Model Course 1.21 Personal Safety and Social Responsibilities [EE cl ¢ ®Foreword Introduction Part A: Part B: Part C: Part D: Appendix 1 Appendix 2 CONTENTS Course Framework Course Outline and Timetable Detailéd ‘Teaching Syllabus Instructor Manual Enclosed Space Entry Permit Hot Work Permit Attachment: Guidance on the implementation of IMO model courses 45Foreword Since its inception the International Maritime Organization has recognized the importance of, human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malmé, Sweden, in 1983. Following the earlier adoption of the Intemational Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, a number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving @ more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions. In addition, it was appreciated that a comprehensive set of short model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fields. IMO has therefore developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway. These model courses may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the requisite financing is available. W. A. O'NEIL Secretary-Generalintroduction = Purpose of the model courses. The purpose of the IMO model courses is to assist training providers and their teaching staff in organizing and introducing new training courses, orin enhancing, updating or supplementing existing training material where 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 the instructor's presence with audiovisual or"programmed' material. As in all training endeavours, the knowledge, skills and dedication of the instructor 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. = Use of the model course To use the model course the instructor 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 prior technical education of the trainees should be kept in mind during this review, and 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, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. He 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, the instructor 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 objectives, scope and content may also be necessary if within the respective maritime industry 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 learning area. However, it must be appreciated that these allocations are arbitrary and assume that the trainees have fully met all the entry requirements of the course. The instructor should therefore review these assessments and may need to reallocate the time required to achieve each specific learning objective. ® Lesson plans Having adjusted the course content to suit the trainee intake and any revision of,the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references to the textbooks or teaching material proposed 1PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES to be used in the course. An example of a lesson plan is shown in the instructor manual on page 42. Where no adjustment has been found necessary in the leaming objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material. = Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied, by testing and evaluating the trainee's performance and achievements, that the trainee has attained each specific learning objective or training outcome. 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. = 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 * textbooks, technical papers * other reference material. Thorough preparation is the key to successful implementation of the course. IMO has produced a booklet entitled “Guidance on the implementation of IMO model courses”, which deals with this aspect in greater detail. . Training and the STCW 1995 Convention The standards of competence that have to be met by seafarers are defined in Part A of the STCW Code in the Standards of Training, Certification and Watchkeeping for Seafarers Convention, as amended in 1995. This IMO model course has been written to cover the competences in STCW 1995. It sets out the education and training to achieve those standards set out in Chapter VI Table A-VI/1~4 Part A provides the framework for the course with its aims and objectives and notes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMO'references and textbooks is also included. Part B provides an outline of lectures, demonstrations and exercises for the course. A ‘suggested timetable is included, but from the teaching and learning point of view, 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 ability, some students will naturally take longer to become proficient in some topics than in others. Also included in this section are guidance notes and additional explanations. Aseparate 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. 2INTRODUCTION * Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical knowledge specified in the STCW Code. Itis 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 teaching and training. 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 the teacher in designing lessons. The new training requirements for these competences are addressed in the appropriate parts of the detailed teaching syllabus. The Convention defines the minimum standards to be maintained in Part A of the STCW Code. Mandatory provisions conceming Training and Assessment are given in Section A-/6 of the STCW Code. These provisions cover: qualification of instructors; supervisors as assessors; in-service training; assessment of competence; and training and assessmentwithin aninstitution, The corresponding Part B of the STCW Code contains non-mandatory guidance on training and assessment. The criteria for evaluating competence of trainees specified in the minimum standard of competence tables of Part A of the STCW Code are to be used in the assessment of all competences listed in those tables. As previously mentioned, a separate model course addresses Assessment of Competence and use of the criteria for evaluating competence tabulated in the STCW Code. = Responsibilities of Administrations Administrations should ensure that training courses delivered by training providers are such as to ensure those completing training do meet the standards of competence. = Validation The information contained in this document has been validated by the Sub-Committee on Standards of Training and Watchkeeping for use by technical advisors, consultants and experts for the training and certification of seafarers so that the minimum standards implemented may be as uniform as possible. “Validation” in the context of this document Means that the Sub-Committee has found no grounds to object to its content. The Sub- Committee has not granted its approval to the documents, as it considers that this work must not be regarded as an official interpretation of the Convention. In reaching a decision in this regard, the-Sub-Committee was guided by the advice-of.a Validation Group comprised of representatives designated by ILO and IMO. | } | |PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Part A: Course Framework = Aims This model course aims to meet the mandatory minimum requirements for seafarers for familiarization, basic safety training and instruction in accordance with Section A-VI/ of the STCW Code. = = Objective Due to the vastly different environment on a ship as compared to ashore, this course is designed to prepare new recruits for a life at sea. Working on a ship can be hazardous occupation for the uninitiated. This course will give new seafarers an insight into the various elements of a ship'énd working procedures on board so that they adjust to the shipboard Environment, and are better prepared to cope with any unforeseen circumstances. To that extent this course is planned to make their transition from a shore to a sea career smooth and give some knowledge of ship’s working before they actually step on board a ship. A trainee successfully completing this course will be able to: * comply with emergency procedures + take precautions to prevent pollution of the marine environment * observe safe working practices * understand orders and be understood in relation to shipboard duties * contribute to effective human relationships on board ship = Entry standards There are no specific entry standards for the training in this model course. The training is mandatory for all prospective seafarers, who should complete this basic training before being assigned to any shipboard duties. = Course certificate On successful completion of the course and demonstration of competence, a certificate may be issued certifying that the holder has met the standard of competence specified in Table VI/1-4 of STCW 1995. Such a certificate may be issued only by centres approved by the Administration. = __ Course intake limitations The maximum number of trainees attending each session will depend on the availability of instructors, equipment and facilities available for conducting the training, The number should ot, at any time, exceed that which will allow sufficient opportunity for each trainee to have adequate practical instruction in procedures for the proper use of systems and equipment. = Staff requirements The instructor shall have appropriate training in instructional techniques and training methods (STCW Code Section A-/6, para 7).PART A: COURSE FRAMEWORK 's and equipment Ordinary classroom facilities and an overhead projector are required for the lectures. In addition, when making use of audiovisual material such as videos or slides, it should be ensured that appropriate equipment is available. . At A2 A3 Aa Teaching aids (A) Detailed Teaching Syllabus (Part C of the course) and Instructor Manual (Part D of the course). Audio-visual aids - Video Cassette Player, TV, Slide Projector, OHP etc. Photographs or pictures of various types of ships, such as bulk carriers, tankers and container ships, and various parts of the ships, including: Gangway and safety net. ~~ Sei a Main deck Holds and hatches Forecastle and poop deck Windlass, anchors and winches Cranes or derricks Manifold and deck pipeline system (on a tanker) Accommodation Bridge Engine-room Video cassettes: v1 IMO ~ Safer shipping and cleaner seas (IMO Code No. VID-202) Available from: IMO Publishing Service v2 v3 v4 v5 v6 V8 vo 4 Albert Embankment London, SE1 7SR, UK Fax: +44 (0)20 7587 3241 URL: www.imo.org Personal Safety on Board Ship Series (Code No. 553-563) Personal Hygiene (Code No. 293) Waste and Garbage Management (Code No. 627) Fighting Pollution (Edition 2) - Prevention of Pollution at Sea (Code No. 432) Safe Mooring Practice (Code No. 616) ‘ Prevention and Reaction to Marine Oil Spills: Under MARPOL (Code No. 591) Prevention and Reaction to Marine Oil Spills: The Seafarer’s Role (Code No. 592) Setting a Course for Health - Health and Welfare Advice for Seafarers (Code No. 510) V10 Who Needs It? Personal Protective Equipment (Code No. 597) V11 Alcohol Beware! (Code No. 348) 12. Drugs - Way Off Course (Code No. 486) 13 Entering into Enclosed Spaces (Edition 2) (Code No. 534) V14 Welding Safety (Code No. 495)PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Available from: _Videotel Marine International Ltd 84 Newman Street London, W4P 3LD, UK Tel: +44 (0)20 7299 1800, Fax: +44 (0)20 7299 1818 e-mail: mail@videotelmail.com URL: www.videotel.co.uk Audio-visual examples listed above may be substituted by other similar audio-visual material at the discretion of the training provider and Administration. AS R1 R2 R3 R4 RS R6 R7 R8 Demonstration equipment as follows: + Helmet + Goggles + Gloves + Safety shoes + Dust masks and respirators + Protective clothing + Self-contained breathing apparatus IMO references (R) The International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1995 (STCW 1995), 1998 edition (IMO Sales No. 938E) International Convention for the Safety of Life at Sea, 1974 (SOLAS 1974), as amended (IMO Sales No. 110E) Intemational Convention for the Prevention of Pollution from Ships, 1973/78 (MARPOL) (IMO Sales No. 520E) IMO Life-Saving Appliances Code (LSA Code) (IMO Sales No. 982E) Standard Marine Navigational Vocabulary (IMO Sales No. 985E) Human Resources Management for Marine Personnel (IMO Sales No. T504E) International Safety Management Code (ISM Code) (IMO Sales No. 117E) Guidelines for the Development of Shipboard Oil Pollution Emergency Plans (IMO Sales No. 586E) Details of distributors of IMO publications that maintain a permanent stock of all IMO publications may be found on the IMO web site at http:/Avww.imo.org Internet website references Further useful material to support the preparation of lessons, teaching and assésémeht may be found amongst the following websites: W1 DNV-STCW $5 Training and Qualification Support http:/www.dnv.com/stew/Rev1/ W2 USCG STCW Home Page http:/Avww.uscg.mil/STCWindex.htm W3 USCG Exam Question Bank http://www.useg.mil/hq/g-m/marpersiexamqueslindex.htm1 T2 13 14 5 6 PART A: COURSE FRAMEWORK W4 _USCG NVICs published in the 90s hittp://www.uscg.mil/hq/g-m/nvicfindexgo/htm W5 ILO Sectoral Activities: Shipping http://www. ilo.org/publicienglish/1 00secto/sectors/mariti.htm W6 __ ILO Database of International Labour Standards http://ilolex.ilo.ch:1567/public/english/SOnormes/infleg/iloeng/index.htm W7 PC Maritime Ltd http:/www.pemaritime.co.uk/comm/index.htm?/comm/products.htm W8 MARINTEK - Information Technology http ://www.marintek.sintef.no/mt23doe/mitd/programme/b2-98m Atm Textbooks (T) ILO Code of Practice for Accident Prevention on Board Ship at Sea and in Port. Code of Safe Working Practices for Merchant Seamen. London, The Stationery Office Publications Centre, 1998 (ISBN 0115518363) ICS/OCIMF/IAPH, Intemational Safety Guide for Oil Tankers and Terminals. 4th ed. London, Witherby and Co. Ltd (32/36 Aylesbury Street, London, EC1R OET, UK), 1996 (ISBN 1-85609-081-7) Guidelines on the Application of the International Safety Management Code. 3 ed. The Intemational Chamber of Shipping. (12 Carthusian Street, London, EC1M 6EB, UK), 1996 Drug and Alcohol Prevention Programmes in the Maritime Industry. ILO, 1996 (ISBN 92-2-110260-2) Olav Bo, Accident PreventionPERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Part B: Course Outline and Timetable = Lectures As faras possible, lectures should be presented within a familiar context and should make use of practical examples. They should be well illustrated with diagrams, photographs and charts where appropriate, and be related to matter learned during seagoing time. An effective manner of presentation is to develop a technique of giving information and then reinforcing it. For example, first tell the trainees briefly what you are going to present to them; then cover the topic in detail; and, finally, summarize what you have told them. The use of an overhead projector and the distribution of copies of the transparencies as trainees’ handouts contribute to the learning process. = Course Outline The tables that follow list the competencies and areas of knowledge, understanding and proficiency, together with the estimated total hours required for lectures and practical exercises. Teaching staff should note that timings are suggestions only and should be adapted to suit individual groups of trainees depending on their experience, ability, equipment and staff available for training.PART B: COURSE OUTLINE AND TIMETABLE Course Outline Course Outline Approximate time (Hours) Knowledge, understanding and proficiency Lectures, demonstrations and practical work 1 Observe safe working practices 4.1 Introduction 1.2 _ Importance of the course 1.3. Ship familiarization 4.4 Nature of shipboard hazards 1.5 Groups the equipment provided on board to counter these hazards 6 Use and demonstration of PPE i> Lists operations that take place on board whiich canbe ' hazardous Loading and unloading of cargoes Mooring and unmooring Enolosed spaces Hot work: Working aloft Engine-room watchkeeping and maintenance 3.0 2 Contribute to effective human relationships on board ship = Human relationships on board ship 2.1 Interpersonal relationships 22 Team building 2.3 Team work 20 3 Understand orders and be understood in relation to shipboard duties 3.1. Fundamentals of communication 3.2 Methods of communication 3.3 Barriers in communication 3.4 _ Effective transmission skills 3.5 Effective listening skills 3.8 Effects and consequences of wrong communication 3.7__ Communication sum-up 3.0 4 Comply with emergency procedures 4.1” Explains the term ‘emergency 42 Drills and muster 4.3 Value and need of drills and training 4.4 _Intemal communication 20 5 Take precautions to prevent pollution of the marine environment “i 5.1 Define the term ‘pollution’ 5.2 _ Effects of operational or accidental pollution of the marine environment 5.3 Intemational measures for pollution prevention, pollution avoidance and containment of pollutants 5.4 Pollution by sewage from ships 5.5 Pollution by garbage from ships 5.6 Control of oil discharge from machinery spaces and oil fue! tanks 5.7 Contents of Oil Record Book 5.8 Control of discharge of oll and special areas, 5.8 Introduces the contents of Annex VI of MARPOL 2.0PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES, Course Outline Approximate time (Hours) Knowledge, understanding and proficiency Lectures, demonstrations and practical work 6 Contribute to effective human relationships on board ship (concluded) — Social responsibilities 6.1. Rights and obligation of crew 62 Employment conditions, etc. 6.3 Drugs and alcohol 64 Health and hygiene on board 65 Summing up 20 TOTAL 14.0 Review and Assessment 5 ‘Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequence and length of time allocated to each objective. These factors may be adapted by lecturers to suitindividual groups of trainees depending on their experience, ability, equipment and staff available for teaching. 10PART B: COURSE OUTLINE AND TIMETABLE Course Timetable Period/Day DAY1 DAY 2 DAY3 1st period 1 Observe safe working 3 Understand orders and —_ 6 Contribute to effective (1.5 hours) practices be understood in human relationships relation to shipboard ‘on board ship: social duties (continued) responsibilities 2nd Period 1 Observe safe working 3 Understand orders and 6 Contribute to effective (1.5 hours) practices (continued) __be understood in human relationships... , felation to shipboard on board ship duties (continued) (continued) 4 Comply with emergency 7 Review and procedures assessment MEAL BREAK 3rd Period 2 Contribute to effective 4 Comply with emergency (1.5 hours) human relationships procedures (continued) on board ship: human relationships on 5 Take precautions to board ship 4th Period 2 Contribute to effective 5 Take precautions to (1.5 hours) human relationships prevent pollution of the on board ship marine environment (continued) (continued) 3 Understand orders and be understood in relation to shipboard duties ‘Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequence and length of time allocated to each objective: These factors may be adapted by lecturers to suit individual groups of trainees depending on their experience, ability, equipment and staff available for teaching. nPERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Part C: Detailed Teaching Syllabus . Introduction The detailed teaching syllabus has been written in leaming-objective format in which the objective describes what the trainee must do to demonstrate that knowledge has been transferred. All objectives are understood to be pratied by the words “The expected learning outcome is that the trainee ... In order to assist the instructor, references are shown against the learning objectives to indicate IMO references and publications, and teaching aids, which the instructor may wish to use when preparing course material. The material listed in the course framework has been ~ used to structure the detailed téaching syllabus; in particular, > Teaching aids (indicated by A) and > IMO references (indicated by R) will provide valuable information to instructors. The abbreviations used are: App: appendix Ch: chapter pa: paragraph Reg: _ regulation Sec: Section The following are examples of the use of references: R2—Reg. II/3.4 refers to regulation Ill/ 3, paragraph 4, of the 1974 SOLAS Convention; Rt —Table A-V1/2-1, refers to Table A-VI/2-1 of the STCW Code.PART C: DETAILED TEACHING SYLLABUS Competence in Personal Safety and Social Responsibilities Competence 1: Comply with emergency procedures Knowledge, understanding and proficiency: Types of emergency which may occur, such as collision, fire, foundering Knowledge of shipboard contingency plans for response to emergencies Emergency signals and specific duties allocated to crew members in the muster list; muster stations; correct use of personal safety equipment ~- : Action to take on discovering potential emergency, including fire, collision, foundering and ingress of water into the ship Action to take on hearing emergency alarm signals. Value of training and drills Knowledge of escape routes and internal communication and alarm systems Objectives are: ; Complies with established emergency response plans and procedures Identifies emergency alarm signal ‘Takes correct action in given emergency drills Competence 2: Take precautions to prevent pollution of the marine environment Knowledge, understanding and proficiency: Effects of operational or accidental pollution of the marine environment Basic environmental protection procedures Objectives are: 1 States that it is a legal requirement to protect the marine environment from pollution by ships Describes the effects of operational or accidental marine pollution Describes procedures adopted'on board to minimize marine pollution IMO Textbooks, Teaching Reference Bibliography ‘aid Rt- At—pa, Table ANIA a4 Ri- Table AMINA AH pa. 5.1-5.9 13PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES ‘Competence in Personal Safety and Social Responsibilities IMO Textbooks, ‘Teaching Reference Bibliography Aid Competence 3: Observe safe working Practices 2 : Table Mints Knowledge, understanding and proficiency: a 1341.43 Importance of adhering to safe working practices at all times Safety and protective devices available to protect against potential hazards aboard ship Precautions to be taken prior to entering enclosed spaces Familiarization with international measures concerning accident prevention aind occupational fiealth Objectives are: 1 Identifies safety hazards in given situations 2 Selects the correct personal protective equipment for shipboard tasks 3. Adheres to procedures for entry into enclosed spaces Competence 4: Understand orders and be Ri- understood in relation to shipboard duties Table At—pa. AVI 31-37 Knowledge, understanding and proficiency: Ability to understand orders and to communicate with others in relation to shipboard duties Objectives are: 1 Understands and actions promptly orders commonly given on board ship 2 Communicates clearly and effectively with shipmates and those in authority 14PART C: DETAILED TEACHING SYLLABUS ” Competence in Personal Safety and Social Responsibilities Competence 5: Contribute to effective human relationships on board ship Knowledge, understanding and proficiency: Importance of maintaining good human and working relationships aboard ship Social responsibilities; employment conditions; individual rights and obligations; dangers of drug and alcohol abuse Objectives are: 1 Describes the dangers of drug and alcohol abuse 2 Recognises the effects of drug and alcohol 3 Demonstrates a harmonious working relationship with other prospective seafarers IMO Textbooks, Teaching Reference Bibliography ‘Aid | i | RI- \| Table | AMINA | Al-pa. 21-23 561-85 15PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency Imo Textbooks, Teaching Reference bliography Ad 1 Observe safe working practices (3 hours) eee ANNI pa? in a Table Required performance: ae 1.1 Introduction Ri- Reg Vin & 41 states the aims and objectives ofthe course Sec. AMI paze Table Required performance: es 41.2 Importance of the course a 11 states that working on ship is @ hazardous occupation to v2 \which one is exposed as soon as one steps on board 2. exolains the necessity of understanding the hazards on board and equipment and procedures provided to avoid the hazards. Required performance: 1.3. Ship familiarization Tae i 1 identifies likely hazards concerning: = gangway and safety net = main deck = holds and hatches = forecastle and poop deck = windlass, anchors and winches = cranes oF derricks — manifold and deck pipeline system (on a tanker) — accommodation = bridge = engine-room Required performance: 1.4 Nature of shipboard hazards 11,72 v2 <1 lists the various shipboard hazards as: = slips, trips and falls due to slippery surfaces (cil, grease, garbage, water, ice, etc.) or obstructions (pipelines, 7 welding cables, lashing eyes, wires, ropes, etc.) head injuries due to low doorway entrances, overhead loads, falling equipment or material, etc. falls through open manholes, unfenced ‘tween-decks, loose or missing gratings, etc. = dlothing, fingers, etc. getting caught in moving machinery such as grinding wheels, winch drums, gears, fiywneels, etc. = burs from steam pipes, hot machinery, welding sparks, etc, 16PART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency ~ eye injuries through chipping, welding, chemicals, etc. ~ injuries and siging/all of unsecured equipment due to ship movements in rough weather ~ hazards of extreme weather lack of oxygen in confined spaces presence of hydrocarbon gas and toxic gases ~ hazards of chemicals used on board = fre = collsion/groundingifloading/sinking = pirates and stowaways Required performance: 45 Groups the equipment provided on board to counter these hazards and lists the items in each group 4 Personal protective equipment: helmet goggles gloves safety shoes ‘dust masks and respirators protective clothing self-contained breathing apparatus Life-saving appliances: = lifejackets buoys feratts| lifeboats line-throwing apparatus EPIRBs and SARTs ‘TPAs and immersion suits peead Fire-fighting appliances: fire hoses, nozzles, hydrants and fire main = portable fire extinguishers = fire axe — fire-detecting system = fixed extinguishing system Medical equipment: = resuscitator — stretcher = medicines = medical equipment il spi equipment: = absorbent pads absorbent rolls chemical dispersant sawdust, brooms, dust pans, shovels and barrels Imo Textbooks, Reference Bibliography R2 RS Teaching ‘Aid V2, AS 7PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency. Imo Reference ‘Teaching Aid Required performance: 4.6 Use and demonstration of PPE Teta AS, V10. 1 Head protection: = importance of the helmet = parts of the helmet and functions of each part = when to use the helmet = care of the helmet 2 Gloves: = necessity for gloves = ‘types of gloves and suitability of each type for different jobs 3 Eye protection: "importance of eye protection = causes of injury to eye = types of eye protection and differentiation between them 4 Ear protection: = danger of excessive noise = types of ear protection 5 Respiratory protection: — need for respiratory protection = types of respiratory protection and suitability for use = description and checks prior to use of SCBA 6 Safety footwear: = need for safety shoes = features of a safety shoe and differences from an ordinary shoe 7 Safety hamess Required performance: 41.7 Lists operations that take place on board 71,72 which can be hazardous to personnel or ship A3,V2 Joadinglunloading of cargoes mooring working aloft handling of chemicals tengine-room watchkeeping and maintenance lifting loads (manually and mechanically) ceniry into enclosed spaces hot work anti-piracy and stowaway operations 18PART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency Required performance: 1.8 Loading and unloading of cargoes 1 lists the various ship types as general cargo vessels, bulk carries, container ships, ro-ro and car carriers, tankers, chemical and gas carriers and passenger ships 2 states that, in general, cargo vessels, bulk carriers and. Container ships cargo is lied on and off the vessel by cranes or derricks. Bulk cargo is poured into the ship's hold by conveyor belts 3 states that the hazards on these vessels, in the holds and Cn the jetty alongside are mainly from overhead loads, lifting gear and cargo handling equipment such as trucks and forkiits 4 states that no unauthorized persons should be allowed into the working area 5 _ states that all personnel should use the offshore side of the deck 6 states that ro-ro ships and car carriers have several decks connected by ramps and cargo is driven on and off the vessel and up to the various decks via the ramps 7 _ states that cargo is driven at high speeds and any person standing in the way is likely to be run over .8 states that in tankers, chemical carriers and gas carriers ‘cargo is in the liquid state and is pumped into and out from the ship through pipelines . states that the main hazard is from gas, which could be flammable, toxic or could cause a lack of oxygen 10 states that personnel working on these types of vessels must have special knowledge of the hazards involved and ‘working procedures, which is covered in the tanker ‘amiliarization training course .11/ states that passenger ships also may carry cars or other cargo, and includes ferries 12. states that in addition to deck and engine-room staf, there may be a large number of cooks, waiters, housekeeping staff, shop and other service assistants, entertainment, ‘madical and religious attendants, otc. and that personnel working on these ships must have a knowledge of crowd control, especially in emergency situations Required performance: 1.9 Mooring and unmooring 1 describes moaring as the tying up of a ship to ajetty, berth or pier 1 2 states that the lines used to tie up the ship are known as ‘mooring lines or mooring wires imo Textbooks, ‘Teaching Reference i Bibliography Aid 11,72 AS, v2 Ri- Reg. Vit & Sec. AVIA pa2& Table ANIA IMO Modet Course 1.01 Ri- Reo.Viit & Sec. AVI paz& Table ANT 11,72 ve 19PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES, Knowledge, understanding and proficiency imo Textbooks, Teaching id 3 10 oT] 12 13 14 Reference Bibliography using a diagram, shows the cisposition of headlines and stem lines, breastlines and backsprings states that mooring lines are extremely heavy synthetic lines around 100 mm diameter or more and wires too are heavy around 50 mm diameter, depending on the size of the ship states that all mooring equipment ropes, wires, heaving lines, stoppers, shackles, winches and windlass, etc. — ‘must be checked to be in good order and condition before the operation states that the ship is brought alongside by passing one or more lines ashore and heaving on these lines, using the windlass and mooring winches states that these ropes and wires are risky to handle and ‘can be extremely dangerous to those in the vicinity, ‘especially when under stress states that when the ropes or wires part under stress, they ‘can cause a whiplash that can kill or dismember a person siates that persons engaged in mooring operations must be extremely careful and aware of the risks and stay well lear of a rope or wire under tension states that this operation is more risky during strong, winds, heavy seas or swell or rain or by the need for speed states that persons should never stand in the bight of a rope or wire states that the persons heaving the rope on the drum must, hold it loosely and be ready to slacken i, should it slip, under tension states that mooring lines must be constantly checked and always maintained taut states that special attention must be paid when: = loading or unloading at a high rate = there is a large tidal range in the port or strong ‘currents = _ there are strong winds or atberths exposed to sea Required performance: 1.10 20 Enclosed spaces rR a App. 1 1 defines enclosed spaces as spaces where the ventilation VIS is not kept running on a round-the-clock basis. lists the possible enclosed spaces as forepeak tank, chain lockers, cofferdams, topside tanks, cargo tanks, ballast tanks, duct keel, after peak tank, bunker tanks, etc. states that gareless entry into such spaces has resulted in accidents, sometimes fatal, f the person is overcome by @ lack of breathable atmosphere or is injured and not rescued in timePART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency IMO Textbooks, Teaching 10 14 2 43 14 15 Reference Bibliography Aid divides the hazards into: (a) atmospheric hazards and (b) physical hazards states that atmospheric hazards could result from: = presence of hydrocarbon gas = presence of toxic gas or = deficiency in oxygen states that due to the presence of hydrocarbon gas, a toxicity and flammability hazard arises states that hydrocarbon vapours can be present due to: = petroleum leakage = retention in tank structure = retention in pipeline disturbance of sludge/scale states that other gases, such as NO, NO, SO,, CO, benzene, H,S, etc., can be a toxic hazard states that these gases can evolve from cargo, ship's stores or ship operations defines a toxic hazard as harmful or poisonous to the body defines Threshold Limit Value and states that such gases should not be present in concentrations more than their TVs states that the atmosphere may be rendered deficient in ‘oxygen due to the causes Iisted betow ingress of inert gas (in inerted tank or leakage across {rom inerted tank into adjoining enclosed space) = rusting = paint drying = hydrogen electrical cleaning fluids — solvents/emulsifiers = refrigerants = buming = flooding with CO, to fight a fire = welding and gas cutting without proper ventilation = running an internal combustion engine in @ confined ‘space ~~ decay of organic matter, e.g. vegetables, grain, fruits, ete, states that oxygen deficiency can result in anoxia states that the symptoms commence with giddiness, breathlessness and unconsciousness and progress onto brain damage causing memory loss, mental instability, paralysis, coma or death states that physical hazards could cause a person to be physically or even fatally injured aPERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency imo Textbooks, Reference Bibliography 16. states that physical hazards.could include: = darkness = unsecured ladders = slippery surfaces. = obstructions — unguarded openings — unsecured objects left from previous visit = flooding 117 states that the following precautions are to be followed Dror to ent into enclosed epaces: ‘an enclosed space entry permit system must be strictly followed = the space is to be thoroughly ventilated and confirmed by testing of the atmosphere — there must be: + sufficient oxygen to support life ~ 21% + insulficient flammable gas for the purpose and + toxic gas must be less than the TLV 18. states that proper protective equipment ~ overalls, hard hat, safety shoes, etc. and approved torchlights, non- sparking tools, etc. must be used 19 states that vigilance and alertness must be exercised, the atmosphere must be monitored and all precautions: ‘observed while the job is under way .20 states that personnel must be cautioned against ‘overconfidence or negligence 21 states that protective ciothing and the workplace is to be ‘leaned up after the job is done and things left neat and tidy 22. discusses in brief the contents of an enclosed space entry permit Required performance: 4.11. Hot work 1 defines hot work as any work which generates heat or sparks of sufficiently high temperature or intensity o ignite fe flammable gas ~ air mixture 2 ists welding, cutting, buming, heating, chipping and use of ‘some power tools generating heat, open flame, electric arc ‘or continuous sparks as some examples of hot work 3 lists the hot work hazards as fire, explosion, heat injuries, strong light injuries (ultraviolet light affecting eyes) and ‘shock injury to personnel 4 groups the areas on board where hot work is carried out in ascending order of danger as: ~ engineer's workshop = engine-room — poop deck antl accommodation — cargo area 5 discusses in brief the contents of a hot work permit Teaching Aid Ate App. 2 viaPART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency Imo Textbooks, Teaching Reference: Bibliography Aid Required performance: 4.12. Working aloft rt msvt a describes working aloft as working at a height above the {ground or deck where the primary hazard is of falling and Consequent injury states that working overside can also be considered to be ‘working aloft lists examples of various jobs aboard where working aloft is necessary, e.g = painting bridge front bulkhead, masts, engine-room =." deckhead ~ cleaning or painting funnel = greasing, maintenance or repair of radar scanner, Crane or derrick blocks and wires ~ chipping, painting, cleaning or inspecting tanks or holds ‘side, underside of flying bridge wings, lists the hazards of working aloft as: = falling from a height due to loss of balance, failure of ropes, etc. jury due to falling material or equipment = bums due to contact with hot surfaces such as the funnel or steam from the whistle = emission of carbon dioxide or toxic gases from the funnel due to combustion, incineration, soot blowing, ete. = exposure to wind and cold = electric and radiation hazard due to proximity with radar ‘scanners or radio aerials states that prior notice must be given to the responsible person concemed prior to commencement of work, e.g = duty engineer when working in the vicinity ofthe funnel to refrain from soot blowing or incineration or to shut off ‘steam to the whistle when working near it ~ bridge watchkeeping officer when working near radar scanners — bridge watchkeeping officer or radio officer when ‘working near radio aerials or satelite communication dome ~~ chief officer when working on deck states that equipment whose operation is a hazard to the ‘work is to be locked or tagged with the responsibilities states that these checks and procedures may be covered by @ checklist or a permit-to-work system lists the equipment used for working aloft as ~ gantines = safety lines ~ wooden stages or bosun's chairs ‘= hooks and shackles ~ fall arrester = ladders, scaffolding, etc. 23PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency 19 states that this equipment should be stowed in a separate locker away from paints or chemicals 10. states that this equipment is not to be used for any other ‘purpose excapt working aloft 1 states that this equipment is to be checked every time: prior to use by a person who is competent to detect faults in wood and rope 42. states that knots, hitches and tums should be correctly ‘and carefully made to prevent slipping, especially when synthetic ropes are used 13. states that stages or bosun’s chairs should not be hoisted tr lowered by winch 14: states that anchoring points for safety lines or suspension points for gantiines should be strong and not subject to ‘movernent “18. states that ropes should not run over hot surfaces or sharp edges 16. states that a safely net should be rigged whenever possible, especially under a free hanging stage ‘17 states that stages should be secured against ship movement, especially if they are free hanging 18 states that work aloft should not be carried out wile the ship is moving Violently in a seaway 19. states that tools or materials should be passed in a bucket or by @ rope and never thrown .20 states that ladders should be used for climbing onto or from a stage, and not the ropes that suspend the stage 21. states that rigid ledders should be placed on a firm base £22. slates that tools or equipment should be secured and not placed at the edge, where they can fall 23 states that inexperienced persons or those under 18 years ‘of age should not be sent to work aloft or overside 24 states that work overside should not be carried out while the ship is under way 25. states that, in addition to normal protective equipment, @ buoyant vest or ifejacket should be worn 26. states that lifebuoys with heaving line and light should be kept in readiness: 28PART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency Imo Textbooks, Teaching Reference _ibliography Aid Required performance: 4.13 Engine-room watchkeeping and T1712 13,44 maintenance A shows the general layout of an engine-room with the help of movies, slides or photographs lists the machinery located in the engine-room: = main engines = generators or alternators. = boilers = compressors ~ = pumps: = motors = electrical equipment states that other equipment which may be located in the engine-room includes: = steering gear = refrigeration machinery hydraulic or pneumatic equipment two-way portable VHF — lead-acid batteries states that injuries suffered in the engine-room could be: = bums through contact with steam pipes, hot surfaces, ‘welding sparks, etc head injuries through overhead obstructions or falling objects = slips, trips or falls on companion ways, from open floor plates, protruding parts or incautious haste = hearing loss through constant exposure io high decibel noise = contact with moving parts of machinery such as grinder wheels, flywheels, propeller shaft states that use of proper protective equipment is absolutely necessary states that accidents can be prevented by good housekeeping and safe working practices ives examples of good housekeeping as: = oil or waler leaks should be immediately attended to = ol spills should be immediately cleaned and oil-siained lagging replaced ~ oily rags or cotion waste should be property disposed of in a closed container and not left ying around to ignite spontaneously — tools should be attended to during work, so that they do not falloff ledges or platforms, and be properly collected and stowed after work guards for moving parts of machinery should be in position and in good condition — equipment, stores and parts of opened-up machinery should be lashed and secured against movernent ~ all pars ofthe engine-room should be adequately lightea 1 25PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency IMO_Textbooks, Reference Bibliography — bilges should be kept clean and dry = bottom platform gratings should never be left open unless the area is fenced and waming signs are posted ~ access to fire-fighting equipment, escape routes and emergency exits should not be obstructed by stores or equipment 8 states that safe working practices should include: = proper locking and tagging of machinery under repair to prevent inadvertent starting — proper checks of equipment used for iting or other purposes prior to use — proper calibration of test equipment = proper tesis of enclosed spaves prior to entry = Use of proper tools for the job and in the proper way z Contribute to effective human relationships = Rt - on board ship (2 hours) pea : a2 & Required performance Table AVI 4 21 Interpersonal relationships (IPR) 4 _ states that good relationships make the life ofall seafarers more comfortable, healthy and less prone to accidents 2 describes the elements which heip in better relationships. Te: = policies of company = function of shipboard management = larity of responsibilities with reference to shipboard functions structure and flow of authority = importance of understanding needs: + individual needs + ship needs. + company needs + social needs 3 states that everyone should respect each other's individuality, value, culture and purpose of work 4 states that open communication will enhance IPR. ‘5 _ states that shipboard environments demand better IPR from seafarers during both on-duty or off-duty hours 6 describes methods to improve IPR on board evolved from: ~ introducing and understanding each other = commitment of senior officers = valuing of individual differences rather than maximizing weakness — fairness in dealing with personnel true appraisals and reporting = discipline on board 26 Teaching AidPART C: DETAILED TEACHING SYLLABUS. Knowledge, understanding and proficiency imo Textbooks, Teaching Reference Bibliography Aid Required performance: 2.2 Team building -1 states thatthe shipboard operation is team work and effectiveness oft depends on effectiveness ofthe team ember 2 states that team helps in better decision making 3 describes: = team goals/aims/objectives = role of individual members : = need of edhesiveness ; 4 ists deterrents to team operation A discusses deterrents such as: Erorese § distortion of aims ~ inflexible behaviour of members = groupism ~ status/ego problems idden agendas = communication problems = physicallenvironmenial problems — handling of grievances/counseling describes each in short with reference to the shipboard environment Required performance: 2.3. Team work 4 ‘explains that team work is essential on board for reasons such as: = the shipping company comprises a number of small ‘mobile industrial units (the ship) which may at any particular moment be distributed over large distances throughout the world — when making a voyage, the ship can undergo ‘considerable climatic changes, which may adversely affect personne! = ships are operational for 24 hours each day, and the ‘crew must be organized in regulated shift system, such that the people on board are well rested and fit for duty atall times — the personnel on the ship must be organized to operate the ship safely and effectively with numerous operations being performed simultaneously, ¢.9, + waichkeeping at sea and in port (navigation and machinery operation) + cargo operations + maintenance of hull, machinery and equipment + safety checks and drils, emergency actions + repairfary-docking + stocking provisions, cooking food, housekeeping + communication ship — shore ~ ship + the crew must be able to operate with a high degree of responsibilty arid flexibility Ri- Sec. A-VI ar— PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency Mo. ‘Teaching Reference aid 3 Understand orders and be understood in Revita relation to shipboard duties SocAVI" (3 hours) pare Table AVI- : 4 Required performance: 3.1 Fundamentals of communication RE 1 states that good communication is the mest essential telement of safety and pollution prevention on board .2 states that people's co-operation can be achieved by effective communication .3 states that effective communication isthe basic element for human survival 4 states that language is @ means of transmitting ideas, views, instructions, ete Required performant Ale 3.2 Methods of communication R6 Exercise 1 41 lists basic elements of communication as: sender = receiver 28 ‘modes of transmission ‘methods of transmission barriers to communication feedback ‘slates that feedback is essential in ship's communication lists methods of communication classifies them under the following heads: =" verbal, eg. reading, speaking, writing and any ‘communication using words = non-verbal, e.g. body language, sounds, gestures = iconic, e¢. signs, figures, diagrams, pictures and photographs states that all thrae methods need to be effectively used (on board for proper understanding states that verbal communication includes all communication peraining to words, including reading, writing and speaking states that body language and piciorial symbols are more powerful means of communication than verbal means alone:PART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency mo, Textbooks, Teaching Reference Bibliography Aid. Required performance: 3.3. Barriers in communication 4 3 Re states that there are barriers in each step of the basic communication process lists the barriers as: = transmitters conceptualization stage transmitter’s capability mode of transmission media of transmission receiver's capability recsiver's understanding of the concept 4 - feedback stage receipt of feedback by transmitter ee demonstrates barriers at each of above Required performance: 3.4 Effective transmission skills ee 4 2 states that the effectiveness of communication lies primarily with the sender states that the sender should define the purpose of the Particular communication explains the importance of time, place and person ‘addressed in the context of initiating the communication tates importance of lanquege and vocabulary, 9, Rs Ae tampon of usage of marine Engen fe states that understanding the diferent kinds of barriers in ‘communication helps in better transmission states that the sender must be capable of effectively speaking, writing, acting, drawing and using available sound signalling apparatus demonstrates above skills to the trainer describes that effectiveness of transmission can be checked by the feedback from the receiver describes that this responsibility lies with the senderte = ea EE Se hlhLhPCltt PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency Imo Textbooks, - Teaching Reference __Bibllography Aid Required performance: 3.5 Effective listening skills Fe “1. states that listening is the responsibilty of the receiver 2 explains difference of hearing versus listening demonstrates difference of hearing / listening 4 states that understanding the various barriers of listening \willimprove listening capabilities 5 _states'that there are internal and extemal barriers to listening and appreciating the effect of bartiers on listening described earlier 6 describes that human beings are capable of speaking at a rate of 150 words per minute whereas they can listen at a rate of about 1000 wpm 7 states that this results in idle ime of 850 wpm, which makes the mind wander .8 states that ideally ths idle ime should be used for paraphrasing the body language and other signals from the speaker Required performance: 3.6 Effects and consequences of wrong Re aiiaeea communication 1. states that a wrong communication can affect safety of life, property and the environment 2 stales that it causes human problems and problems in relationships on board 3. states that improper communication causes stress, loss of time, loss of resources and even ship's profitability 4 demonstrates cause / effect through an exercise = Required performance: 3.7. Communication sum-up 1. states that effective communication creates the atmosphere conducive to safe working, happy living and sociable relationship among fellow shipmates 2 states that habits, values and attitudes can also be modified by effective communication and knowing the ‘basics of interpersonal relationships, learning skills and team skills, 30PART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency 4 Comply with emergency procedures (2 hours) Required performance 4.1 Explains the term ‘emergency’ 4 ‘emphasizes an emergency being a situation of imminent danger: emphasizes the need of immediate action in case of an of loss of life of injury of loss of ordamage to property => - of damage to environment emergency lists various emergencies which may occur on board ships: describes shipboard contingency plans for response to ‘emergencies mentioned above states the alarm systems available on board ships and fire collision grounding foundering ‘man overboard Ingress of water heavy weather oil spi, ete. their locations: states the various emergency signals to indicate ship general alarm fire alarm ship's whistle, ot. emergency situations Required performance: 4.2 Drills and muster a describes general structure of muster ists: = specific duties allocated to crew members ~ division of crew in various squads and teams states action to be taken on hearing emergency alarm signals and discovering potential emergencies as muster station emergency headquarters, etc mentioned above: mie attire yourself adequately and properly {go to muster station find out nature of the emergency take action as per muster list or duty list Imo Reference RI- Reg.Vilt & Sec. AVI pa2& Table AWS R2, R3, RB Textbooks, Teaching Bibliography Aid ™ TH72 11,12, 74 4 4 31PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency Imo Textbooks, Teaching Reference Bibliography ‘ic Required performance: 4.3. Value and need of drills and training R1,R2,R3, 4 1 states three aspects of needs of drils and training, e.g = regulatory or logislative needs, Le. requirements of SOLAS, MARPOL, STOW, ISM, etc. = operational need to ensure correct and effective ‘action, can only be achieved by regular and realistic, drills = siate of mind, e.g. on exposure to an emergency, all persons are affected and there is general dip or ‘eduction in performance., This dip in performance can only be compensated for by regular and realistic drills, Required performance: 4.4 Internal communication Lis 1. explains various intemal communications in use on board ships ~ especially for emergency situations, e.g. = telephone ‘emergency powered or sound-operated phone public address systems lifeboat VHF walkie-talkies ‘emergency alarms, ete. 2 lists their location and operation 3. describes probable location of emergency escape routes. R10 fon board ships: 4 explains need of knowledge of number and locations of ‘escape routes 5 Take precautions to prevent pollution of the = R1- 4 vi marine environment (2 hours) pee pa28 ‘able Required performance fate RB 5.1 Define term ‘pollution’ 41 explains pollution caused by human activities and nature 2 lists main sources of marine pollution 3 _ states pollutants discharged or likely to be discharged by ships due to operational or accidental causes 4 explains causes resulting in marine pollution at sea by ships as a result of = strandings and collisions lightening operations unchecked garbage and sewage disposal tank cleaning, washing and line fushing unchecked chemical disposal in bulk or packaged form deballasting 32PART TAILED TEACHING SYLLABUS. Knowledge, understanding and proficiency IMO, Textbooks, Teaching Reference Bibliography Aid Required performance: 5.2 Effects of operational or accidental pollution 3 $5 of the marine environment ‘states impact of pollution on marine life and food chain -2 explains hazards posed by chemical, sewage and garbage disposal 3 explains hazards to human beings, animals and livehood cof human beings due to pollution of marine environment Required performance: 5.3 _ International measures for pollution RS v4, V5 prevention, pollution avoidance and containment of pollutants ‘1 briefly describes contents of MARPOL 73/78 2 describes segregated ballast tanks 3 describes double-hull design 4 describes reception facies 5 explains sewage disposal arrangements and garbage management plan / record book 6 explains contents and purpose of the shipboard oil pollution emergency pian (SOPEP) 7 describes garbage disposal arrangements and handling 8 _ states shipboard organisation to deal with pollution esoribes interface between shipboard and shore organisations 10 explains obligation to report pollution incidents 11. states when to report pollution incidents 12. states to whom to report pollution incidents 13_ describes structure of ol spill response team and assigned duties to officers and crew 14 explains measures for control of ol spills 18. describes shipboard response to ail spills due to various causes 16 explains importance of shipboard drils to deal with pollution of the marine environmentPERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency IMO Textbooks, Teaching Reference Bibliography ‘Aid Required performance: 5.4 Pollution by sewage from ships defines what constitutes sewage 2 explains probibition on discharge of sewage and exceptions depending upon distance from nearest land 3 defines comminuted and disinfected sewage, briefly gives Gotails of holding tanks and approved sewage treatment plant Required performance: 5.5 . Pollution by garbage from ships A defines what s garbage 2 describes disposal of garbage outside special areas / prohibited zones Required performance: 5.6 Control of oil discharge from machinery R3 spaces and oil fuel tanks 4. gives brief details of olly-water separating equipment and oil filing equipment MARPOL requirements Required performance: 5.7 Contents of Oil Record Book Ba 1 states purpose of Oil Record Book 2. lists entries which are made in the Book Required performance: 5.8 Control of discharge of oil and special areas °° ww A gives details of special areas 2 states requirements of regulation X of MARPOL 72178 3 describes provisions of methods for the prevention of oil pollution from ships while operating in special areas Required performance: 5.9 Introduces the contents of Annex VI of MARPOL + states that Annex VI sets limits on sulphur oxide and nitrogen oxide emissions from ships 34PART C: DETAILED TEACHING SYLLABUS Knowledge, understanding and proficiency imo. ‘Textbooks, Teaching Reference Bibliography Aid 6 Contribute to effective human relationships Root € on board ship — social responsibility See. AVI (2 hours) pa2& Table AM Required performance 6.1 Rights and obligations of crew 1 _ states that each crew member has @ social responsibilty tohis ship, himsetf, his colleagues, to the company, and to the environment 2 desoribes his rights, such as: fight to his convictions — tight to express his convictions = fight to make a request of anather as long as he can ‘appreciate that the other has a right to say no = tight to clarity communications to enhance interpersonal relationships 3 describes his obligation towards employer 4 states that shipping is a commercial entity and profit making is part of the operation 5 _siaies that the employee must discharge his duties sincerely to the fullest of his capabiitios ‘6 states that he should be responsible towards the three: ‘elements of the shipping operation, namely, company, government and individual 7 _ states that there is dignity in labour 8 states that there are responsibilities towards: = obedience, respect, discipline and following orders of his superiors = abiding by company's policies as laid down in the safety manuals and rules and regulations governing fiag State requirements and other mandatory legislation = adhering to the safety and environment protection policy at all times and to assist fellow seamen in ress, Search and rescue operations and cil pollution mitigation operations Required performance: 6.2 Employment conditions, etc 1 describes the employment conditions such as: = employment contracts = his rights = national and intemational requirementsPERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Knowledge, understanding and proficiency i) Reference Required performance: 6.3 Drugs and alcohol states that there are international and national regulations against the use, carrying or distributing of any drug or aloahol .2 states that the punishment for above could be very, very 3 describes some examples from recent reports, A describes dangers of drug and alcohol abuse: = how drugs and alcohol affect 2 human body — their harmful effects and some misconceptions regarding alcohol providing heat to the body in cold climates = dangers of getting involved in drug trafficking/smuggling = company's drug and alcohol policy = narcotics and contraband search 5 dascribes Port Stale, Flag State and other authorities’ ‘methods of detecting drug/alcohol consumed Required performance: 6.4 Health and hygiene on board ‘1 states that itis a moral responsiblity of all on board to observe hygiene and promote good health 2 states that cleanliness and good housekeeping is fundamental to good health 8 states that ship's personne! must be highly motivated oMSfaies thal there isa definite relation between human ‘need and motivation — States that delegation can be a powerful toc! in motivating people Required performance: 65 Summing up 41 sums up this module by stating the importance of IPR 2 states that delegation, trust and good relations are ‘motivational 3 states that drug and alcohol abuse can be very costly and may lead to prosecution of ship or/and the individual, and may also result in dismissal and/or permanent loss of sea career 7 Review and Assessment 36 Textbooks, iography Teaching ‘Aid vat.vi2 v3, voPART D: INSTRUCTOR MANUAL Part D: Instructor Manual ™ Introduction The instructor manual provides guidance on the material that is to be presented during the course. The course material reflects the requirements for the basic training or instruction in personal safety and social responsibilities, as specified in regulation VI/1 of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1995. The material has been arranged in six sections: 1 Observe safe working practices 2 Contribute to effective human relationships on board ship: human relationships on board ship 3. Understand orders and be understood in relation to shipboard duties 4 Comply with emergency procedures 5 Take precautions to prevent pollution of the marine environment 6 Contribute to effective human relationships on board ship (concluded): social responsi Ss The consolidated text of the 1974 SOLAS Convention, the 1978 SOLAS Protocol and amendments (R2) and Human Resources Management for Marine Personnel (R6) are used as a basic reference throughout the course. The course outline and timetable provide guidance on the time allocation for the course material, but the instructor is free to make adjustments as necessary. Throughout the course it is important to stress that rules and regulations must be strictly observed and all precautions taken to minimize risks. Where appropriate, trainees should be given advice on the avoidance of accidents. The detailed teaching syllabus must be studied carefully and lesson plans or lecture notes compiled where appropriate. An example of a lesson plan is given on page 42. Instruction should be made as practical as possible and actual equipment should be used, where available, to illustrate lessons in the classroom. 37PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Guidance Notes The following notes are intended to highlight the main objectives of the course. The notes also contain some material and guidance on the conduct of the course and on topics which are not adequately covered in the quoted references. ™ Instructions to lecturers Itmust be bore in mind that candidates for this course may have never been on a ship, have definitely no idea of working procedures and may even be from non-coastal areas having no idea of what a ship is or looks like. Hence the delivery of the course must be brought down to an absolutely basic level. At every stage, especially in the beginning, it is necessary for the teacher to give the student an understanding of a ship layout or environment by explaining, for ‘example, that the hazards of trips, slips and falls or head injuries are different in a shipboard environment as compared to ashore. This may be done by extensive diagrams, photographs » or videos of the ship layout. At the same time it is not recommended that the candidate be disciplined into blindly accepting these lessons so that he loses any initiative or thinking ability. We do not want to bring out robots programmed to work without thinking. Candidates can be taught to think by giving them a situation and asking them to respond, ¢.9. > Atthe scene of a road accident, what would you be expected to do? or > Ona visit to the docks what would you see and what dangers could you be exposed to? or » How can chemicals used to clean utensils, bathrooms and toilets harm us and what precautions must be taken? These questions must be continually asked throughout the course as the trainees’ level of knowledge increases, so that he does not close the responsive part of his mind and just sit in class to accept whatever is told; but thinks before answering and develops the ability to reason and question. Only then can we give him the responsibility of his personal safety and those of his shipmates knowing that he will adapt his response to changed circumstances within the basic principles of safety that he has been taught. The course outline and timetable provide guidance on the allocation of time for the course material, but the instructor is free to make adjustments as necessary. The detailed teaching syllabus must be studied carefully and lesson plans or lecture notes compiled where appropriate. An example of a lesson plan is attached at the end of Part D. It may be helpful to prepare material for use with an overhead projector and for distribution to trainees as handouts. Thorough preparation is essential if the course is to be effective and successful. Teaching Aid A3 requires photographs or pictures of various parts of the ship which must either be large in size for classroom viewing or able to be projected on a OHP soreen. The pictures should indicate the operations on board the vessel and provide an idea of the likely hazards that could occur during these operations. In the review of the course the instructor should stress the important aspects of each subject area and clarify any doubts or answer any queries which might remain in the minds of the students. 38PART D: INSTRUCTOR MANUAL Evaluation covers any practical exercises and theoretical knowledge. Examples of exercises are given below and may be used together with oral questions based on the course syllabus. Once again, questions based on hypothetical situations may be asked to test if the candidate can apply the principles he has learnt to various changed circumstances, but should not be used as a criteria for failing the candidate or repeating the course. = Exercise 1 Candidates are required to appreciate the process of communication with the help of the diagram given below: COMMUNICATION. oa Thoughts, idea, symbol, PROCESS picture (concept) 8B: barriers] 8 ‘SENDER selects, Transmission S RECEIVER, ‘one of the modes to through selected interpretation convey ito the mode > Receiver 5 Received ¢ Feedback concepts = Exercise 2 On a full-scale picture of a ship, ask the candidates to name the various parts in English. = Exercise 3 Explain phrases or give orders in English and ask candidates to explain the meaning of the phrases or respond to the orders ss Ae = Exercise 4 > Need two volunteers » Time: 5 mins. Person 1 » Enacts and speaks the following in a loud, belligerent voice while staring intensely at you and shaking a finger. ‘ “There is a meeting of all officers next Monday at 3 p.m. in the ship's office. Don't even think about not being there. Understand!!!” 29PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Faculty > Discusses pros and cons of such a communication. » Enacts a possible right method. > Approaches you and says: " There is a meeting of all officers next Monday at 3 p.m. It will be in the ship's office. It is very important that all of you attend the meeting.” Faculty (5 mins) > Explains the effect of soft voice, commanding approach, clarity of message, etc. = Exercise 5 (1) List three qualities of a good team leader on your ship. (a) (b).... ~-(C) (2) List two communication skills you need to get the instructions clear to the subordinates. (a). (b). (3) List two communication skills essential for the subordinate to clearly understand the instructions. (2). (4) Circle the right answer .(b).. (a) When you follow through the shipboard instructions, you (i) blame others (ii) act to complete the task (ii) tell your senior what to do (b) Disagreements on board the ship (i) should be handled emotionally (ii) must be avoided (ii) can be handled smoothly (c) Leadership quality in you means that (i) you can work together (ii) others are afraid of you (ii) you can ask them to solve the problem (d) Delegation of responsibilities is possible if (i) There is a competent subordinate (ii)There is an excellent leader (ii) There is trust in a subordinate 40PART D: INSTRUCTOR MANUAL Instructor Notes: After completion of the classwork, faculty must discuss the points and hear out the ‘comments of the participants. Discussion time - 5 mins. a4PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES ‘suo > 01 10)%4 seinpocoid peauypep woor-aubue ‘sseus (0 tueseo 5 yore Ban sy pooge sl {ote Bua 09 0 propsu00 8a oste (ao0m0 s wor) ‘uA ‘ew a tu] woorsseI9 (sum) Auyde Bou poyau: ew | soonnsu | spe rv] ‘sveoqxe1} six om] —Suyovey, juowoya wey) SALANIN St :NOLLWHNG seoyoeid Buoy ‘WaHy ONINIVEL YaSIWNN NOSS31 YSSd ‘3SHNOO NV1d NOSSA1 V AO ATdWVX3SAPPENDIX 4 Appendix 1 Attached enclosed entry permit system is to be followed or your company's checklist as applicable, otherwise DO NOT ENTER, ENCLOSED SPACE ENTRY PERMIT ™ General Location/name of enclosed space Reason for entry This permit is valid * (*See Note 1) ™ Section 1 - Pre-entry Preparations (To be checked by the master or responsible officer) Has the space been segregated by blanking off or isolating all connecting pipelines? Have valves om all pipelines serving the space been secured to prevent their accidental opening? Q Has the space been thoroughly ventilated? OD Pre-entry atmosphere test readings: (See Note 2) Oxygen % vol (21%) Hydrocarbon %% LFL (Less than 1%) Toxic Gases pm (specify gas & PEL) (See Note 3) Q_ Have arrangements been made for frequent atmosphere ‘checks to be made while the space is occupied and after ‘work breaks? Q Have arrangements been made for the space to be continuously ventilated through the period of ‘occupation and during work breaks? Os adequate illumination provided? 1. Isrescue and resuscitation equipment available for immediate use at the entrance to the space? Q Has a responsible person been designated to stand by the entrance to the space? Q Has the Officer ofthe Watch (bridge, engine-room. cargo control room) been advised ofthe planned entry? 2 Has a system of communication between the person at ‘the entrance and those entering the space been agreed and tested? ‘ 43PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES Are emergency and evact and understood? tion procedures established __ Isthere a system for recording who is in the space? QIsall equipment used of an approved type? ™ Section 2 ~ Pre-Entry Check (To be checked by the person authorised as leader of the team entering the space) 2 Has Section 1 of this permit has been completed fully 1am aware that the space must be vacated immediately in the event of ventilation failure or if atmosphere tests ‘ ‘change from agreed safe criteria - Evacuation level of atmosphere O—_Thave agreed on the communication procedures D —Thave agreed upon 2 reporting interval of n-ne minutes Emergency and evacuation procedures have been agreed and are understood 7 To be signed by: Master or responsible officer ... Date Authorised team leader Date Responsible person supervising entry Date. ‘This permit is rendered invalid should ventilation of the space stop ‘of the conditions noted in the checklist change Notes: 1. The Entry Permit should contain a clear indication as to its maximum period of validity which, in any event, should not exceed a normal working day 2. In order to obtain a representative cross-section of the compartment’ atmosphere, samples should be taken several depths and through as many openings as possible. Ventilation should be stopped for about 10 minutes before the pre-entry atmosphere tests are taki 3. Tests for specific toxic contaminants, such as be the nature of the previous contents of the space.APPENDIX 2 Appendix 2 HOT WORK PERMIT This permit to work relates to any work involving temperature conditions which are likely to be of sufficient intensity to Cause ignition of combustible gases, vapour or liquids in or adjacent to the area involved. Before completing this form, refer to the accompanying guidance notes. GENERAL. This permit is valid from, To. Location of hot work... Has an enclosed space entry permit been issued? Yes/No Reason if ‘No Description of hot work. Personnel carrying out hot work... Person responsible for hot work. Person responsible for safety SECTION 1 1.1 Has the hot work area been checked with a combustible gas indicator for hydrocarbon vapours? ‘Yes / No. Time. 1.2 Has the surrounding area been made safe? ‘Yes / No. Time. SECTION 2 2.1 Has the hot work area been checked with a combustible ‘i {Bas indicator for hydrocarbon vapours? ‘Yes/No. 2.2 Has the equipment or pipeline been gus-freed? Yes/No, 2.3 Has the equipment or pipeline been blanked? Yes/No. 2.4 Is the equipment or pipeline free of liquid Yes/No. 2.5 is the equipment isolated electrically? Yes / No. 2.6 Is the surrounding area safe? Yes / No.PERSONAL SAFETY AND SOCIAL RESPONSIBILITIES 2.7 is additional fire protection available? Yes/No. 2.8 Special conditions / precautions In the circumstances noted itis considered safe to-proceed with this hot work. Signed sneer Master . ae “Person in charge of hot work team SECTION 3 ‘The work has-been completed and all persons under my supervision, materials and equipment have been withdrawn, ‘Authorised officer in charge... Time Date First copy for display at work area Second copy for ship or terminal records GUIDANCE NOTES FOR HOT WORK PERMIT GENERAL (a) Starting/finishing time must not exceed the Authorised Signatories" Responsible Officer's working hours. (b). Specific location of hot work to be given (©) Description of hot work to include type of equipment to be used. ‘ SECTION 1: Applies to all hazardous work not involving naked flame or continuous spark production, and would include use of clectrical equipment, use of air-driven rotary equipment, send or grit blasting, hammering and mechanical chipping and movement of equipment or materials over or near to machinery that is operating. SECTION 2: Applies to all hot work involving high temperatures, open flame, electric arc or continuous source of sparks etc, This type of work includes but is not limited to welding, burning and grinding, TESTS FOR COMBUSTIBLE GAS SHOULD BE CARRIED OUT IMMEDIATELY, BEFORE COMMENCEMENT OF HOT WORK AND AT FREQUENT INTERVALS AS LONG AS THE WORK IS IN PROGRESS.