.nmp.gov.ph for related information about its researches.
END/NMP Report/Tim Laderas