The relevance of maritime education and training at
the secondary level
Simone Britanna Cunningham

Table of Contents
Declaration………………………………………………………………………………………………………….ii
Acknowledgement ………………………………………………………………………………………………iii
Abstract……………………………………………………………………………………………………………..iv
Table of Contents…………………………………………………………………………………………………v
List of Tables……………………………………………………………………………………………………viii
List of Figures…………………………………………………………………………………………………..viii
List of Abbreviations…………………………………………………………………………………………..ix
1 Introduction ………………………………………………………………………………………………….1
1.1 Background ……………………………………………………………………………………………3
1.2 Problem Statement ………………………………………………………………………………….8
1.3 Purpose of the study………………………………………………………………………………10
1.4 Objectives…………………………………………………………………………………………….10
1.5 Research Questions:………………………………………………………………………………11
1.6 Limitation…………………………………………………………………………………………….11
1.7 Scope/Delimitation:……………………………………………………………………………….12
2 Literature Review ………………………………………………………………………………………..13
2.1 Introduction………………………………………………………………………………………….13
2.2 Historical Background of Secondary Education ………………………………………..13
2.3 Definition of Secondary Education………………………………………………………….15
2.4 Psychology of Introducing MET at the Secondary Level……………………………15
2.5 Framework of Secondary Schools …………………………………………………………..17
2.6 Purpose of Secondary Education …………………………………………………………….18
2.6.1 Education for Civic, Political Aims…………………………………………………..19
2.6.2 Education for economic and work-related aims………………………………….21
2.7 Assessment of the Purpose of Secondary Education ………………………………….25
2.8 The Secondary Curriculum …………………………………………………………………….27
2.8.1 Curriculum Reform…………………………………………………………………………30
2.8.2 Paradigm Shift ……………………………………………………………………………….31
2.9 MET at the Secondary Level…………………………………………………………………..33
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2.9.1 Training the Human Element……………………………………………………………33
2.9.2 Mitigating the Imbalance between the Supply and Demand of Seafarers.35
2.9.3 Increased Maritime Awareness…………………………………………………………38
2.10 Summary ……………………………………………………………………………………………..41
3 Methodology……………………………………………………………………………………………….43
3.1 Introduction………………………………………………………………………………………….43
3.2 Selection of Participants…………………………………………………………………………43
3.3 Instrumentation …………………………………………………………………………………….44
3.4 Research Ethics…………………………………………………………………………………….44
3.5 Questionnaire Instrument……………………………………………………………………….44
3.6 Interview Instrument ……………………………………………………………………………..45
3.7 Data Collection……………………………………………………………………………………..45
3.7.1 Quantitative Method ……………………………………………………………………….45
3.7.2 Qualitative Method …………………………………………………………………………46
3.8 Data Analyses……………………………………………………………………………………….47
3.8.1 Quantitative Analyses……………………………………………………………………..47
3.8.2 Qualitative Analyses……………………………………………………………………….47
3.9 Summary ……………………………………………………………………………………………..47
4 Presentation and Analyses of Data …………………………………………………………………49
4.1 Introduction………………………………………………………………………………………….49
4.2 Qualitative Data Analyses………………………………………………………………………50
4.2.1 Awareness……………………………………………………………………………………..50
4.2.1.1 Level of awareness …………………………………………………………………..50
4.2.1.2 Geography ………………………………………………………………………………51
4.3 Secondary Education System………………………………………………………………….52
4.3.1 Structure of Secondary Education and Curriculum ……………………………..52
4.3.2 Human Resource…………………………………………………………………………….54
4.3.3 Sustainability …………………………………………………………………………………55
4.4 Stakeholders…………………………………………………………………………………………56
4.4.1 Policy ……………………………………………………………………………………………56
4.4.2 Interest of the country……………………………………………………………………..58
4.5 Benefits ……………………………………………………………………………………………….60
4.5.1 Career Opportunities……………………………………………………………………….61
4.5.2 Making Global Citizens…………………………………………………………………..62
4.5.3 Agent of Change …………………………………………………………………………….62
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4.6 Challenges……………………………………………………………………………………………63
4.7 Strategies……………………………………………………………………………………………..64
4.8 Quantitative Analyses ……………………………………………………………………………66
4.9 Summary ……………………………………………………………………………………………..69
5 Discussion of Findings …………………………………………………………………………………70
5.1 Summary of the Study……………………………………………………………………………70
5.2 Discussion of the Findings……………………………………………………………………..72
5.2.1 Research Question 1 ……………………………………………………………………….72
5.2.2 Research Question 2 ……………………………………………………………………….73
5.2.3 Research Question 3 ……………………………………………………………………….75
5.2.4 Research Question 4 ……………………………………………………………………….76
5.2.5 Research Question 5 ……………………………………………………………………….77
5.3 Implication of the Findings…………………………………………………………………….78
5.4 Recommendations…………………………………………………………………………………80
5.5 Conclusion……………………………………………………………………………………………81
6 References ………………………………………………………………………………………………….83
7 Appendix 1 …………………………………………………………………………………………………90
8 Appendix 2 …………………………………………………………………………………………………92
9 Appendix 3 …………………………………………………………………………………………………94
10 Appendix 4………………………………………………………………………………………………99
viii
List of Tables
Table 1: Demographic Information……………………………………………………………………………… 67
List of Figures
Figure 1: Officer supply and demand ……………………………………………………………………37
Figure 2 Response to Secondary School with MET………………………………………………..68
Figure 3: Response by Position ……………………………………………………………………………75
Figure 4: Response by Gender……………………………………………………………………………..99
Figure 5: Response by Age Group………………………………………………………………………..99
Figure 6: Response by Level of Education…………………………………………………………..100
Figure 7: Response by Region ……………………………………………………………………………100
Figure 8: Response by Category…………………………………………………………………………100
Figure 9: Response by Maritime Affiliation…………………………………………………………101
Figure 10: Response by Maritime Awareness………………………………………………………101
Figure 11: Response by Interest in Maritime Careers ……………………………………………101
Figure 12: Response to what motivates your interest in the maritime industry …………102
Figure 13: Participants with Maritime Training ……………………………………………………102
Figure 14: Response to would basic knowledge of MET helped at higher level of
education…………………………………………………………………………………………………………102
Figure 15: Response to MET at secondary level influences maritime careers…………..103
Figure 16: MET at the secondary level impacts sustainability of the maritime industry
………………………………………………………………………………………………………………………103
Figure 17: Response to should government implement MET at the secondary level …103
Figure 18: Response to government initiative to increase maritime awareness…………104
Figure 19: Response to maritime awareness in your country………………………………….104
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List of Abbreviations
CMI: Caribbean Maritime Institute
IMO: International Maritime Organization
MET: Maritime Education and Training
WMU: World Maritime University
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1 Introduction
The Maritime Industry in recent times has become extremely concerned about the
human element. Importantly, the training and education of the human element is
paramount for an effective and efficient global Maritime Industry. Provided that the
concern of the human element is effectively approached with practical strategies, the end
result will see a sustainable industry. Maritime education and training at the secondary
level is one of the pragmatic approaches worth examining. Furthermore, education by all
means and at all levels, is the most potent weapon to mitigate challenges related to the
competence and commitment of the human element. Against that background the
International Maritime Organization (IMO) has given careful attention to the need of
attracting, retaining and training of qualified seafarers (IMO, 2013). To underpin a
successful, influential and impactful industry that attracts the calibre of people capable
to take the industry to the next level, early education and training is most crucial.
Maritime education and training at the secondary level has been deemed by some in the
maritime circles, as a positive and potentially game changing strategy to resolve a
number of present and possible challenges of the industry. Moreover, education and
training in the wide context provides enhancement for growth, expansion and positive
change. It provides knowledge and awareness as well as divergent choice to individuals
for the industry. Furthermore, like most industries there is the need for qualified and
competent human resources for continuity and sustainability. Targeting the youth at the
secondary level facilitates a dynamic force for sustained positive change. However, in
many jurisdictions maritime education and training at the secondary Level is yet to be a
reality, or a concept to generate discussion at the policy level (Haun, 2014).
According to Haun (2014) secondary schools that provide maritime education teach
subjects related to the training and skills required to work in the maritime sector,
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whether it be as a crew member at sea or shore side such as in a marine shipyard or port
facility. Maritime education and training provides knowledge and skill about the
shipping industry, which can be appreciated at the secondary level once the pedagogical
approach is applied in the appropriate context at the appropriate level.
The concept “maritime” is often used interchangeably with the term “marine”. This can
be confusing as it relates to the type of training being referenced to in this research. For
the purpose of clarity, it is important that the concept ‘maritime’ is understood.
According to Hildebrand and Schröder-Hinrichs (2014) an understanding of maritime in
the context of research, aims at finding technology and innovative solutions for better
use of the sea and ocean resources related to human activity. Haun (2014) states that
maritime education caters for the sea and shore side resources related activities. Against
this background, the term maritime will be used in view of the human related activities.
Among these are: vessels operations, training, technological aspects associated with
naval architecture, navigation, port facilities as well as sea and ashore resources. In lieu
of the definitions above the researcher has coined a definition of maritime education.
Maritime education and training is the acquisition of the knowledge and skills related to
subjects in the maritime field that enhance competence in the maritime context.
Additionally, the lack of maritime training and awareness during the secondary stage of
education is one shadowed factors that may have contributed to incompetence as well as
seafarer dropout. There is an acute deficit in the basic knowledge that is required to
make a more practical and committed transition to a higher level of learning.
Furthermore, citizens of the globe need an awareness of the global maritime industry. As
such, there is a need for knowledge related to the maritime environment, career
opportunities, and importantly the mutual benefit of engaging with the industry. The
medium of accomplishing these targets successfully is through purposeful targeting the
youth at the secondary Level.
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Formerly, a number of maritime academies have been training mariners to man vessels
at sea. However, this training has become more inclusive due to the expansion of the
maritime industry. Commendably, the industry has reached far beyond just the need for
mariners; hence, training has been extended to meet the emerging needs of the different
spheres of the industry both ship and shore-based employment (IMO, 2013 & European
Union Commission Report, 2008). The maritime industry is defined in general terms as
“all enterprises engaged in the business of designing, constructing, manufacturing,
acquiring, operating, supplying, repairing and/or maintaining vessels, or component
parts thereof: of managing and/or operating shipping lines, and customs brokerage
services, shipyards, dry docks” (“Maritime Industries”, n.d). Since the inception of
maritime education and training, it has been predominantly offered mostly at the
university and college level. Only a few known countries worldwide are offering the
training at the secondary level according to the researcher’s informal inquiry. The
expansion of the industry has given rise to new services and careers. This can be seen
through the increasing growth of the seaborne trade that has resulted in the shortage of
competent seafarers, the lack of maritime awareness, concerns of safety due to human
element, coupled with technological innovation, are evidence for the need of new
thinking and strategies in education and training to meet the demands of the industry.
This research aims at exploring the relevance of maritime education at the secondary
level, examining and assessing its possible effects on the future of the industry.
1.1 Background
The BIMCO/ ISF Manpower 2005 update showed a 10,000 shortage of marine officers
for the global workforce. This represents a 2% shortfall since 2005 (BIMCO/ISF, 2005).
During 2010 another short fall of 13,000 marine officers was reported (BIMCO/ISF,
2010). Drewry (2014) cited an alarming shortfall of 19,000 officers. Additionally, a
further shortfall of 21,700 officers was foreseen by 2018. The continued reduction of
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seafarer’s number over time has portended potential detrimental effects on the shipping
industry. Such statistics undoubtedly have raised the genuine concerns of all the actors
in the industry. As such, a solution to the pending crisis is most desired. Baylon and
Santos (2011) have found that a career in shipping requires committing oneself to a life
at sea. This has discouraged many young people from considering shipping as a
profession. In light of that, mental preparation and awareness is a simple but an effective
remedy to start with. As such, the secondary level of education is the platform for such
preparation. In addition to the general education it facilitates foundational knowledge of
varied career options. Furthermore, it is open in allowing for the presentation of the
challenges and benefits of careers. It can also be an effective sifting tool for suitable
candidates for the industry.
Subsequently, the Center of Advanced Maritime Studies seeks to motivate young people
towards a career in shipping as well as improving seafarers’ welfare, this was a project
of the Maritime Academy of Asia and the Pacific (Paiso, 2011). An important question
at this juncture is: how will they motive young people? A study done to ascertain
student’s motivation and expectation of studying maritime undergraduate programme in
the three countries of Greece, Hong Kong, and China revealed that most of the students
enrolled in the undergraduate programme came straight from the secondary school.
“Students who have enrolled for an undergraduate programme in maritime studies have
typically completed secondary level education in the previous academic year”
(Athanasios & Adolf, 2011, p.373). The authors declared that the subject of student
study of maritime programme is under-researched, and as such, the real motivation is
unknown. However, most of the students they interviewed stated that the presence of a
maritime history in their family and home town was what motivated them. This was
further supported by M’Pherson, (2009) when he states, “except a young person comes
from a family living near the sea or has a nautical tradition then the sea has no interest to
him” (p. 237). Farthing, Brownrigg & Mukherjee, (2013) also allude to this cultural
5
trend in families that have careers or business in shipping for the younger generation to
pursue a similar career. One possible question that must be answered is: should the
future of the maritime industry be left to family or to community traditions?
Researchers in the field of maritime education so far have yet to zero in explicitly on the
impact of maritime education and training at the secondary level. As such the aim of this
research is to examine the possible benefits the industry may experience from
implementing MET at the secondary level.
In assessing the United Kingdom as a maritime country, M’Pherson (2009) argued that
“the school sector has no serious sustained study of ships or the sea. When investigated,
students from the secondary schools that were taught navigation indicated that
navigation was treated mainly as a “fun subject” (p. 237). The formal introduction of
maritime training at the secondary level serves to strengthen existing systems, as well as,
provide a platform for advanced level training in the maritime field. To illustrate the
relevance of maritime education at the secondary level, attention should be given to
what is commonly known in the industry that ninety percent of world trade is carried by
ships and that “75% of the world’s surface is covered by vast oceans” (Farthing,
Brownrigg, & Mukherjee, 2013, p. 1). Shipping when compared to trucks, rail and
planes is the most environmentally friendly and cheapest form of commercial transport.
Additionally, it is one of the oldest industries in the world that is revenue robust when
compared to other industries, (Shipping Facts, (n.d)). Furthermore, the industry is
competence driven; it requires special technical skills on the part of the seafarer. It has a
unique vocabulary, technical terms, and phrases often referred to as club language by
Maritime English Lecturers because it is only spoken and understood within the walls of
the industry. It is operated under international laws, with a consideration for its own
code of conduct and regulations. Most humans everywhere are dependent on it in one
6
way or another. As such, a level of priority is worth giving to the maritime domain at the
secondary level in any jurisdiction.
According to Gregory and Shanahan (2010) “education is aimed at widening and
extending people’s horizons, its goals are to increase the number of future possibilities
for the individual, and to increase the number of potential ways that the individual can
approach each of those possibilities”(p. 62). Implementing maritime education within
the secondary curriculum increases the possibilities of more choices towards a maritime
career, as well as, creating a maritime consciousness of the industry. Notwithstanding
this, many may not choose the industry. Nevertheless, the industry should not be passive
in providing an opportunity to increase maritime awareness to the younger generation.
Many youth have not chosen a career in science. However, they have been made aware
of the importance of the sciences to man’s existence. Therefore, the same principle can
be applied to maritime education, not only for career endeavours but for an awareness of
the maritime environment and how to protect and preserve it. Opening the industry to all
levels of learners was a highpoint of the International Maritime Organization (IMO)
Secretary General’s opening remarks on February 2, 2015 during the HTW subcommittee plenary. This, he communicate will create an awareness, as well as the
promotion of the industry and its seafarers to school children, who may become
motivated to be IMO ambassadors in member states. This can be highlighted as an idea
or a new vision by well thinking stakeholders, of innovative ways of expanding, sharing
and bringing awareness of what the industry has to offer to other levels of learners
outside of colleges and universities.
Haun (2014) provides great insight on the benefits and purpose of MET at an early
stage within the academic system.

7
Primary and secondary maritime schools are sprouting up across the US,
inspiring K-121
students to learn about the exciting, yet sometimes obscured
domestic waterfront. The goals of these maritime school programs are many and
multifaceted, but at the core they motivate and engage students by bringing
something new and exciting to the classroom while giving teachers an effective
means for capturing the attention of their classes. And as new student audiences
are being exposed — earlier, rather than later — to the maritime industry and
potential career paths that could lie ahead, it’s not only students and educators
who stand to reap the rewards of these programs. The domestic maritime
industry, spanning blue and brown water mariners, dock workers, operations, oil
and gas and a dozen other sectors is starving for fresh, young talent to meet a
shortage of qualified workers. What better way to work toward filling these gaps
than to educate the nations’ youth on the importance of its culture-rich maritime
heritage (Haun, 2014).
In the case of Haun (2014) the US society stands to benefit from this implementation,
the various classes of maritime workers, the environment, the communities, as well as
the country. Moreover, this beneficial experience is not restricted to the US nor barred
from other jurisdictions. It simply demands administrative and political will. Examining
the importance of secondary education and what is included within the curriculum has to
do with the needs of society and the role of the youth within the context of that need
(Mitz, 2002). It therefore explains the constant revising of the curriculum in different
jurisdictions and institutions to address a societal or an organizational need that may
arise. In Canada, fisheries were added to the grade nine civics curricula after the
Education Ministry saw the need for students to learn about the fishing industry
(McLeod, 1989). Similarly, Wyner and Desalle, (2010) state that “if a conservation

1 The K to 12 Program covers (six years of primary education, four years of Junior High School, and two years of Senior High
School [SHS]). (See: http://www.gov.ph/k-12/)
8
perspective were taught in secondary schools, students who are not interested in biology
could be influenced to pursue careers or live lifestyles that would reduce the negative
impact of humans on the world” (p. 649). In like manner, a number of young people
would gravitate towards the safe keeping of the harbours to preserve their beautiful
beaches, and parks. Also an increased interest in maritime as well as marine-related
research would be the key component in maritime governance. In addition, fewer people
would become enticed to build their homes on river banks, as well as, in the coastal area.
Furthermore, a number of other sectors may become influenced to participate in funding
projects of the industry because they have learnt to appreciate the industry. The
appearance of new studies, jobs creation, and new technology may emerge to resolve a
number of the challenges faced by the industry.
The vision of developing maritime high schools in Eastern Cape in South Africa by the
department of education, gave an insight behind this move. The envisaged Maritime
High School is intended to provide knowledge about the maritime industry, the career
opportunities available to examine the industry, with the prospect of pursuing further
studies or higher maritime education, (The Development of High School in Eastern
Cape, 2010). One Cognitive Psychologist advises that “during the early school years
students develop what is referred to as a sense of industry” (Woolfolk, 1990, p. 84). The
decision making process for any student or individual requires knowledge, and as such
the department of education in the Eastern Cape was facilitating that process by
providing knowledge to the students about the industry. An early awareness of a subject
impacts the student and its effect will trickle down into the society.
1.2 Problem Statement
The lack of emphasis on maritime training within high schools is rather a dismal
reflection on the industry (M’Pherson, 2009). According to Pilyugin (2012) the majority
of prospective students cannot understand the disciplines because they have problems in
9
the formative stage. The challenges experienced by the maritime industry are worthy of
a pragmatic approach. Among those challenges that requires a focused approach are the
shortage of competent seafarers, capacity building, accidents due to human element,
safety and security at sea, pollution, as well as the implementation of Conventions. The
fact that the factors mentioned above are all human related supports that education and
training is an important element for consideration in any amelioration efforts.
Current challenges may suggest that higher education could adequately resolve the
challenges experienced by the industry. However, the challenges are yet to be resolved.
Moreover, the implementation of MET at the secondary level is a possible solution that
has remarkable potential. Furthermore, outside of the existing problems is the lack of
awareness of the industry and the career opportunities available. As such, the limited or
nonexistence of a maritime curriculum at the secondary level to create an awareness or
consciousness of the industry, to provide knowledge of the various professions and to
influence decision towards a career in shipping, necessitates maritime education at the
secondary level. These, among other challenges, may eventually cripple or put the
industry in a static mode, due to the lack of succession and sustainable planning for the
future of the industry as well as the MET institutions. Additionally, awareness of
maritime knowledge at an early stage is critical for the future development of the
shipping industry. According to French (2013) training is required because of changes
that have occurred and changes that will occur. With respect to the fact that the maritime
industry has experienced a number of changes globally, education and training should
appropriately reflect such changes. Among those changes is the evidence of
globalisation in the industries, climate change, new services and careers, innovation in
technology, smart communication, multi-national crewing, and changing trends in
trading. The introduction of maritime education and training at the secondary level will
inform new policy and decisions within the MET sectors at different levels to
appropriately train the population to meet the changes reflected in the industry. As such
10
MET at the secondary level is a pragmatic approach to influence and motivate new
ideas, talents and insight for the industry.
1.3 Purpose of the study
The purpose of this study is to contribute valuable insight into the relevance of maritime
education and training at the secondary level. Against that background the research
seeks to identify the potential impact that MET at the secondary level may have on the
future of the industry. The challenges and changes experienced by the maritime industry
globally since the 21st century are factors influencing this study. As a result, the
researcher believes that the introduction of MET at the secondary level is worth
examining. The result of this study may be useful in influencing discussion towards
implementation as well as policy making within jurisdictions.
1.4 Objectives
The objectives of this research are to:
 Analyse the possible effects of maritime education and training at the secondary
level on the maritime sector.
 Explore the policies and practices in different jurisdictions regarding delivery of
maritime education and training at the secondary level
 Examine current trends and challenges of the maritime industry in relation to
how they may be addressed through implementing maritime education and
training at the secondary level.
 Explore how maritime education and training at the secondary level could
influence sustainable development of the maritime industry.
 Assess the role of stakeholders in the implementation of maritime education and
training at the secondary level.
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1.5 Research Questions:
The research seeks to answer the following questions:
1. What are the merits and demerits of maritime education and training at the
secondary level?
2. What are the national practices and underlying policies that inform the delivery
of maritime education and training at the secondary level?
3. What are the current trends and challenges within the maritime industry that may
warrant maritime education and training at the secondary level?
4. How can maritime education and training at the secondary level translate to
sustainable development within the maritime industry?
5. What is the role of stakeholders in implementing maritime education and training
at the secondary level?
1.6 Limitation
As mentioned by Athanasios and Adolf, (2011), not much research has been done on
this particular topic. Therefore a number of challenges were encountered. In this regard
easy access and sourcing of relevant information about MET at the secondary level have
been a challenge. As such the research examines literature about secondary level
education in general. Another limitation was that most of the literature interrogated
secondary education based on Western philosophies, not much literature was found that
interrogates secondary education from other cultures. Another challenge was the
constraint of traveling to countries for collecting primary information. Consequently, the
researcher uses the purposive sampling and random survey method which allows
participants from different countries who serve in the maritime industries to participate.
As such the size and scope of the sample that affects the reliability of the data was a
challenge. The identification of key personnel from countries or educational institutions
to provide crucial information was an initial setback in getting data. As a result, the
researcher sought to address these challenges by taking a pragmatic approach in the
12
methodology. General inquiry through internet search, as well as web-based
questionnaires and online interviews have been employed for collecting data from the
different countries. These measures Helped in addressing a number of the limitations
experienced during the course of the research.
1.7 Scope/Delimitation:
The scope that has been utilized in this research aims at getting a wide cross section of
perspectives on the relevance of Maritime Education and Training at the secondary
level. It is understood that limiting the scope to a few countries may not have provided
sufficient evidence. As such numerous developed and developing countries were
examined. The researcher believes that countries with very strong maritime actives are
deemed as a priority because of the impact the findings may have on the future of their
maritime economy. Therefore, education system as well as the governmental policy of
targeted countries was analysed for relevance to the research topic.
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2 Literature Review
2.1 Introduction
This chapter examines literature in the context of the secondary education system and
the relevance of implementing maritime education and training at that level. The
discussion examines the historical background of secondary education, the definition of
secondary education; the psychology of MET at the secondary level, the framework of
secondary education; the purpose of secondary education, the curriculum and MET at
the secondary level. The chapter ends with a summary.
2.2 Historical Background of Secondary Education
The historical background of secondary education is relevant for deciding on an
appropriate analytical framework. Kamens, Meyer, & Benavot (1996) have found that
the influence of historical forces continues to shape secondary educational models,
institutional structures, and curricula. Initially, the philosophical orientation of
secondary education can be traced back to historical factors. According to Hadley
(1902), in earlier centuries secondary education was driven by the status-quo of society.
It was noted that in 1635 US secondary education was to prepare young men for college
at Harvard, service in government, and the church (US department of education).
Furthermore, “historically, secondary education was subsidiary to higher education, and
this relationship has influenced policy, choice of providers, curriculum decisions,
teacher recruitment and training, Assessment, accreditation, and certification” (Kamens,
Meyer, & Benavot, 1996, p.2).
According to Holsinger & Cowell (2000), secondary education in Europe during the
fifteenth century began with training in religion and philosophy but only to males. The
unstructured curriculum was non-negotiable as priests gave strict instruction for the
14
curriculum content. By the eighteenth century significant changes were seen
intellectualism became the new phenomenon. Bishop (2007), McFarlane (2003) and
Kant (n.d) have found that the prevailing motto for the period provoked man to use his
reasoning and mental capacity. This influenced the secondary education system; as a
result, emphasis was placed on natural sciences, technology and experimental studies.
Government interest and involvement in secondary curriculum increased progressively
during this period.
It was not until the nineteenth century that secondary education took on a more
technical-based approach to learning. Dewey (1934) and Johnson & Clark (2007) found
that secondary education during the nineteenth century was deemed as progressive;
learning was meaningful, active, involving and applicable to the learner. Holsinger &
Cowell (2000) noted that curriculum emphasis was centered on practicality and social
usefulness of learning by doing. Vocational subjects were introduced to the curriculum
such as driving, family life, consumer economics, and mathematics for everyday living,
graphic design, hair care, styling, automotive repair, carpentry, machine shop, and home
economics. The launching of the sputnik satellite by the Soviet Union in 1957 increased
the number of scientific topics that were taught. In the American context however,
despite the addition of practical subjects many believed that the aim and purpose of
secondary education was not meeting the demands of the society. The education
structure was criticized by the business sector and affluent clergymen that the American
youths were not appropriately trained to compete with the global landscape. According
to Gary (2012) many believed that secondary schools were short changing the youth, the
industry and the American society. Many argued that secondary education must be fit
for purpose. The concerns raised by citizens influenced the addition of another set of
subjects to the curriculum. Johnson and Clark (2007) mentioned that the threat of the
Soviet Union propelled the United States in 1958 to fund secondary education for the
purpose of including foreign language, mathematics, and increased science in the
15
curriculum. He continued to say that this was one of the strategies the country saw as an
appropriate response to fortified security.
2.3 Definition of Secondary Education
According to Siegel (2014) “secondary education is the second stage traditionally found
in formal education beginning at about age 11 to 13 and ending usually at age 15 to 18”.
Hadley (1902) stated that it is a public education compulsory to all citizens not
sufficiently specialised in their purpose but as a means of preparation for several callings
in life. It is the second stage of education fitting the student to be a better person rather
than an expert. Kamens, Meyer, & Benavot (1996) mentioned that a broad definition of
secondary education includes lower and upper secondary levels and vocational
education. At the upper level opportunities are provided for specialization; on the other
hand subjects at the lower levels are general.
The focus of this research is centered on that category of learners according to the
above definitions, in the context of age group and the level of education. It is those
persons who are at the second level of formal education between the ages 11 and 18. The
age group may differ from country to country depending on the education policy and
structural framework. Nonetheless, the youth within that particular age demographic will
be the focus of this research.
2.4 Psychology of Introducing MET at the Secondary Level
According to Salyers and Mckee (2005), “young people between 10-15 years are at a
peak of forming values and making decisions that will impact them for the rest of their
lives” (p.1). At this stage education that is meaningful will remain important for a
lifetime as articulated in the following:
16
In recent research it has been shown that the early adolescent brain goes through
a growth spurt just before puberty and then a period of pruning. The growth
spurt and pruning are most noticeable in the prefrontal cortex, which is the part
of the brain where information synthesis takes place. It is also the part of the
brain that controls planning, working memory, organization, and mood
modulation. This area of the brain does not mature until about 18 years of age.
The process of “hardwiring,” which continues throughout adolescence, means
that the intellectual activities given the most time, the most opportunity to
strengthen the connections in the brain, will influence learning for the rest of the
student’s life. (Horch & Irvin, 2002, p58)
Piaget’s theory of child development indicates that the operational stage ages 11-15 are
characterized by increased abstract thoughts and hypothetical thinking. Such thinking
concretized information in a more realistic sense. As a result, these schemata of
cognitive thought process ultimately develop into lifelong learning. (Rust, 2008, and
Swanson, Edwards, & Spencer, 2010). Slavin (2003) concludes that the learner during
the early years process information more easily and increases their knowledge after
learning new information.
Experts agree that cognitive skills are developing during the adolescence years; ideas are
tested, while critical and analytical skills are developed. Since learning results in
changed behavior through experience (Surgenor, 2010), the introduction of MET will
result in change in awareness and more responses to career opportunities among other
prospects. The youth during this period are open to new concepts, ideas and
information. As such, engaging maritime concepts will concretize meaningful education
as far as the sector is concerned. As articulated, the importance given to subjects during
this stage stays with the youth for a lifetime. Scientific as well as psychological evidence
17
demonstrates a positive and lasting mental effect on the young learner. Therefore, the
opportunities to strengthening maritime knowledge are best engaged during these years.
2.5 Framework of Secondary Schools
The expansion and diversity of the global landscape provides valuable insight into
the applicability of maritime education and training at the secondary level. The
building blocks that support the educational framework at the secondary level are a
necessary element to discuss. On this point the philosophy that informs policy
serves as an influencing factor of what is taught at the secondary level. According
UNESCO Report (1970), the youth are entering a world which is changing in all
spheres: scientifically, technologically, politically, economically and socioculturally. On the back of that, there is need for policy, commitment and resources
to prepare the youth for change. Knight (2014) has found that an education policy
framework provides guidance for the development and implementation of national
education plans.
The common threads that appear to inform the framework of secondary education
and its offerings are entrenched in changes experienced in society. For example, the
Canadian Council examining the statistics of those educated at the secondary and
post-secondary schools concluded that the youth were not prepared for college
entrance or the global market. Hence the question was raised; is our secondary
education meeting the needs of society? As a result the education policy was
reassessed. Following that discussion a number of changes were made among
which was the adding of fisheries to the grade 9 civics curriculum (Kirby, 2009;
McLeod, 1989). The 2013/2014 UNESCO report highlighted “basic education as a
fundamental effect in resolving economic, health, social and political issues.
However, the international community and national governments have so far failed
to sufficiently recognize and exploit education’s considerable power as a catalyst
18
for development and change” (p.4). Fiqueredo and Anzalone (2003) found that the
nature and scope of development in the context of secondary education is channeled
through governmental policy.
When comparison is made with the shipping industry against the points articulated,
there appears to be very low or non-responsive action in creating policies within the
education sector to as proactive solution to challenges. Fundamentally, for the
industry to influence youth at the secondary level, education policy is crucial.
Education policy development in the maritime context is the responsibility of
jurisdictions in identifying the relevance of adding that knowledge to the youth’s
zone of proximal development.
2.6 Purpose of Secondary Education
Many authors in recent times have written extensively on education in general.
However, not as much published work has been done on the purpose of secondary
education. During the course of the research only a few articles were found with
substantive information on MET at the secondary level and can be concluded that there
is a severe lack in literature on the subject. Examining the purpose of secondary
education underpins the aim for which youth are educated at this level. Mcculloch
(2012) indicated that from 1972 to 2011, over 120 articles have been published on
secondary education. Kamens, Meyer, & Benavot (1996) noted that secondary
education models aimed at the creation of massive systems that emphasized open access
and the universal coverage of education” (p. 2). According to Paquette & Fallon (2014)
“secondary education that purports to be meaningful must be grounded in relevance to
society and culture; it must consist of multiple and divergent knowledge. It must provide
a reasonable degree of equal opportunity of content and quality of knowledge.”
19
Further to the discussion, Hadley (1902) articulated that the purpose of secondary
education is to educate boys and girls for their calling in life. Hill & Rury (2012) found
that in the 1800s one of the needs of society was to train domestic helpers as well as
farmers; as a result the second level of education was targeted. On the other hand, Danns
and Span (2008) stated that secondary education was seen by many as the medium of
preserving the way of life through teaching and training the future generations of
children in their ideals. According to Cohen (2006), in the early 20th century the
America secondary education charter was to provide skilled labor associated with the
industrial revolution. Additionally, Siegel (2009) found that high school education
connects the youth to their current interests and stimulates the growth of new ones. A
broader view was articulated by Ku (2013) that education at the secondary level was to
liberalize and train for democracy.
Upon critical examination of the thoughts articulated by the authors on the purpose of
secondary education, two main categorises can be extracted. Firstly, education for
political and civic duty followed by education for economic and work-related aims. A
number of other factors can be drawn since an extensive coverage of almost all the
facets of life is sprinkled within the perception of each author. Nevertheless, the two
themes were mostly talked about. Furthermore, the themes are applicable to the
objectives of this research. Against that background the categories are examined in the
context of their effect and influence on the maritime sector when the learner is exposed
to maritime education and training at the secondary level.
2.6.1 Education for Civic, Political Aims
Education’s main role in society is to inspire citizens to be actively engaged in the public
sphere and in their communities (Siegel, 2009). Human beings need awareness of their
original culture, heritage, political systems, rights and responsibilities (Ministry of
Education Jamaica, 2010). Civic knowledge informs learners about national views while
20
at the same time expanding global perspectives. Additionally, cultural studies afford
students at the secondary level opportunities to develop national pride. They are able to
develop distinct attitudinal as well as affective skills, such as patriotism, identity,
appreciation and respect. Such skills contribute to the societal core value system which
is engraved in the sociological and philosophical orientation of society. As a result
education policies and curriculum are designed to reflect such ideals.
It was Fiqueredo & Anzalone (2003) who stated that for democracy to survive citizens
must understand difficult issues and make informed decisions as well as holding
officials accountable for their actions. Cohen (2006) has found that students at this level,
having been introduced to subjects related to history and heritage develop the capacity to
think critically about society and the world. Additionally, they develop ideas about
transforming the world through active participation; thus governance, policy and
leadership are influenced. In a similar context leadership in maritime matters can also be
enhanced if maritime concepts are introduced. Kahne & Middaugh (2012) have found
that “knowledge in civics increases support for future engagement among the youth” (p.
10). While MET is not directly related to civics, the maritime environment is civicsrelated in nature. Therefore, an appreciation of the maritime infrastructure will arrest
their interest. Secondary education is progressive and futuristic; it is a preparation for
the long-term goals and objectives of leadership and nation builders. The future leaders
are trained at this level, the future policy makers, presidents, prime ministers, doctors,
lawyers, maritime experts, principals, scientists, researchers and parents. Tomorrow’s
world is today’s youth.
It can also be said that an appreciation for country and citizenship arouses the obligation
to safe guard the resources of the land, sea, air, the natural habitat, and the people and by
extension the planet. The transferring of maritime knowledge will enhance the interest in
and care of the sea, and its environments. The youth cannot care for what they are not
21
aware of. They will not be very willing to ratify and implement conventions for safer
and cleaner oceans when they are placed in positions of influence because maritime
matters were not given importance at the stage that concretises lifelong learning.
According to Łopuski (2008) it was during the 19th century and the early part of the 20th
century that many national legal systems started to develop a legal domestic maritime
commercial framework. On the back of this, there is a safe assumption that quickly
creating a policy for MET at the secondary level may be a significant challenge.
Jurisdictions are yet to find the appropriate place to integrate the maritime industry
within government ministries. This was also noted during lectures on the maritime legal
framework at the World Maritime University. In a similar fashion this was also observed
among maritime universities. While most universities are represented under the Ministry
of (Higher) Education, a number of maritime universities are under the Ministry of
Transport. Maritime universities like all other universities educate and train students.
Hence, to grapple with the distinction of ministries that maritime universities are
represented under is admittedly ambiguous. Notwithstanding, it is assumed here that this
state of affairs is certainly not by design. However, it is important that thought be given
to the possible underlining factors that may contribute to the appropriate designation of
MET universities, as well as the industry, in various jurisdictions.
2.6.2 Education for economic and work-related aims
No form of education is more engaging to students and more important to the economy
than career technical education since it connects students to the greatest range of career
possibilities (Siegel, 2009). It is an education strategy to provide young people with the
academic and employability skills at the secondary level.
22
Nearly two thirds of jobs created in the United States by the year 2018 will
require some form of postsecondary education. To meet these workforce needs,
President Obama has set a goal of ensuring that every American has access to at
least one year of postsecondary training or higher education to gain the skills
needed to rebuild the economy and meet workforce demands. As such, greater
focus on academic rigor, career-focused programs of study articulation between
secondary and postsecondary schools was promoted by federal law (Carnevale,
Smith, & Strohl, 2010 as cited by America Institutes for Research, 2010, p.1).
Kelly (2012) found that the governments of Australia and New South Wales have added
career guidance to the secondary level curriculum as a measure of sustaining career
opportunities. Jamaica in the late 1990s added career guidance within its secondary
schools (Griffith, 2009). In 2001 the Organization for Economic Co-operation and
Development (OECD) countries created a public policy of national career guidance to be
taught in public schools. Countries involved in the process saw the move as a means to
improve the efficiency of the labor market and education system within the OECD
countries (Career Guidance Today, 2006).

Secondary education is the platform for exposing students to career options. The
relevance of technical education has been noted as a strategy to rebuild the economy.
Furthermore, MET at the secondary level creates awareness of the maritime sector as a
valuable career option that is beneficial at the personal and national levels. It facilitates
economic development, awareness, as well as psychomotor skills training. According to
the America Institutes for Research, (2010) “ Career Technical Education is no longer
just about teaching students a narrow set of skills sufficient for entry-level jobs; it is
about preparing students for careers” (p. 2). The potential of MET at the secondary level
fits perfectly within these characteristics of the benefits of technical education.
23
In Jamaica, career exposition is done yearly at the secondary schools. Ninety percent
(90%) of the students across the country are engaged in detailed discussions of career
options. Through this medium, the Caribbean Maritime Institute gets the opportunity to
bring awareness of the maritime industry and its offerings. In most cases students had
minimal levels of awareness of the industry as well as the career opportunities. It was
well observed that other institutions offering programs in medicine, business,
technology, teaching, agriculture, music, law, political science among others received far
more responses. The Institute spent more time answering questions about the careers and
the industry than collecting completed application forms. This case exemplifies the need
of exposure to maritime career opportunities. “The main thing is getting the maritime
training and careers out in front of younger folks early on so that they know that that’s
an option that they have, especially when a lot of those skills can be developed outside
of a formal college education” (Haun, 2014).
Yang & Wang, (2013) examining the post junior high schools of migrant children in
Beijing, China found that “74.6 percent chose computer/internet technology and foreign
language, while 13.5 percent chose blue-collar occupational areas such as repair
technician and hotel services; 11.8 percent of the students chose health care, finance,
sales, administrative/personnel/security, and beauty professions” (p.86). It is important
to note that among the careers selected by the students maritime careers are absent.
Furthermore, in that particular country, maritime education and training is an available
option. The discussion here serves to justify how very few chose a maritime career as
the first option.
Moreover, one of the troubling realities that have become a sore point in the discussion
was articulated by Petersen (1983) when he iterated the needs for young workers in the
merchant marine industry to take the place of the many men and women who are close
24
to retirement. He noted that many seafarers will be retiring by the time younger workers
are ready to go to sea, hence new workers are needed.
The industry has been approaching crisis in seafarer shortage after examining statistics
since 1995. Merchant marine by any definition is not exempted from making an
assertive presence in educating the youth for an illustrious career in the maritime
industry. While it is commendable and hopeful that many would become attracted to the
uniform of a captain or an officer, in truth, that may not be the case. The uniqueness and
interest of people makes the world an exciting place. As such, many youths may not
embrace a maritime career. Notwithstanding, the industry should take the opportunity to
introduce the cruise industry to the young people who are fascinated by entertainment
and who are likely to pursue careers in bartending , beauticians, barbers, photographers,
chefs, musicians, masseuses/masseurs, social director, youth activities coordinator,
cruise director, dining room waiters, and dancers (Petersen, 1983). These are just a few
examples of the numerous career opportunities awaiting the youth. The industry has
been limiting its influence across the globe in settling in the populace’s mind the
unlimited opportunities available to the public. By comparison the industry has the
capacity to offer almost equal career opportunities similarly to land based opportunities.
It is informative to mention a few careers on the marine side, even though the research is
particularly examining maritime. Among them are atmospheric oceanographers,
biological oceanographers, chemical oceanographers, geological oceanographers,
physical oceanographers and oceanographic engineers (Heitzmann, 1988). These are not
covered in this research paper. However, as it relates to the maritime side among the
options is maritime law, naval architecture, maritime economist, seafarers, educators,
and researchers, those serving in academies as well as the public on matters relating to
the sea. Administrators are those who coordinate, plan and design policy, portside
opportunities and those involved in foreign and domestic commerce. (Heitzmann, 1988).
25
Introducing such subject content at the secondary level is somewhat impossible.
Moreover, the resource is inadequate. Nevertheless, the idea that is being researched is
the possibility of creating such an influence through education to propel the youth at the
secondary level to become engaged and aware of the industry. According to Heitzmann
(1988) there is a genuine concern that there will not be sufficient personnel available to
staff the expansion of the industry. Capacity building in essence involves thinking ahead
of time, or preparing for the foreseen. The notion of who is to be trained as well as at
what stage the training should commence should be informed by statistical data and
information of the status quo of the industry of which information is abundantly
available. Hence, there is no secret that the industry is suffering from personnel
shortage. Career guidance at the secondary level is not just a mere insight that has
accidentally pasted in the secondary curriculum. There was intelligence behind this
strategic move that has enhanced capacity building for the global economy. Fittingly, it
is one of the noteworthy tools that jurisdictions may consider at the secondary level.
2.7 Assessment of the Purpose of Secondary Education
The development of the secondary schools over the centuries demonstrated an
expansion, inclusion and diversification of subject topic for the existing needs of
society. Secondary education was indicative of the growing concern about the
labor, security, leadership, economics, politics and socio-cultural factors. However,
there has been a great lack of the maritime content at that level. Additionally it was
found that
The motivation of undergraduate students leaving the secondary level to
pursue a maritime program are mostly inspired by practical considerations,
e.g., easiness in getting a job, better professional prospects, etc., rather than,
say, self-interests and personal development (p.373). A very significant
finding is the absence of any active role of the maritime industries, whether
26
companies or interest groups and associations representing them, in
‘pushing’ young people to pursue higher education by introducing relevant
courses to them. Maritime industries seem to passively rely on the higher
education system to attract the best of the potential graduates, whereas the
higher education system does not market itself to potential candidates by
any obvious means, at least from the perspective of students
(Athanasios & Adolf, 2011 p.381).
The purpose of MET is to supply manpower to the shipping industry. It further aims
to establish the fundamentals of the seafarer’s discipline in a multinational,
multicultural and multifunctional environment. To facilitate working in such a highrisk environment, seafarers must be trained and if this training starts at the
secondary education level it will have far-reaching results. The industry has
increasingly become the focus of new environmental rules and regulations, and
must now comply with a broad array of requirements in the areas of air and water
quality, hazardous waste disposal, and aquatic species protection. Safety in the
maritime industry also requires standards to be set at an international level, and
maritime education and training at all levels should play a key role in asserting the
need for consistent, uniform education and awareness.
The basic rationale behind secondary education policy is the belief that the
provision of every child with a secondary education will enable each individual to
increase their productive capacity and ultimately contribute to individual, societal,
and national growth and development. The absence of particular knowledge content
will ultimately lead to a lack of response of the youth in that field. The maritime
industry, as a major global player in the world’s economic and the sociocultural
facet of society is, therefore deserving of notable presence in the secondary
education system. This area of maritime education and training at the secondary
27
level is yet to be examined. In recent times, Huan (2014) has written a detailed
article on the subject looking specifically at one jurisdiction. However, there has
not been any research on a general level of the benefit of implementing MET at the
secondary level. The perspective is lacking within present literature and therefore
needs wider scope of research. In light of the discovery, this study aims at looking
at the topic with the aim of adding information to the field of study.
2.8 The Secondary Curriculum
It is imperative that the subject of curriculum development comes into sharp focus as the
importance of maritime education and training at the secondary level is discussed. The
underlying factors that influence curriculum development are addressed under three
main domains: philosophical orientation, psychological consideration and sociological
influences (Print, 1993). These principles are examined to analyse to what degree
curriculum development is crucial in promulgating MET at the secondary level.
According to Print (1993) the philosophical orientation examines the aims and values of
society. It provides clarification of concepts that examine the epistemology and ontology
of the knowledge of the curriculum, for example, what particular knowledge is required
to address societal concerns. Within that framework relevant questions are asked such
as: On what grounds should the content be selected and taught? To what degree should
the new reality of society be reflected in the curriculum? What is the status quo of the
society that requires such knowledge?
On the other hand, the psychological consideration takes note of the pedagogical
approach, the kind of learners, the learning environment, teaching methods, instructors,
assessment and Assessment that may be employed to achieve the objectives of the
curriculum. Another factor is the resources, financial and human as well as teaching
28
material. Important in the discussion is who to teach, what is to be taught and at what
level should it be taught.
The sociological orientation of the curriculum addresses the cultural influences, social
changes, societal ideology and societal structure which include technological changes
and emerging trends. Altogether these factors encapsulate the scope of an integrated,
systematic and systemic thinking that influences curriculum development.
Brady (2011) has found that the static state of many schools stems in large from a failure
to understand the process of curriculum development. This process he refers to as
“institutionalization” where the rubber meets the road. If it is poor, education will be
poor no matter the state or national standards, no matter the level of rigor, no matter the
toughness of tests, teacher skill, school size, market forces imposed length of school day
or year, parental support, design or condition of buildings, generosity of budget, and
sophistication of technology, administrator wisdom, or enthusiasm of students. A school
can be no better than its curriculum allows it to be. Tanner (1990) is of the view that the
heart of the school is the curriculum which greatly influences what is taught and what
students should learn. Against that background Kridel (2010) made an appeal for
curricula to be reconstructed and revolutionized to fit the manner in which society is
progressing.
Against that background a quick view of some global trends was noted by Core (2015)
Co-founder and chairman for investment management. Among them were
 Deepening income equality
 Persistent jobless growth
 Rising pollution in developing countries
 Increasing occurrence of severe weather events (Climate change)
In summarising the points he stated the following:
29
This year, two major concerns dominate this list, economic and environmental.
These two areas of focus are inextricably linked. Long-term economic prosperity
depends on environmental sustainability. Today, we see the consequences of
short-term economic thinking and the reckless use of our planet’s resources:
water disputes between neighbouring nations, more frequent and powerful
extreme weather events brought on by our warming climate, an on-going global
deforestation crisis, a rapidly acidifying ocean, eroding topsoil and agricultural
capacity, and an alarming biodiversity crisis unparalleled in modern history
(Core, 2015).
Curriculum reform serves as the premier stage to enhance knowledge relevant for
present and future generations. It is for most part the ultra-ultimate solution to educate
on a global level of maritime awareness. Outside of awareness of the maritime industry
and career opportunities, climate change is an important trend that requires global
attention. It is a trend that has an implication on all members of society; fortunately, it is
a trend that can be tackled at the secondary level through MET. However, it is the
responsibility of the sovereign state to see the relevance of this education and mandate
curriculum reform. The beginning of the process is to identify who informs and
influences the philosophical, psychological and sociological domains of the curriculum.
Many curriculum developers are of the view that curriculum design and development are
highly politicised. Pinto (2012) stated that there is a highly unprecedented political
involvement in curriculum process and content. At times it becomes problematic for
implementing because some schools do not always agree to the content. Chan (2012)
agrees with Pinto in raising the point that since the colonial period, governments have
strongly influenced curriculum where many schools felt that if they are not in agreement
they may lose adequate funding from their governments. On the other hand, Print (1993)
brought a wider perspective to the discussion suggesting that curriculum development
30
involves a number of persons such as teachers, parents, government and the industries.
Therefore, curriculum development is not solely the responsibility of the government.
At this juncture, it is recommendable for the maritime industry and the MET institutions
within jurisdictions to become involved in the secondary curriculum development
process. As stated by Print (1993) the curriculum should address change and the social
needs of society. In this case, the best persons to understand the philosophical and
sociological changes in the industry and how secondary education may address these
concerns are the industry practitioners. Additionally, the industry is best equipped to
translate the benefit in a curriculum developer’s team.
2.8.1 Curriculum Reform
An approach to the design and development of secondary education curriculum was put
forth by Higham and Yeomans (2015), where they strongly advocate for an increased
choice, diversification and a more flexible curriculum. Additionally, the authors reiterate
that such reform provides breath and balance which better meets the needs for the
economy and the individual. The curriculum of the 1940s to the 1960s was referred to as
bureaucratic with traditional offering of compulsory subjects. Roques (1989) noted that
“specialism is a key problem of secondary curriculum. We can’t live without it. We
can’t live with it. We inherited it. There is a steady pressure from university and
tradition to keep it; we haven’t been able to market an alternative strong enough to get
parents (and governors and teachers) off the specialist drug” (p.195).
In recent times educators at the secondary schools in America who teach history and
social studies were required to have a passing knowledge of the holocaust. Most history
curricula as a policy, added the subject (Pawlowicz & Grunden, 2015). It was noted that
the vast availability of literature about the holocaust and the extent of media publicity
have generated much interest in the subject. In contrast, many disagreed and questioned
31
the relevance of the holocaust in the secondary curriculum. In the mind of the researcher
one possible answer could be awareness. The rationale for such inclusion may not have
any significant economic benefit, perhaps none at all. However, the psychological
orientation of the curriculum examines the affective domain. This domain teaches
elements of the curriculum which evokes compassion and is value-ridden. Educating the
youth of the atrocities of the holocaust is strategic in preventing future reoccurrences of
such an act. Similarly at this juncture, it is worth noting that – though the depth of
meaning a society links to the holocaust is certainly of much greater gravity than that
given to the maritime industry – an appropriate awareness of the maritime domain can
create an appreciation of the contribution of the industry both in cognitive and affective
terms.
In a wider context there is no room for a static curriculum in a constantly changing
global space. Moreover, students are not homogenous; their experiences, cultures and
value systems are different. Therefore, curricula should offer choices that are fitting for
all types of learners. Accordingly curriculum development should adapt to the reality of
the environment. Maritime education and training at the secondary level exposes the
youth to broader choices, skills and knowledge of the maritime industry inclusive of
other subject matters. Not all benefits come out in dollars and cents. A society that
values trust, integrity, honesty, kindness cannot count the economic benefit of such acts
by the citizens. In 2007 the Caribbean Examination Council embarked on a Caribbean
wide curriculum reform program. The aim was to transform the secondary education
curriculum to be more responsive to the needs of the global Caribbean nationals
(Griffith, 2009), and as a result more technical and vocational subjects were introduced.
2.8.2 Paradigm Shift
Ken Robinson in agreement with Paquette & Fallon (2014) criticizes the education
system for its monolithic nature. Schools in their pursuit to educate sometimes kill
32
creativity, talents and a noble desire for knowledge (Robinson, 2010). He continues to
elaborate that education is systematically structured on an economic utility philosophy.
It is evident in the curriculum with a hierarchy of subjects, those that are deemed useful,
for example mathematics and others that are deemed useless like the arts. The current
education systems in many jurisdictions were designed for the enlightened and industrial
revolution periods and not for this present generation. There are concrete views as
expressed by Robinson that secondary education needs a paradigm shift. It is slow in
changing to meet the present dynamics of society. Creating a security fence around what
the future is going to be, and trying to prepare students for it, may close the door on
potential discoveries. Perhaps an extreme position of indoctrinating students of what
they must learn, and why other knowledge may not be appropriate at a certain level is a
possible position taken by jurisdictions stakeholders.
Additionally, curriculum developers need to rethink what education is and what is the
purpose of education. The three domains that influence curriculum development are not
static elements; they are constantly affected by change. Therefore, the curriculum should
also change overtime in parallel with the domains.
Unfortunately, conformance thinking is what the curriculum promotes at the lower level.
Education at the secondary level must strive to advocate and promulgate change towards
divergent and lateral thinking. Sustainable education is essential for knowledge beyond
the present, it educates for all kinds of people, planet and economy. Facilitating that kind
of approach will result in a number of emerging solutions to tackle challenges. MET at
the secondary level is a principal opportunity for technical career options and knowledge
to appreciate the maritime industry as a global industry. Nevertheless, the reform of the
secondary curriculum in promoting multiple subjects is the ultimate platform to give
youth access to such knowledge.
33
2.9 MET at the Secondary Level
2.9.1 Training the Human Element
The human element (HE) is an important factor in merchant shipping. Milhar
Fuazudeen, Head of the Maritime Training and Human Element Section at the IMO,
during a lecture at WMU on July, 16, 2015 stated that the human element comprises all
persons involved in the maritime industry not just seafarers as popularly believed. The
human element has been misnamed he stated. Gregory & Shanahan (2010) share their
understanding of the human element, “the shipping industry is run by people, for people.
People design ships, build them, own them, crew them, maintain them, repair them and
salvage them. People regulate them, survey them, underwrite them and investigate them
when things go wrong” (p. 1). Therefore, humans are at the epicenter of shipping in all
dimensions. In shipping humans are like the weather that impacts the entire atmosphere
of the industry. Moreover, humans are the hub of the industry’s success and/or failure.
Humans are the anchor to the process from route planning to policy making. On the
whole it can be concluded that the entire human race can be considered as the human
element and therefore need an awareness of the industry. While that statement may be
deemed too general, the fact is, everyone is a consumer of the industry and at some point
has made an impact on the industry. Take for example the doctor who examines the
seafarer, the farmer who provides produces for consumption, the spouse/family that
contributes to the state of mind of the seafarer (positive/negative), the instructor who
trains for competence, the media that influences positive or negative ideas of the
industry which influences potential applicants, and policy makers or governors who
ratify and implement conventions for safer and cleaner oceans. Against that
background, the best place to capture all the categories of future players of the sector is
at the secondary level. The implication of the human element on safety and security are
far reaching. Furthermore, statistics indicate that eighty percent of sea-related accidents
are caused by human error (Human Element, 2014). According to Sekimizu (2015) “799
34
lives were lost or missing last year. If you look at the statistics over the last decade from
2004-2014, 4,784 lives were lost on passenger transport by sea. Obviously the human
element must have played a part in those accidents”.
Training of the human element is crucial. Efanga & Oleforo (2012) and Wei (2007) have
found that a country that neglects the training of an effective human resource formation
is doing so at its own peril; education is an investment in knowledge and skills which
can yield economic and social benefits in the future. If such a necessity is neglected the
economy in the long run may consequentially suffer greatly. A well-educated and
trained workforce is necessary for a strong and successful maritime transportation
system.
An important challenge facing the shipping industry today is how to attract and
retain a sufficient number of adequately trained and qualified seafarers and
qualified maritime industry professionals with the right motivation, knowledge
and skills for the professional application of evolving technologies and
procedures. This challenge will increase as world trade continues to grow and
shipping activities increase accordingly (IMO, 2013).
The human element is a maritime industry systemic challenge. It is a global concern.
Rao (2010) postulates that a long-term strategic plan is needful to limit the negative
outcomes associated with the human element. A careful review of the purpose of
secondary education could result in a relevant long-term strategic approach towards
developing a committed professional workforce. In fact, the basic maritime concepts can
be understood at this level as well as the pros and cons of the industry. As a result those
who decide to take up a career in the future would have done so according to prior
knowledge, hence an informed decision that would decrease the number of seafarers
leaving the industry.
35
Zheng (2014) highlights that correct training and personal development serves to
cultivate the right habits and attitude. An effective and competent seafarer is a
“concept”. For instance, Usain Bolt, world champion 100 meter sprinter from Jamaica
started training for events at the secondary level, then college level, then regional, then
at the international level. The purpose of this example is to demonstrate that a competent
seafarer climaxes on the job, but it is a process of training and educating. Therefore, the
road to competence should not be an abrupt intervention procedure at the university
level, instead, it should be deemed as a process across all levels in the education system.
Early training will make a greater impact on competence as articulated by education
psychologists.
Journalists and news reporters all need an awareness to propel more positive discussion
in the media. Talk shows, parents and children need to start talking about the industry to
heighten interest and education. If there is no need for trade, then there is no need for
ships because shipping is a derived demand (Lan, Lai, & Cheng, 2010). Since people
need shipping, they also need an awareness of shipping.
2.9.2 Mitigating the Imbalance between the Supply and Demand of Seafarers
Another contributing factor for MET at the secondary level is the imbalance between the
supply and demand of seafarers. Firstly, the industry is facing shortages of well qualified
officers primarily due to lack of interest in choosing a seafaring career. Secondly, many
are leaving the seafaring career for land-based job opportunities. Therefore, constant
recruiting strategies need to be optimized. The demand for seafarers was articulated by
the IMO Secretary General at the Sub-Committee on Human Element, Training and
Watchkeeping (HTW), 2nd session, 2-6 February 2015:
36
Take a look at 15 years ahead, 2030, what will the volume of trade be in 2030?
Obviously nobody can tell, but amongst the approximately half million officers
available today, probably 150,000 would have left by 2030 due to retirement.
Just to maintain the current workforce of officers, 10,000 new officers must be
trained and provided every year to fill the gap created by retiring officers. If
seaborne trade expands by 70% by 2030 then we need to train and produce
40,000 officers every year. If seaborne trade expands just by 35% by 2030, we
will still need to train and produce 25,000 new officers every year. Maritime
training is absolutely fundamental for sustainable shipping (Sekimizu, 2015).
Considering the aging profile of the current seafarer, nearing an average of 45, require a
radical approach by all concerned in the maritime industry. On the grounds that the
shipping industry needs to be an industry of choice for the younger generation, shipping
companies need to be recognized as employers of choice, in order to attract and keep the
young generation in the industry (Cahoon and Haugstetter, 2008, as cited in Acar,
Ziarati, & Ziarati, n.d.). The BIMCO/ISF 2005 estimated a lack of 270,000 senior
officers by 2015 worldwide. Drewry (2014) reported a shortfall of 19,000 officers and
projected an increased shortfall of 21,700 by 2018. Additionally, Drewry (2015) found
that shipping will require an additional 42,500 officers by 2019. The graph below by
Drewry Maritime Research demonstrates that the challenge of imbalance between the
demand and supply of officers can be traced back to 1995. Consequently, the problem
has increased exponentially due to the growth of the industry. The shortfall may vary
from jurisdiction to jurisdiction nonetheless a global concern has been aroused because
shipping is a global industry.
37
Figure 1: Officer supply and demand
Source: Drewry, n.d.
In line with the reported statistics the following was articulated:
Employment of water transportation occupations is projected to grow 13 percent
by 2022, as fast as the average for all occupations. As the economy recovers, the
demand for waterway freight shipping will grow, increasing the need for these
workers (Bureau of Labor Statistics, US Department of Labor, 2015).
According to the Bureau in 2012, 81,600 were employed in water transport. In 2022
there will be a demand of 13% increased employment opportunities. Therefore, 10,900
new employments will be available. Marine Engineers and Naval Architects employed
7,300 in 2012; following in 2022 there is a projected 800 available employments for
more marine engineers and naval architects. As such, there is a 10% projected increase
of new employment in those specific fields. In summary, the employment of captains,
mates, and pilots of water vessels is projected to grow by 14 %. The employment of ship
engineers is projected to grow by 8 %. Employment of sailors and marine oilers is
projected to grow by 16 % in 2022. The outlook of employment appears prosperous for
38
those who are considering a career in the shipping industry. It is important to note that
the statistics presented are reflective of the American economy. In other words, there is
an enormous demand and career opportunity for new-comers to the industry.
In an effort to promote a seafaring career to attract young people the IMO embarked on
‘Go to Sea’ campaign in November 2008. During the discourse, statistics revealed that
only 22.4% of seafarers purposefully wanted a seafaring career. 18.4% became seafarers
just to see the world 15.8% because they wanted better wages, while 7.6% became
seafarer because of family tradition (Life at Sea Survey, 2007/8). Recruiting for the
seafaring career is not automatic; too many factors serve as a deterrent. Perhaps, if there
was another career offering the same opportunities (to see the world) like that of the
seafaring career the industry would have hastily changed their approach in addressing a
number of its concerns. Nevertheless, the possibility of such a career may never exist in
the near future; moreover, the need for transporting cargo will always be a demand. On
the back of such assumption the supply and demand of seafarers is one of the major
challenges that call for a creative and strategic long term approach in securing and
sustaining the shipping industry.
2.9.3 Increased Maritime Awareness
In countries that do not produce essential commodities for example, ripe bananas,
mangoes, potatoes, avocados, watermelons, oil or gas for energy and electricity should
have some knowledge of how those items reached their country. The child should have
an awareness of how the product gets to the store or market for it to be in the home.
Additionally, they should know by what mode of transportation it arrived, as well as the
key players involved in ensuring that there is always a banana or an orange on the
breakfast table. The respect and appreciation for the committed and dedicated seafarers
who submissively spent weeks and months away from their families and friends facing
dangerous working conditions on the high seas, piracy, cultural conflicts and limited
39
resources for a comfortable life onboard vessels, needs far more respect and appreciation
than they receive. Furthermore, the aspiration of the youth to become a doctor, nurse,
lawyer, firefighter, teacher, police officer, carpenter and soldier are delicately wrapped
around the talks given during secondary and primary schools. Therefore, the youth
admire and desire those professions because those were the careers they were introduced
to when the brain was making sense of what was important (Wilson, Horch, & Irvin,
2002). The parents in those professions are normally invited to speak about the
professions. Hence an appreciation and awareness of the professions developed.
In 2009 a survey conducted in Sweden highlighted the lack of maritime knowledge
among the population. Public actors view the sector as merely a transportation sector. As
an intervention strategy in 2011 more effort was concentrated in increasing awareness.
As a result, 1072 students were enrolled is one upper secondary school dealing with
basic fishing education (Bressler & Legrand, 2012). Similarly, Kridel (2010) has found
that authentic education must go beyond the ‘upliftment’ of children to promote an
understanding of the world. If secondary education adopts such a philosophy, then,
maritime education at the secondary level would not be such a mountain to climb to
convince stakeholders of its importance. Moreover, the education system should feel
responsible to educate the youth for the progressive dynamics of society.
An awareness of how shipping affects people, society and the ocean may result in better
governance. Hassellov, Turner, Lauer, & Corbett (2013) stated that the oceans have
become more acidic because the seas have absorbed 30-40% of manmade CO2. Shipping
emissions, a significant source of atmospheric pollution, annually release around 9.5
million metric tons of sulphur and 16.2 million metric tons of nitric oxides. Increasing
acidity poses a threat to marine ecosystems, harming species such as coral and algae,
commercial aquaculture species, such as shellfish. Kolieb (2008) has mentioned that
emissions from ships can account for approximately 60,000 cardiopulmonary and lung
40
cancer deaths each year. The increase in carbon dioxide changes the very chemistry of
the ocean, causing it to become more acidic, jeopardizing the future of coral reefs and
other organisms that produce calcium carbonate shells and skeletons which could result
in the breakdown of many important marine food webs including those upon which
humans depend. Humans too will be directly affected by these changes as huge swaths
of coastline will be lost, weather patterns will change and food production methods will
be altered.
Case studies in recent years indicate that the populations of whales in certain areas, up to
one third, have been found dead due to vessel strikes. There have been many reported
sightings of whales and dolphins with deformed dorsal fins or flukes and/or wounds
suggestive of propeller strikes. Many have died from infections resulting from the
opening of previous ship strike wounds. (Dolman, Williams-Grey, Asmutis-Silvia, &
Isaac, 2014). Additionally, the spread of alien and invasive species, harmful algae,
black-band disease, and red tides to some extent is attributed to shipping activities.
It is necessary to mention that awareness at the secondary level does not serve as a
solution to the death of whales and dolphins or the increase in acidity of the ocean.
However, awareness can contribute to an increase in protection and governance of
shipping activities through good governance and better shipping practices. Good
governance is defined as
The sum of the many ways individuals and institutions, public and private,
manage their common affairs. It is a continuing process through which
conflicting or diverse interests may be accommodated and co-operative action
may be taken. It includes formal institutions and regimes empowered to enforce
compliance, as well as informal arrangements, that people and institutions either
41
have agreed to or perceive to be in their interest (Our Global Neighbourhood,
1995).
In light of the definition, governance is not only the responsibility of policy makers and
stakeholders of the industry but in some respect the general public. Greater success in
governance can be achieved by involving the human element, which is everyone.
Present and potential future players, route planners, policy makers, tourists, community
members and global citizens all have a part in maritime and ocean governance. The
thought that people are aware of possible negative effects associated with shipping leads
to conscious efforts to minimize risk. Secondary education is an open stage for
introducing such awareness to the general populace in a formalized concentrated effort.
It is arguably that the ocean will always have relevance to humanity, some may disagree.
Nonetheless, maritime transport has been in existence for many decades. Therefore, an
absence of notable recognition at the secondary level may be indicative of a general lack
of forward thinking. Many people living on the coastline have no idea of their
environment, many wear clothes and shoes and have not a basic idea of how they were
transported and who are the special people in the process. As such maritime awareness is
necessary in the 21st century.
2.10 Summary
In summarizing, firstly, there are high expectations in secondary education. The
training of the human element for philosophical and sociological changes in society
is a part of the purpose of secondary education that is embedded in the secondary
curriculum. Policy-making is the link to bridge the gap between a competent
workforce and the global labor market. As such a significant interest in sustaining
the industry demands a clear understanding of the implication of supply and
42
demand, the human element as well as the lack of maritime awareness of the
industry.
Secondly, career training has been a part of western education for decades, little
evidence of maritime career education can be found at the secondary level.
Moreover, education psychologists have articulated that the young learner is more
receptive to concepts and if given valuable time and exposure will cultivate
attitudes, views, passions and action that will impact lifelong decisions.
Consequently, the under-representation of MET at the secondary level necessitates
national and global intervention to mitigate the imbalance of supply and demand of
seafarers. As a result, the IMO has been intervening through projects such as the
“go to sea” campaign. However, legal supremacy of sovereign states is the ultimate
solution for reform and rethinking of the purpose of secondary education.
Thirdly, it is important that measures be taken from a national standpoint to
establish convincing arguments based on fundamental evidence of the relevance of
MET at the secondary level. Furthermore, curriculum reform is a paradigm shift
from the monolithic secondary education culture to strategize for a long-term
sustainable solution.
43
3 Methodology
3.1 Introduction
The main goal of this research is to seek answers for questions related to the Relevance
of Maritime Education and Training at the Secondary Level. As such, the questions that
required answers are:
 What are the merits and demerits of MET at the secondary level?
 What are the policies and practices that influence MET at the secondary level?
 What are the trends and challenges that warrant MET at the secondary level?
 What is the role of stakeholders in the process? Then finally,
 How does MET at the secondary level translate to sustainability?
The mixed method approach was used in answering the research questions. “Mixedmethods research helps in complementing one method with another even where these
methods are derived from different methodological positions” (Manuel, 2011 p. 75). The
chapter will be examined in four sections firstly, the selection of participants, secondly,
the instrumentation, thirdly, the data collection, fourthly, the data analyses. Then, the
chapter ends with a summary.
3.2 Selection of Participants
The researcher used the purposive sampling and random survey method in selecting
participants (Lunenburg & Irby, 2008). As such, no geographical area was exempted
from the study. The researcher in seeking a wide cross section of views has targeted
maritime professionals, and persons who have studied and affiliated with the sector such
as educators, seafarers, administrators and policy makers who were willing to
participate. The target starting age group was twelve years, male and female students
from the secondary school level.
44
Against that background students from the World Maritime University were selected, as
well as other respondents from many other jurisdictions. Individuals were also selected
using the criterion sample method on the basis that they had some knowledge of the
maritime industry, for example individuals employed in maritime related fields such as
the maritime administration of the different jurisdictions. Further, snowball sampling
was another of the strategy selected where a few persons were asked to identify other
persons within their jurisdiction to participate in the research.
3.3 Instrumentation
The research instrument describes the particular tool the researcher used to measure the
variables specified in the research questions (Rudestam & Newton, 2007). This research
has utilised the mixed method approach using both qualitative and quantitative methods.
An electronic questionnaire and a semi-structured interview instrument were
constructed. The instruments are discussed independently.
3.4 Research Ethics
It is important to note that the research instruments were approved by the University’s
Research Ethics Committee. All participants gave approval for the content of the
interviews to be used in the research. In keeping with the assurance of confidentially
fictitious names are used for the reporting of data.
3.5 Questionnaire Instrument
The electronic questionnaire (see appendix 3) consisted of twenty-five (25) items,
twenty (20) mandatory questions and five (5) open-ended. In testing the validity and
reliability of the instrument a pilot test was done using eight (8) participants from the
Maritime Education and Training (MET) specialisation group at the World Maritime
University (WMU) and the Caribbean Maritime Institute (CMI) in Jamaica. As a result
items eleven (11) and sixteen (16) were amended.
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3.6 Interview Instrument
The semi-structured interviews (see appendix 2) used open-ended questions to allow
participants freedom in responding to the questions (Sowell & Casey, 1982 as cited by
Lunenburg & Irby, 2008). The instrument consisted of eleven (11) items directly related
to the research questions. Six participants were selected and interviewed from six
different jurisdictions according to the following three categories; countries that have
implemented MET at the secondary level, countries that have not implemented MET at
the secondary level and countries that had implemented MET at the secondary level but
had discontinued. Questions were designed to give participants an opportunity to assess
the merits and demerits of implementing MET at the secondary level as well as the
policies and practices to enact implementation.
3.7 Data Collection
3.7.1 Quantitative Method
In seeking samples for the research a number of contacts were made during field studies
to IMO in London, the Philippines, the Netherlands, Portugal and Norway. Additional
contacts were made during the MET symposium held at WMU in May 2015. Thirtyfive (35) business cards were collected from delegates representing seventeen countries.
Following the approval of the instruments steps were taken to email copies of the
questionnaire to over 50 participants of the Caribbean Maritime Institute. After two days
6 responses were received. Another group of participants from the MET specialization
were sent copies of the questionnaire however only two responses were received. Those
eight responses were used as the pilot sample. In addition to the previous groups, the
thirty-five delegates were also sent electronic copies of the questionnaire. In two weeks
(60) responses were received on the Google spread sheet. Furthermore, the researcher
was given a master list of all the heads of the maritime administrators within the
Caribbean region and all sixty administrators were sent electronic copies. Participants
46
were advised to forward copies to relevant personnel within their departments or
ministries, however only a few responded. Further strategies were employed where the
107 students of WMU were also sent copies of the questionnaire. The researcher deemed
the sample appropriate since all students were aware of the maritime industry and were
pursuing a Master’s Degree in maritime related fields from over forty (40) countries.
Once again only a little over 20% responded. Copies of the questionnaire were sent to
three of the maritime academies in the United States but no response was received.
Participants were given adequate time to respond as well as timely reminders. Due to
time constraints the instrument was closed on August 10, 2015 at 3:26 pm.
3.7.2 Qualitative Method
The qualitative method of data collection strategy incorporated making contacts.
Approximately sixteen participants were contacted for interview, consequently only six
responded. Firstly, the interview consent form was sent through electronic mail to
participants. Secondly, all six were interviewed. The countries the participants
represented were: Norway, the Netherlands, the UK, Egypt, Guatemala, and the US.
Two were interviewed during the Norway field studies. Two were interviewed at the
WMU while the other two were interviewed using the ZOOM meetings online platform.
Interviews were recorded with participant’s permission. Thirdly, all interviews were
then transcribed. The selected sample is consisted of three males and three females.
Moreover, interviews were scheduled according to the interviewee’s availability.
However, those on the field studies were not scheduled in advance. The interviewees
were professors at maritime universities, Helpant Dean for Libraries at the University
in South California who had started researching on maritime careers and the shortage of
library material in maritime education, the Head of Maritime Training and Human
Element section at the IMO and the final participant was a student specializing in MET
at WMU. The interviews lasted within an hour. The participants were encouraged to
share their institutional as well as personal view on the subject of MET at the secondary
47
level. One of the benefits of the semi-structured interview was that questions are formed
to get thorough responses as well as to allow probing of answers for more depth.
3.8 Data Analyses
3.8.1 Quantitative Analyses
Quantitative analyses of the data from questionnaire responses were analysed by
examining the demographic information of participants using comparative analyses of
male-female responses, age group responses, responses as per jurisdiction as well as
region. Pie charts, tables and graphs were capitalised on to display descriptive statistics.
The Statistical Package for Social Sciences version 19 (SSPS) was used for data
analysis, specifically for Chi-square analysis for association and relationship between
categorical variables (Dewberry, 2005). Further, graphics for descriptive statistics were
generated from Google Spreadsheet.
3.8.2 Qualitative Analyses
The Atlas.ti2
qualitative analyses software was used to analyse the transcribed
interviews. After that, responses were coded in themes according to repetition of
particular sayings. Then, interviews were analysed on a comparative basis in terms of
geographical location and experiences of participants as well as the involvement or
influence of the participant at a national level.
3.9 Summary
The purpose of the methods chosen was to validate answers to the relevance of MET at
the secondary level, through purposive and random survey sample selection. The mixedmethod was deemed suitable for employing qualitative and quantitative instruments of
questionnaire and interview. Concerted efforts were made in data collection to ensure

2 http://atlasti.com/
48
wide cross sections of jurisdictions were represented in the study. Finally, data was
analysed using Atlas.ti, and SPSS (version 19). The findings and results of the data are
presented in chapter 4.
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4 Presentation and Analyses of Data
4.1 Introduction
This chapter presents the results and analyses of the study examining the Relevance of
MET at the Secondary school Level. The specific questions guiding the study are:
 What are the merits and demerits of MET at the secondary level?
 What are the national practices and underlying policies that inform the delivery
of MET at the secondary level?
 What are the current trends and challenges within the maritime industry that may
warrant MET at the secondary level?
 How can MET at the secondary level translate to sustainable development within
the maritime industry?
 What is the role of stakeholders in implementing MET at the secondary level?
With reference to the tools described in chapter 3 particularly Atlas.ti (qualitative data
analyses software) a number of codes (20) were initially generated. Upon reviewing the
codes some were combined forming sub-code groups; some were deleted, while others
were renamed. As a result, the end product of the coding process led to six (6) main
themes namely: awareness, secondary education system, stakeholders, benefits,
challenges, and strategies. The main codes were support by ten (10) sub-codes. Results
of the qualitative data analyses are presented first using the five main themes followed
by the quantitative results using descriptive and inferential statistics.
50
4.2 Qualitative Data Analyses
4.2.1 Awareness
4.2.1.1 Level of awareness
The relevance of MET at the secondary level within any jurisdiction lies in how much is
known about the industry. Awareness is to know about something, whether through
primary or secondary experiences (Collins, 1995). One of the buzzwords articulated
frequently by participants was ‘awareness’. The level of maritime knowledge depended
on various factors such as geography and the jurisdiction’s interest in the industry.
Therefore MET at the secondary level is motivated by the jurisdictions’ interest in the
industry and geographical proximity to key places. Awareness appears to be one of the
main initiating factors in the process of recognising the relevance for implementing
MET at the secondary level. The following was articulated by participants. All
statements were transcribed and are shown below verbatim.
Jean, Female, Helpant Dean at Southern California University in the US
I do not think maritime education is exposed to our kids as a viable career option
in the US. This sparked my interest because worldwide it is a huge employer so
having such a big industry that is not going away. With job security low,
especially when we are in a recession, it is very odd that this field is not being
promoted.
Bob, Male, Senior Manager, International Organization
Younger people are unaware of this industry at that age. The only time they do
become aware is when they are looking for employment. They find this field as
one of the ways to try and find employment but quite often the percentage of
drop-out is quite high because they find that this is not what they wanted and that
is a loss of investment.
51
Drop-out is an important point mentioned by Bob. There is a need for discussion in
regards to factors leading to the drop-out of seafarers. A number of possibilities are
worth examining, however providing pros and cons of the industry at an early stage is
fitting for youths making an informed decision for their career path.
Sillia, Female, Professor at Maritime University in Egypt
Maritime education at the secondary level is under-represented [as regards to
curriculum at the secondary level].
Kelvin, Male, Professor, the Netherlands
The long history of this domain where everybody knows what ships are is not
automatic anymore. In Netherlands our generation said if your uncle,
grandfather, cousin brother and you have been in the business there is no need of
introducing this education at the lower level.
4.2.1.2 Geography
In a number of jurisdictions’ awareness seems to be linked to geographical factors. The
location of ports and MET institutions within communities contributes to the citizen’s
interest and understanding of the industry. The knowledge of maritime domains signifies
the possibilities of being employed in the port or studying at the institution(s).
Furthermore, the youth are targeted as possible candidates for matriculation within
programmes as well as for employment; hence the level of awareness in those
communities appears to be relatively higher.
Tania, Female, Professor at Norwegian Maritime University
It depends on where you are from. If you are from the coast of Norway, you will
have a very high degree of knowledge because it is very important to that coast.
If you are from the inland or capital areas, then you don’t know much. A lot of
52
persons know that there are ship owners, but not so much of the Maritime
Industry (maritime industry) so there is a knowledge gap of the industry.
Andre, Male, MET Student at WMU from Guatemala
We started maybe 5 years ago with a local campaign but we did not have enough
resources to cover all the national territories. The ministry of national defense
designated some quantity of money to create local campaigns around our ports
because these persons are connected with this kind of environment.
Jean, Female, Helpant Dean at Southern California University in the US
The US has just a handful of university level of maritime training so I’m trying
to figure out who in those schools are in charge of the outreach so we can get
first hand as to what it is that they do and how broad it is. I suspect that it is very
narrow and aimed at schools that are geographically close to the universities.
The recognition of the low level of maritime awareness on a global scale has propelled
the IMO to create strategies to mitigate this knowledge gap. One of the initiatives was to
appoint ‘IMO Ambassadors’ in member states.
We are also considering the idea of ‘’IMO Ambassadors’’ to be appointed in
IMO Member States to carry out a serious campaign for the promotion of
international shipping and the maritime industry, for example an open day at
IMO for school children and a symposium in September on maritime education
and training (Sekimizu, 2015).
4.3 Secondary Education System
4.3.1 Structure of Secondary Education and Curriculum
The influence of the philosophical, sociological and psychological domains that defines
the fundamental infrastructure and development of secondary education is rooted in the
53
heart of the curriculum. (Tanner, 1990) These are the factors that may mandate a
paradigm shift in the structure of secondary education. Participants agreed with
arguments made by Kridel, (2010), Pinto (2012) Chan (2012 and Print (1993) for the
Secondary school curriculum to be reformed.
Betty, 50-year-old Female, manager – Belize
The Education sector is too traditional bound. There is a lack of understanding
that education need to be more relevant to the opportunities.
Sillia, Female, Professor at Maritime University in Egypt
Technical education is one of the branches of education that need improvement
over the years. First of all, we need to look at the secondary level schools, the
trainers as well as the curriculum. Another problem is getting qualified maritime
trainers, if there are qualified trainers and a good curriculum then there will be
qualified students.
42-year-old Female, advisor –Australia
The Australian curriculum has lost focus on delivering vocational training, rather
focusing on subjects that schedule people for universities than trade and
professional careers.
Kelvin, Male, Professor, the Netherlands
The curriculum in the secondary school is not highly defined by the government
such as history, geography and other subjects. It has evolved, and now there is
information computer training (ICT). This is as far as the government used to go,
but it is now up to the educators to make the curriculum. They would now
include maritime aspects if they considered it important.
54
A situational analysis of the secondary education curriculum in fulfilling the civic,
democratic and job-related objectives of society is indicative of an intervention. In
illustrating this point a number of the participants expressed that the design of the
secondary curriculum must fit the purpose of society. As such curriculum reform is
needed for an increased maritime awareness at the secondary education.
4.3.2 Human Resource
In a more realistic context the lack of maritime awareness at the secondary level shows,
firstly, that human resource is important for capacity building as well as to train the
students. Participants shared that having qualified human resource informs the decision
making process of implementing MET at the secondary level. Secondly, it informs if the
required resources (instructors) are available to undertake the implementation. The
participants articulated the following:
Bob, Male, Senior Manager, Doctoral dissertation writing service Canada International Organization
Every country should encourage the maritime education frame work. Part of the
teachers training or career development could also look at the option of maritime
trainers. You cannot take an ex seafarer and turn them into a trainer overnight.
You need to get that training aspect within the teacher framework and blend that
with the maritime expertise. If you don’t take an initiative to create an awareness
of this industry then this industry cannot have a sustained [supply of] competent
human resource. That is the importance of creating the awareness. Like in any
other industry, you create the advantage. You don’t expect a 100% bargain. If
you can get 50%, where you did not have 50% before, you are expected to win.
The problem globally is that, those that leave are not replaced by persons that are
equipped fully to carry out the work. One of the primary reasons is that industries
don’t have people to run the industry. People are hesitant to dialogue mainly
because of money. This needs a sustainable solution. This starts from the lowest
55
level, secondary school. This is a long-term plan and solution that needs
committed people
Kelvin, Male, Professor, the Netherlands
Getting the teachers to understand the maritime industry is important. The
teachers of geography should understand what the maritime profession is all
about. The mathematics teacher should know how mathematics is applicable to
the navigation field. In this way the maritime concept and awareness can increase
not only to the students but to parents, society, and teachers within secondary
schools.
Andre, Male, MET Student at WMU from Guatemala
The increase in the number of ship means that we need more seafarers. We need
more officers, more managers more operators and more people to work in the
activities of these vessels. For example cruise; the cruise business is trying to
open new areas to explore for the tourist industry such as the polar region. That
is why IMO is developing the Polar Code because there is an increase in the
number of vessels that are visiting this area. Therefore there is going to be a
necessity for people.
4.3.3 Sustainability
For the continuity and preservation of the maritime industry the concept of a sustained
industry was voiced by a number of the participants. Importantly, the rates of change
that has been experienced in the industry globally, as well as unpredictable changes,
were concerns expressed by the participants. As a result, secondary education was
highlighted as one of the lasting strategies that jurisdictions could use as a mitigating
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approach to enhanced sustainability for resilience, maintenance, improving and adapting
to changes within the industry.
Bob, Male, Senior Manager, International Organization
I think it is an investment for the future than a profit in the shorter, quicker term.
We are talking about a resource here for the long term sustenance; for this
industry’s sustainability. And to have that sustainability, companies or the
industries need to invest in people and that investment should begin at a younger
age and the return from that investment is not tomorrow but in the long run.
Jean, Female, Helpant Dean at Southern California University in the US
In teaching the 13 and 15 years old children, the future of the industry is
guaranteed. One may not see the need now but it is necessary for the future. So,
it’s better to educate the population for what is coming in the future. I’m sure all
the stakeholders want to be in business the next 20 years.
4.4 Stakeholders
4.4.1 Policy
Crucial to the implementation of MET at the secondary level as expressed by
participants, is the role of the stakeholders. They are the core and epicentre for
propagating the need for awareness, for curriculum reform and for creating MET policy
framework. Łopuski (2008) as found that domestic commercial legal framework of
maritime policy was more evident in the nineteen century. Participants also shared
similar arguments. Much mention was made of the lack of policy in stirring the
implementation of MET at the secondary level and the general development of the local
industry. Furthermore, stakeholder’s interest in the maritime industry appears to be
stifled by lack of knowledge. Meanwhile, political will in some jurisdictions were
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muzzled by the definition of who were the stakeholders and who had authority to
determine the actions to be taken in the interest of the industry.
Kelvin, Male, Professor, the Netherlands
Who are the ship-owners nowadays? In the old days it was the seafarer’s family.
They had a feel for the profession. Nowadays the ship-owners are the banks, the
medical surgeons who have a lot of spare money. They purchase a few ships and
let the crew agent manage the ships. Part of the problem in the industry is to
identify who the ship-owners are. Sometimes they are not knowledgeable of the
shipping industry. In the past, shipping was a family business and they wanted to
maintain the fleet for the future. But now it is quick money and then the money is
gone which today is an interesting mechanism.
Andre, Male, MET Student at WMU from Guatemala
The country has to learn how other countries develop this kind of policy,
countries such as Japan, UK, and Denmark. Each country is different and each
culture is different so we need to learn what they are doing and try to implement
this in our society if we can implement it. Hopefully, we will have to do some
changes but I think that is the first step in order for us to know what we can do.
Also I think we can ask international experts in education to come to our country
and to find out what we have to do. My country has only developed a maritime
policy in 2014.
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50 years old, Female, Manager, – Belize
The lack of understanding of the policy makers as to the opportunities available
in the Maritime Sector is a barrier in promoting the industry to cultivate an
interest. Perhaps those in the field want to keep the industry exclusive.
Tony, 49-year-old, Male, Supervisor- South Africa

The main area of the maritime industry is not run by the governing political party
and they don’t want to Help this province for political reasons. Politics!!!!!!! Got
to love it!
Sillia, Female, Professor at Maritime University in Egypt
What is needed is for the national authority to look into the policy and
deficiencies of the technical schools and the secondary schools. Also the policy
makers do not have any national policy over the years to encourage a set of
strategies towards students joining the maritime field at the secondary level.
Bob, Male, Senior Manager, International Organization
It comes down to the national policy makers of the country to show how widely
important shipping is and for the maritime industry to enhance for the next
generation.
4.4.2 Interest of the country
It has been found that the stakeholder’s interest in the industry was motivated by their
dependency and benefits from the industry. Jurisdictions that depend on the industry
economically appeared to be more committed in developing policies to educate at the
secondary level e.g. Norway as indicated by Tania below. On the other hand, those that
do not see much economic benefit were less likely to promulgate MET at the secondary
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level for e.g. Kelvin. The following are articulated in context of countries that
implement MET at the secondary level, countries that had implemented but discontinued
and countries that had not implemented MET at the secondary level.
 Country that Implemented MET at Secondary Level
Tania – Female, Professor at Norwegian Maritime University
The maritime authorities in Norway tell us how they want MET to be
implemented. They are the ones that approve the study plans. The national
maritime policy was developed in 2006. However, it is the ministry of education
that governs the schools. We are basically governed by two laws. If you do not
choose as students, at the secondary level, to be taught the maritime education,
then you will not be introduced to that area. The maritime industry is our second
largest exporter after gas so it creates large revenue for the country. The industry
employs about 120,000 people so it is extremely visible. We are also one of the
world’s only complete maritime clusters. We also have another track in Norway
to raise awareness to the young people; it is called ocean talent camp. We also
have something called ocean space race but those are for secondary education
students who haven’t chosen maritime courses. So, we have several things that
we do in Norway to raise awareness.
 Countries that have not Implemented MET at Secondary Level
Mark, 51 year-old male, Marine Surveyor – India
Currently the major focus in India is [more] on the information technology sector
than on the maritime sector; more publicity at the secondary level may pave the
way for students who are trying to pursue an education in maritime training.
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Peter, 44 year-old Manager, male – Guatemala
The Guatemala government is not interested in creating and developing maritime
policy or laws in favor of MET or the sea. “Fish do not give votes during the
presidential elections.”
 Country that had Implemented MET at Secondary Level but had discontinued
Economics was a dominant factor for the starting and the continuation of MET at the
secondary level. A participant from one of the jurisdictions that have implemented MET
at the secondary level but had subsequently stopped articulated the following.
Kelvin, Male, Professor, the Netherlands
Netherlands had stopped offering MET at the secondary level because there was
hardly any interest of the youths for that. The ratings from Philippines were more
economical than from Netherlands so they were not employing Netherlands
ratings anymore. And so the interest for rating type training went down. So there
was hardly any interest there in making the system to educate them.
It is noteworthy to mention that the Netherlands did not implement MET at the
secondary level as a means to introduce a maritime career option but as a certification
for ratings. Also, there were a number of other countries that had not implemented Met
at the secondary level. However, India and Guatemala were used as examples.
4.5 Benefits
Evidently, the presence of a basic maritime background at the secondary level serves as
a promising professional career. Jurisdictions predominantly and profoundly embraced
the relevance of such a choice having expressed the numerous benefits that may be
experienced from implementing MET at the secondary level. It is noteworthy that the
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purpose of secondary education to prepare youths for job-related duties was one of the
forceful factors that were articulated by participants.
4.5.1 Career Opportunities
Bob, Male, Senior Manager, International Organization
The merit of an introduction to MET at the secondary level is for the overall
advancement of this industry itself and the potential for younger people to
choose this as an avenue for future employment. The positive impact also is that
those that choose to enroll in this program would be the beneficiaries that serve
the mature part of the industry in the later stages of their lives. The benefit will
be as a result of the initial initiation and that message will stay with them.
Kelvin, Male, Professor, the Netherlands
Children at that level are still making up their minds of what they want to do.
Introducing it will give the awareness so that they can decide if they want such a
career. This is the system that we had for many years where we go to high
schools to bring this kind of awareness. For example, the students were able to
hear from the shipping companies and students that were enrolled in the
maritime programme as well as lecturers. The parents who were there at the
school are able to hear about what the maritime business is all about.
The point made by Kelvin is a perspective shared by Athanasios & Adolf, (2011) of
the lack of push by the industry and relevant actors in getting young people to
pursue maritime careers. It is at the secondary level that career education is
introduced to the youth. At this level career exposition is done where schools
introduce options (Haun, 2014). Therefore, there is a platform where the maritime
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industry can be considered as a viable career option. Parents are more involved in
their children’s lives during this stage; as such education outreach can expand itself
beyond the classroom into the homes.
4.5.2 Making Global Citizens
Jean, Female, Helpant Dean at Southern California University in the US
My dissertation was on global citizenship and education. I believe education is
an equalizer. We are becoming a globalized world. Any industry that is global
has an inherent value because people going in the field are going to be global
citizens. You cannot be in maritime field and not understand the cultural
differences of the people on the boat with you. This field will breed better global
citizens.
The key points of ‘Global Citizen’ and ‘Education is an Equalizer’ made by Jean are
good examples of providing equal opportunity to the youth in career choices across all
professions and industries. In a global industry such as the maritime industry, cultural
awareness is an important element in developing tolerance as well as an appreciation for
other cultures. This was also articulated by Danns and Span, (2008) as one of the
strategies used by the USA at the secondary level in mitigating cultural differences
during the peak of influx of nationals from different countries.
4.5.3 Agent of Change
Andre, Male, MET Student at WMU from Guatemala
These young people will be the agents of change in the society to open
our eyes to the sea and see what we are losing with the resource that we
have. They are going to spread this information to the society. I think that
would be one of the main points for us to show how important the sea is.
These young people can be this change in our society.
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4.6 Challenges
A number of challenges were foreseen as barriers in implementing MET at the
secondary level. The following were expressed.

Jean, Female, Helpant Dean at Southern California University in the US
The biggest challenge is presenting this in an economically easy way for our
schools to adopt it. I think we should use means that are free to overcome our
challenge. The second challenge is showing that there are jobs available in this
field. The Bureau of Labour Statistics in the US provides this information. These
clusters may not all agree on how work should be done. They may not agree on
what part of the industry should be shown in the outreach program. There also
might be some conflicting interest among the stakeholders that have to be dealt
with delicately. How do we get both the stakeholders to be happy and buy in? In
order to solve any problem we have to ask the persons having the problem how
do they believe it can be solved. We are then able to develop solutions around
that.
Marcus, Male, Mariner -South Africa
Few realize the importance of the maritime industry/shipping to the country’s
economy. While its importance is recognized in some quarters, the
implementation of maritime education is poorly planned, and those with
experience are largely ignored in favour of quick-fix “grand” schemes that do not
work. Little attention is given to the proper and thorough training of teachers in
the maritime field. This is such a complex industry with its own ethos, jargon
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and work ethic – and teacher training is of paramount importance. Sadly, that has
been neglected.
Bob, Male, Senior Manager, International Organization
The biggest challenge – which has been a challenge before – is to engage with the
managers. Everyone needs to talk to each other. Administrations have the
responsibilities for putting in regulations and rules. Companies have the duty to
implement and adhere to rules. One cannot work without the other; if the rules
aren’t there then no one has any rules to follow. These rules govern how
operations should be taken out. Without making and implementing them
companies will have nothing to follow or even know of anything to follow. This
may cause chaos when the roles are questioned. Therefore communication with
all factions is an important and key.
4.7 Strategies
As highlighted, the strategic approach in implementing MET at the secondary level
varies from jurisdiction to jurisdiction. There is no single policy to fit all. However, the
bottom line as expressed by participants after examining the shortfall of policy and
political will comes down to networking/collaboration and an understanding of the
importance of the industry. The IMO, in a view that validates the proposed strategies
expressed by participants states “there will be a distinct role for governments, for
industry, for international organizations and for all actors to collaborate with the aim of
achieving the three dimensions of sustainable development across the Maritime
Transportation System – the economic, social, and environmental dimensions” (IMO,
2013, p. 10). The following points were voiced by participants.
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Kelvin, Male, Professor, the Netherlands
To get this into policy for countries that see the need, the educators in this
respect play a very vital role [together with other stakeholders]. [For example]
the move from mono training to dual training in the Willem Barentsz Maritiem
Instituut (Dutch spelling) in Netherlands was a collaborative effort from the
Ministry of Transport, the education sector, the shipping associations and the
seafarers’ association. All these four together were at the table and they all
agreed to alter the traditional seafaring education system from mono to dual
purpose.
Bob, Male, Senior Manager, International Organization
A part of the national policy is to send the message out. It should be part of the
administration’s duty to roll out some kind of national program of awareness and
supported by MET individuals. The providers are the experts in this subject. e.g.,
managing directors as well as the trainers should have knowledge of the
functioning of the MET and the importance of the MET.
Tania – Female, Professor at Norwegian Maritime University
If we ought to raise awareness we cannot leave this to the secondary students or
institutions. We have to give it to someone who has the outreach of people;
Social media and going into lower levels and talking about the industry. It must
not be the education system responsibility only. I don’t think they have all the
resources to do that. The awareness that we are doing is getting persons to know
that we have a maritime industry. Many persons still don’t know how valuable
this industry is. So, we are promoting the values and importance of the industry.
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Jean, Female, Helpant Dean at Southern California University in the US
We would probably not be successful at the federal level because we would be
saying that the federal government has to provide this outreach service. We
should start around the cities that have major ports and maritime universities
because those cities would most likely want to work with us. We could use
application to universities; we would work with some important school districts,
assembly, and career day. This would spread naturally by outreach programs.
Sillia, Female, Professor at Maritime University in Egypt
The work of the ministry and the head of state are to do their best to propagate
the industry. I have organized conferences and workshop as a part of my role in
bringing awareness. This too can be done through conferences and national
media to bring awareness of the implementation of the maritime industry at the
secondary level. They have a role to play in the optimization of the maritime
industry.
Awareness is one of the benefits of MET at the secondary level. While there are other
strategies that can be utilized to bring awareness, the secondary level is where a farreaching impact can be made.
4.8 Quantitative Analyses
In administering the survey instrument a total of 98 participants answered the
questionnaire. Of the 98 respondents 8 were used as a pilot test and are not included in
the analyses. As a result, the final data count for analyses is N= 90. The data was coded
for inferential analyses (Chi-square analysis of categorical variables) using the Statistical
Package for the Social Sciences (SPSS) software (v.19) (Dewberry, 2005).
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The average age of 42.4 of the sample’s demographics for age, gender ratio, region and
level of education is shown in figure 1. The percentage indicates rate of participation.
Table 1: Demographic Information
Analysing the quantitative data from survey it was found that 76% of the sample were
employees. From the 76%, 33% were mangers 19% were supervisors and 10% were
directors. 73% of participants were aware of the maritime industry in comparison with
81% who were affiliated with the maritime industry. Majority of the participant’s
interest in the industry was motivated by economic benefit at 43% while 36% were
motivated to pursue maritime careers and 33% wanted to travel the world. It should be
noted that the related motives were found in the literature (life at Sea Survey 2007/8).
An important finding was that only 34% said that MET was offered at the secondary
level while 54% said there was no MET exposure at the secondary level in their
jurisdiction while 13% did not know. 78 % of participants who had MET at a higher
level stated that having MET at the secondary level would have helped.
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Figure 2 Response to Secondary School with MET
A number of dependent and independent variables were tested for association using Chisquare. However there were no indications of substantial relationship among those
tested. One could intuitively assume that variables would have mapped for statistical
significance however results were unexpected. For example: chi-square was used to
examine the age of participants with those that had maritime awareness. The relationship
between age group and awareness was not statistically significant, chi-square (8, N=86)
=8.094, p = 0.424. In spite of an absence of statistical significance a different view can
be interrogated from the finding. It should not be assumed that those who are older are
more aware of the maritime industry; age seemed not to be a factor in how much people
know about the industry. Therefore intervention to increase maritime awareness should
target all age groups. Secondly, it was found that the participant’s position in the
organisation was not related to their awareness of the industry. As this relationship was
also found to have no statistical significance, it appears that position in the organisation
is not an indication of maritime awareness. Hence as it related to stakeholder and policy
makers they should not be overlooked as a target group for awareness creation. It would
also imply that the lack of maritime policy could be related to lack of awareness by
those in authority to create policy. Chi-square also showed that 27.7 % of the African
and Caribbean regions agreed that MET at the secondary level would sustain the
maritime industry, compared with 23% Asian region, 14% European region and 6.4%
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of the North and South America region agreed that MET at the secondary level could
sustain the maritime sector (see appendix for 4 graphs).
4.9 Summary
Chapter 4 have shown that
 Participants articulated the need for awareness in the context of the jurisdiction’s
interest.
 Numerous benefits for MET at the secondary level were indicated.
 However, there is a need for collaboration and the creation of policy for the
implementation of MET at the secondary level.
The discussion of the findings is done in chapter 5.
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5 Discussion of Findings
The presentation and analyses of the data were reported in chapter four. As such, the
structure of this chapter consists of a summary of the study, discussion of the findings,
implications for practice, recommendations for further study and a conclusion. Further,
an understanding of concepts and ideas that were studied will be expounded on in
context of the research questions and objectives on the relevance of MET at the
secondary level. Discussion will be undertaken in respect of the literature, linking the
impact of introducing maritime concepts to the learner during the early years. Data that
has been reported will be examined to extract support as well as connection to ideas.
5.1 Summary of the Study
The purpose of this study was to substantiate answers to the relevance of MET at the
secondary level. The guided questions were: What are the merits and demerits of MET
at the secondary level? What are the national practices and underlying policies that
inform the delivery of MET at the secondary level? What are the current trends and
challenges within the maritime industry that may warrant MET at the secondary level?
How can MET at the secondary level translate to sustainable development within the
maritime industry? What is the role of stakeholders in implementing MET at the
secondary level?
Maritime education and training does not have a visible presence at the secondary level.
Moreover, literature in this domain is significantly lacking as such the effect of MET at
the secondary level on the maritime industry is not known. As a global industry it is
important to educate the youth about the critical role of the industry on the global
economy and society in general. As such, the theoretical framework of this study is to
link the impact of early education on the maritime sector and in a general sense the
society at large. Additionally, the lack of awareness of the industry’s existence limits the
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viable option of increased entrance to the industry as well as the creation of a sustained
entry of high-calibre of human resource to the maritime workforce. Against that
background the study was employed to add information to the domain.
The study included 102 participants. Of the 102, 98 participated in the survey, 6 were
interviewed, and 2 of the 6 that were interviewed participated in the survey and were
counted in the 98. Eight (8) of the 98 participants were used as a test which resulted in
N=90 as the final count for data analyses. Of the category of participants interviewed,
three were professors of maritime colleges/universities, one was a student at WMU,
another was a Dean at the University of South California, and finally the sixth
participant was the Head of Training and Human Element Department at the IMO.
The sample participants came from 34 countries and were selected on the basis that they
had some knowledge of the maritime industry. However, those who were chosen on the
basis of snowballing may not have fitted those criteria. 60% of the participants were
male while 40% were female. The education background ranges from secondary to
doctorate degree and the average age of participants was 42.4.
Research questions were predominantly answered using qualitative data. Atlas.ti
(qualitative) and SPSS (chi-square –quantitative) data analyses software were employed
in analysing the data by creating thematic codes as well as reporting on statistical
significance of categorical variables. The qualitative answers provided a wider range of
views that are significant in addressing the research questions in practical and theoretical
ways. The inferential statistical analysis provided possible views that are worth
examining for further studies as well as possible policy intervention strategies. Further
discussion on findings is found in the next section.
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5.2 Discussion of the Findings
Researchers Kamens, Meyer, & Benavot (1996), Paquette & Fallon (2014), Hadley
(1902), and Cohen (2006) among others have written on the purpose of secondary
education. They have outlined substantive reasons why secondary education is
important. Experts in education psychology have demonstrated the effectiveness of
educating the youth for changed behaviour and lifelong learning. The goal of the
discussion is to provide the findings for the relevance of MET at the secondary level
from the data for each of the five research questions.
5.2.1 Research Question 1
What are the merits and demerits of maritime education and training at the secondary
level?
Results for research question 1 have found that the merits and demerits of MET at the
secondary level can be categorised in three areas: jurisdiction’s geography, economic
benefits and the interest of the government.
 Geography
As indicated by (Tania, Andre and Jean in their interviews) the proximity of ports and
MET institutions in communities are contributing factors to the relevance of having
MET in the secondary school in particular locations. In essence the awareness of the
industry is informal. The hidden curriculum appears to be very active in providing
awareness, hence formal education is not deemed necessary. Another finding related to
geography is that efforts in the structural plan to increase awareness are done in areas
where maritime activities are concentrated. As a result, less interest is displayed in
educating the youth in general especially if they are not within range of the area.
 Economics
It was found economic benefit was a major player for implementing MET at the
secondary level. It is worth noting that 43 or the 90 participants indicated that economic
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benefit was their motivation for joining the industry. Kelvin explains that training of
ratings by his jurisdiction was not economically viable due to the affordability of ratings
in other jurisdictions. Additionally, one of the challenges was the affordability of
resources for implementing MET at the secondary level as indicated by Jean. On the
other hand, it was found that the training of more professionals for the workforce to
sustain the industry with the right calibre of people was also a notable economic factor.
This was also stated by Carnevale, Smith, & Strohl (2010) and Siegel (2009), that
secondary education is a strategy to provide young people with employable skills.
 Interest of the Country
Another finding was the interest of jurisdictions in the industry. It was noted that
countries that have no interest in the industry do not see the relevance of adding
maritime content to the secondary level curriculum. The philosophical orientation of
society that influences curriculum development, as articulated by Print (1993), bears no
weight towards changing the curriculum.
The findings could imply that for secondary education to be meaningful economic
benefit must be attached. However, the literature highlights Paquette & Fallon, (2014),
Ku, (2013) where they indicated that secondary education goes beyond mere economics,
for example, it provides awareness of culture. As such, jurisdictions need to understand
the purpose of secondary education. Additionally, the informal curriculum of the
proximity of the port and MET institutions is not targeting the youths, who may have no
business in the port or MET schools; hence there is a need for purposeful education.
5.2.2 Research Question 2
What are the national practices and underlying policies that inform the delivery of
maritime education and training at the secondary level?
National policy is indicative for the implementation of MET at the secondary level.
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 It was found that maritime policy was lacking in promulgating MET at the
secondary level. As mentioned in the review of literature UNESCO Report
(1970) and Łopuski, (2008), education policy framework is lacking to effect
change, while maritime domestic policy was late in its development.
 Policy for implementation requires multiple involvements across ministries or
departments within jurisdictions. Tania and Andre indicated that the Ministry of
Education, Ministry of Transport and in some cases the Ministry of Security
were involved in the process.
 It was found that one of the jurisdictions had developed its maritime policy in
2014, another in 2006 while another is yet to develop any policy as reported by
Tania, Andre and Sillia in their interviews. It was observed that 33% of the
participants were managers, 10% were directors (see fig.3). As such it can be
assumed that a positive representation of policy makers was among the sample.
 Another important finding was that policy makers were not as knowledgeable as
they should be about the industry. Inferential analyses showed no relationship
with those in position and their awareness of the industry. Therefore, maritime
policy is not necessarily informed by stakeholder’s knowledge of the industry.
 Political instability, were noted as a barrier to create policy for implementing
MET at the secondary level. One jurisdiction mentioned that each time there is
a change in government the process of creating policy starts all over.
 Another finding showed that collaboration between relevant stakeholders was
lacking for joint effort in developing policy. As such, policy was indicated as
one of the underlining barriers for the implementation of MET at the secondary
level.
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Figure 3: Response by Position
5.2.3 Research Question 3
What are the current trends and challenges within the maritime industry that may
warrant maritime education and training at the secondary level?
The study found the following as trends and challenges that warrant MET at the
secondary level.
 The increased number of vessels and shipping activities in new found areas such as
the polar region was found to be a new trend. As such, new business in the tourist
industry will generate the need for an increased workforce. The IMO SecretaryGeneral mentioned the need for new officers and maritime professions each year due
to the projected 35% increase in seaborne trade and shipping by 2030 (Sekimizu,
2015) as previously cited in the literature review. The Bureau of Labor Statistics, US
Department of Labor (2015) has noted the need for additional human resources,
followed by Dewery (2014) who indicated the projected shortfall of officers.
 Another finding was the constant dropping out of seafarers to land-based
employment as mentioned by Bob in his interview, which was viewed as a waste of
investment. As such there is a need for early education as a means of sifting those
who are committed to work in the industry.
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 The noticeable age of seafarers who are moving towards retirement has been found
as a trend that needs a long-term strategy (Bob and Kelvin interviews).
 Attracting younger people to the industry was found to be one of the challenges.
Evidence was seen in the literature where Athanasios & Adolf (2011) found that
there was an absence of any active role of the maritime industries, companies or
interest groups and associations in ‘pushing’ young people to pursue higher
education in maritime careers by introducing relevant subjects to them. The response
of youth in accepting an idea earlier is deemed more positive than later hence the
theoretical framework of the study for early awareness. It is worth noting that only
34% of participants had MET exposure at the secondary level. The IMO Youth
Ambassador program was cited as a strategy to attract youth to the industry
(Sekimizu, 2015).
5.2.4 Research Question 4
How can maritime education and training at the secondary level translate to sustainable
development within the maritime industry?
 Descriptive statistics found that 47 of the 90 participants agreed that MET at the
secondary level sustains the industry. However, inferential statistics (chi-square)
found the African and Caribbean regions with 27.7% compared with the Asian
region with 23% agreeing that MET at the secondary level sustains the maritime
industry. However, the European region with 50% disagree that MET at the
secondary level is a sustainable strategy.
 Additionally, it was found that investing in educating the youth was a long-term
sustainable plan. The following was articulated by Bob: “This needs a sustainable
solution, and it starts from the lowest level, secondary school. This is a long term
plan and solution that needs committed people” – a position reinforced by Kelly
(2012) who indicates that secondary curriculum reform is a measure of sustaining
career opportunities.
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5.2.5 Research Question 5
What is the role of stakeholders in implementing maritime education and training at the
secondary level?
 The role of stakeholders has been found to be the epicentre of implementing MET at
the secondary level. It was noted that policy and curriculum reform rests with the
stakeholders within jurisdictions.
 It was found that one of the challenges of implementing MET was the conflicting
interest that may arise among the stakeholders; conflicting interests that have to be
dealt with delicately. It was noted by ‘Jean’ that the stakeholders need to be happy in
order to buy into the process. This finding can be connected with the finding for
research question 1 where the implementation of MET at the secondary level is
influenced by economic factors.
 Another finding was the uncertainty of who the stakeholders were, as well as their
role. Kelvin articulated that in his jurisdiction the understanding of stakeholders
were not clear whether they were the ship owners or the government. The idea of
stakeholder was found to be well used but is not clearly understood. Additionally, in
another jurisdiction the government was not deemed as the stakeholder as such; the
authority to influence policy to promulgate MET at the secondary level did not rest
with them. “The ship owners ‘they call the shot”, as articulated by Tony.
 A number of the respondents felt that, government ministries and heads of
governments could do more to propagate the industry (assuming they were
themselves aware of the need to do so) and to organize conferences and workshops
as a part of their role in bringing awareness. It was found that educators as
stakeholders need to play a vital role by collaborating with the relevant parties in the
process to encourage implementation (Kelvin and Sillia interviews).
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5.3 Implications of the Findings
Many findings have been reported indicating the relevance of MET at the
secondary level. Similarly, many challenges and barriers were also reported. The
findings of the study speak to the lack of maritime awareness by the youth and
perhaps surprisingly by stakeholders/policy makers. It is crucial for those who
inform policy and make interventions to have an understanding of the industry. The
relevance of MET at the secondary level must be informed by those who are
knowledgeable of current trends in the industry to influence curriculum reform and
development. As discussed in the literature review, an education policy framework
provides a guide for the development and implementation of national education
plans (Knight, 2014). The implications of the findings have relevance to those
persons who are advocating for an increased awareness of the industry as well as
introducing more youth to maritime career opportunities, such as the IMO. There is
also relevance to stakeholders, policy makers, educators and publishers.
The findings suggest that youth joining the industry is not automatic. Therefore,
strategies of engaging the youth should not be left to extra-jurisdictional
efforts/strategies alone, such as those of the IMO. While IMO has implemented a
strategy (the “Go to Sea Campaign”3
) there is the need for member states to
underpin this campaign with unique and national specific strategies for creating
awareness for their youth to attract them to the industry. The appointment of Youth
Ambassadors by the IMO to increase awareness should also target the general
public including policy makers and stakeholders. Importantly, the findings noted
that many policy makers are themselves unaware of the industry and need to be a

3 The IMO’s ”Go to Sea Campaign” was initiated in 2008 (see
http://www.imo.org/en/OurWork/HumanElement/GoToSea/Pages/Default.aspx)
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part of the intervention plan of the IMO Youth Ambassadors because they could
help develop policy to promulgate MET at the secondary level.
There are also implications for companies that write magazines and journal articles
for the industry. An assessment of the target audience needs to be re-examined,
there is the need for literature at the lower level for the youth, for example,
cartoons, comics, videos, social media, advertisement in the media to attract the
youth audience. It has been found in the data that strategies as mentioned above, are
needful to target the youth in bringing awareness and can be used as learning
resource.
Additionally, there is an implication for educators. One can also say that the
relevance of MET at the secondary level is informed by qualified instructors to
impart knowledge. On the back of that, there is a need to have workshops and
seminars to educate secondary level teachers. In addition to this (or perhaps for
some time, in lieu of this) secondary teachers should be a target group established
by the Youth Ambassadors. It was found that MET at the secondary level is a longterm strategic plan, therefore educating the educators should be part of the longterm strategy.
Finally, the relationship between the level of education and the category of the
worker has no significance in terms of maritime awareness. It was also found that
the level of education and place in organization (level/rank/authority) do not
necessarily correlate with knowledge/awareness of the industry and the need for
secondary level MET exposure. This could therefore mean that all levels and
categories of employee/people need to gain awareness since the industry is not
particularly influenced by position or the level of education. Therefore,
stakeholders may not always agree to the implementation of MET at the secondary
level. Nevertheless, this should not signal the end of laudable efforts in this
80
direction. A rigorous strategy for jurisdictions to develop maritime policy to
promulgate secondary education in the domain is therefore necessary. There is a
need for governments to collaborate and coordinate with the industry on how they
can implement MET at the secondary level in an economical way. Additionally,
educating the public of the local industry, the stakeholders, and their roles should
become an urgent agenda.
5.4 Recommendations
Given the scope and practical limitations, exhaustive statistical analyses were not
undertaken. It is recommended that future research (with greater time scopes and
sample sizes) seek to use more rigorous statistical approaches to establish more clearly
correlations between relevant variables such as sea-experience and views of MET at the
lower educational levels.
Future research could further interrogate the role of stakeholders in promulgating
maritime education and training at the secondary level. It was found that one of the
challenges in implementing MET at the secondary level rests with stakeholders in their
capacity as policy makers. Furthermore, it was also found that stakeholders sometimes
are not aware of the industry and their role in the process was not easily identified.
Therefore, this area of study would provide information on their role in the process and
the extent that they affect the process. Another study could examine the impact of
maritime awareness on the maritime industry. It was found that awareness of the
industry was lacking even though it has the potential of increasing entrance to the
industry. As such the study could inform whether awareness has any relationship to the
development of the industry and perhaps that may be a determinant for MET at the
secondary level on a global scale for global awareness.
81
5.5 Conclusion
The study has adequately demonstrated, through its findings that there is relevance for
MET at the secondary level. It has been shown that the merits and demerits are
influenced by the jurisdictions’ interest, the economics as well as geographical factors.
Evidence in findings indicated the need for awareness to tackle the trends of seafarer
attrition, the aging population of seafarers, and to attract youth to the industry for career
opportunities. Another key element was the response of jurisdiction to the philosophical
and sociological changes of the society that warrants the relevance for MET at the
secondary level. This therefore, influences curriculum reform and development.
However as was found, on the back of such need there is the requirement of a policy
framework. Consequently, a number of other factors as mentioned in the results chapter
for example political will and collaboration as being crucial for developing policy.
In addition, the study reveals that awareness has no hierarchical relationship with the
category of people, therefore the human element at all levels and categories should be
targets of awareness campaigns/strategies. This finding is underpinned by the
observation that increased shipping activities connote the need for sustaining a qualified
calibre of professionals who should be targeted at the secondary level as a long-term
strategic objective.
The literature has provided psychological evidence that the introduction of concepts
during the youthful age 11-18 years concretises lifelong learning that influences changed
behaviour and attitude about the maritime industry. It also outlines a clear understanding
of the purpose of secondary education, which emphasises an open access and universal
coverage of education that is fit for purpose and has relevance to society and culture in
preparing boys and girls for civics, political and work related aims (Paquette & Fallon,
2014; Kamens, Meyer, & Benavot, 1996). In spite of the findings, Athanasios & Adolf
82
(2011) and Huan (2014) have found that the industry and relevant interest group are
passive in finding strategies to ‘push’ or attract young people to pursue maritime careers.
As such, the researcher therefore concludes that maritime education and training at the
secondary level is relevant and has been found as a needed paradigm shift befitting a
global industry to educate global citizens for a sustained calibre of professionals as well
as to increase awareness and importantly to mitigate the imbalance of supply and
demand of competence seafarers. As such I end with this quote:
“It is the work of true education to develop this power, to train the youth to be thinkers,
and not mere reflectors of other men’s thought” (White, 1903).
83
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7 Appendix 1
Interview Consent Form
Informed Consent for Research Interview
I volunteer to participate in a research being conducted by Ms. Simone
Cunningham from the World Maritime University. I understand that the
interview is designed to gather information about the relevance of Maritime
Education and Training (MET) at the secondary level. I will be one of the
participants being interviewed for this research.
1. My participation in this research is voluntary. I understand that I will
not be paid for my participation. I may withdraw and discontinue
participation at any time without penalty.
2. If, however, I feel uncomfortable in any way during the interview
session, I have the right to decline to answer any question or to end the
interview.
3. I understand that the interview may be done personally or either by
audio, video conference or skype or by writing down answers to questions
sent to me. The oral interview will last approximately 30-45 minutes. Notes
will be written during the interview. An audiovisual recording may also be
made with my permission.
4. I am aware that the data will be used for a dissertation paper. I have the
right to review, comment on, and/or withdraw information prior to the
paper’s submission and presentation.
5. All data gathered in this study is confidential and anonymous with
respect to my personal identity unless I specify/indicate otherwise. I grant
permission for the use of this information for dissertation. I also grant
permission to use one of the following (please click one):
91
____ My full name ____ My first name only____ Just a pseudonym
6. I understand that if I desire, I will be given a copy of the (please click
one):
___ paper ____ audiotape ____ videotape ___ transcribed interview
____ photograph(s)
7. I understand that this research study has been reviewed and approved by
the Research Ethics Committee (REC) of the World Maritime University,
and that I may contact the research supervisor with any queries I may have.
8. I have read and understand the explanation provided to me. I have had all
my questions answered to my satisfaction, and I voluntarily agree to
participate in this study.
9. I have been given a copy of this consent form.
____________________________ ________________________
My Signature Date
____________________________ ________________________
My Printed Name Signature of the Researcher
92
8 Appendix 2
SEMI-STRUCTURED INTERVIEW QUESTIONS
TOPIC: RELEVANCE OF MARITIME EDUCATION AND TRAINING (MET)
AT THE SECONDARY LEVEL
1. How aware do you think the population (of the respondent’s country) is about the
maritime industry?
2. Are there any secondary schools in your country that offer maritime education
and training?
3. How relevant is the implementation of maritime education and training at the
secondary level to the development of the maritime industry (if it is already
being implemented/ if not how relevant would it be)?
4. In your view what are the merits and demerits of maritime education and training
at the secondary level, nationally and globally?
5. What are the national practices and underlying policies that inform the delivery
of maritime education and training at the secondary level (if any)?
6. What are the current trends and challenges within the maritime industry that may
warrant maritime education and training at the secondary level?
7. What do you think could be the inhibiting factors for implementing MET at the
secondary level in a (your) country?
8. Who are the stakeholders when considering MET at the secondary level
9. What is the role of the stakeholders in implementing maritime education and
training at the secondary level?
93
10. What are some of the possible solutions and /or strategies for overcoming the
barriers indicated in implementing maritime education and training at the
secondary level?
11. What is your input on the subject of maritime education at the secondary level to
tackle the challenges of the shortage of seafarer?
94
9 Appendix 3
QUESTIONNAIRE
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96
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98
99
10 Appendix 4
Descriptive Statistics
Figure 4: Response by Gender
Figure 5: Response by Age Group
100
Figure 6: Response by Level of Education
Figure 7: Response by Region
Figure 8: Response by Category
101
Figure 9: Response by Maritime Affiliation
Figure 10: Response by Maritime Awareness
Figure 11: Response by Interest in Maritime Careers
102
Figure 12: Response to what motivates your interest in the maritime industry
Figure 13: Participants with Maritime Training
Figure 14: Response to would basic knowledge of MET helped at higher level of education
103
Figure 15: Response to MET at secondary level influences maritime careers
Figure 16: MET at the secondary level impacts sustainability of the maritime industry
Figure 17: Response to should government implement MET at the secondary level
104
Figure 18: Response to government initiative to increase maritime awareness
Figure 19: Response to maritime awareness in your country

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